Here we find ourselves already in a new year. I wonder if, like me, many of you might be wondering how that has happened. January is a time of year traditionally associated with analyzing the past and making resolutions for the future.
In the classroom this might also involve looking forward to assessments and exams at the end of the school year. Maybe you’ve made New Year’s resolutions that have already fallen by the wayside.
The focus of this blog is learning how to stay in the present moment. So let's take a practical look at how to manage this time of year with your students and with ourselves as teachers (and humans), while also effectively planning ahead for the future.
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Mindfulness can be a broader concept than just focusing on the breath. We can also extend awareness to our daily habits and look at what is making us feel good and what is draining us. This helps us ensure our daily routine is actively supporting our mental health.
Here’s what you can do to help your students be more mindful of their daily habits.
This activity encourages children to be more understanding of what makes them feel happy or less happy on a daily basis. In this way, we gently teach them to be more aware of their emotions and how to take an active role in supporting their own mental health and self-care. Ultimately, we teach them that the choices we make day-to-day are as important as a resolution for the rest of the year.
As they learn more mindfulness activities in school, these might even start to appear on their everyday lists too. This will protect their minds against everyday stress and assessment pressure.
New Year’s resolutions seem to play a large role in society, and it is interesting to notice how guilty we feel if we don’t stick to them.
We traditionally make resolutions at the start of a new year, but this is completely arbitrary - and it hasn’t always been this way. In fact, the concept of setting an intention for the new year dates back to at least 4000BC. Back then, these resolutions were traditionally made in March, . But when Julius Caesar made the Roman calendar, he decided that each year would begin in January.
The Romans felt it was more appropriate because the Roman god Janus represented new beginnings, endings, gateways and transitions. It’s strange to think this ancient decision now affects how we run and organize our lives and our personal energy all over the world.
January is actually a time when nature is still in hibernation, with trees bare and seeds still under the ground (in the Northern Hemisphere, at least). This can make it feel difficult to commit to fresh starts and, for some, feel overwhelming to look ahead.
So instead of resolutions, try inviting your students to simply set an intention of what they’d like to feel or achieve over the course of the year. And rather than pushing for it or expecting it to happen straight away, invite them to treat it like a seed in a pot of soil which they are watering each day with one little step at a time.
This might be a little bit of revision for a test every day, for example, or tidying their room once a week so it feels nice to play and do homework in.
A lovely way to get your students to connect with nature’s calendar is to take them outside for a mindfulness walk. You could link it in with a class plan to introduce nature or town vocabulary, or organize it during lunch or break time for multiple classes together.
*If outside simply isn’t an option for your school, you can try a mindful walk through the corridors.
This can be a really pleasant way to encourage students (and yourself) to notice what is going on around them in nature and to step outside of the timetable set for them as part of the school system. It helps their focus and perspective, reducing stress and reminding them how far they have progressed.
I often have mindfulness students asking me how they can stay present while also effectively planning ahead. Hopefully, these three simple ideas demonstrate how we can actively use our focus on the present moment to improve and pace our future planning for exams and deadlines.
By trusting in the process of calmly planting little seeds of intention and taking little steps to grow them, we can achieve just as much, if not more, than thinking six months into the future and panicking that we haven’t yet achieved what we want to have done by then. Good luck.
English is one of the most widely-spoken languages in the world, but how much do you know about the language? Here are 11 facts about Englishthat you might not know.
Students all over the globe learn English for many reasons. Some of these motivations may come from the students themselves – perhaps they are learning because they are travelling to an English-speaking area, or they want to be able to converse with English-speaking friends and colleagues. Other reasons for learning could include meeting school requirements, studying abroad, or progressing their careers.
As well as different reasons to learn English, there are also different goals. Many students are still focused on becoming fluent in English, and we are seeing an increase in people who want to learn the language for specific reasons. For example, immersing themselves in a particular culture or simply being able to order from a menu while travelling abroad.
Teachers are focusing on these personal needs to help students achieve their actual goals. It’s likely you’ve already spoken to your students about why they want to learn English. Understanding this is important as different motivations can influence a student’s attitude towards learning the language – and it may be necessary for you to adapt your teaching strategies for different groups of learners.
Let’s meet some different groups of students, learn a little more about their motivations and explore whether different motivations alter how students learn English. You may recognise some of these learners in your classes.
These students are learning English for pleasure or personal reasons. It might be because of travel, social or family reasons or perhaps because a better grasp of English might assist them with their careers. There are also adult learners who could be learning English as an immigration requirement.
For example, 23-year-old Alice decided to learn English so she could meet people and have more meaningful interactions with her English-speaking neighbours. She says: “I was very shy and not very confident in speaking to people, but learning English helped me connect with others and meet new people. I have changed a lot.”
A motivation like Alice’s requires strong teacher support and peer motivation woven into structured learning. Alice can set her goals and with the GSE Learning Objectives map out what she needs to do to achieve them. Teacher encouragement and personal support – and easy access to digital coursework, a social community of others all learning English, and small classes that emphasise conversation – keep people like Alice engaged and motivated to achieve her language goals. “I cannot do it without them”, she says.
These learners are typically in a more formal type of English programme and are learning the language to achieve specific career milestones, such as a promotion. Their employer might even be paying for their learning or they might be reimbursed for the cost of their lessons.
Vincenzo is 33 and works as a Product Manager in Milan for an international organization with offices around the world. He says: “I asked to take English classes as part of my professional development. My company chose an English provider and gave me a choice of group or one-to-one classes. I chose one-to-one classes as I’m easily distracted.”
Professional learners like Vincenzo succeed using a blended learning model of learning in class and at home that they can tailor around their lives. They have a strong motivation to succeed – that’s why learning at home works for them – but step-by-step progress provided by the GSE Learning Objectives is also important to keep this motivation alive. “I met with my teacher once a week where we would work on mistakes I would make while speaking English. He would also give me extra practice materials, like interesting games and videos to listen to in my own time, to help me really get a better understanding of the language,” Vincenzo says.
Learning English is a requirement for many school programmes and students will continue this at college or university. Many of these students will be learning English with a formal course that offers practice tests for high-stakes exams.
Seventeen-year-old Subra is from Malaysia and learns English at school. Some of her family live in Australia and she is considering studying abroad to attend a University that specializes in health care. When she was young, she learned in a traditional classroom backed with tests that helped her see how she was progressing. Now she uses technology, such as her Android Huawei phone to practise her English but still needs the validation of regular testing to know she is on track.
Subrasays: “I am used to studying for tests as I prepared hard for exams to get into middle school and senior school, which was totally determined by test results.”
Academic learners like Subra need to see demonstrable results to help them stay motivated and guide them to the level of English they need to achieve to get the required score on high-stakes tests. With the clear GSE Learning Objectives and a placement test, academic learners can map out where they are right now and where they need to be in order to reach their academic goals. These learners need encouragement and validation of their progress from their teachers to help keep them on track.
Understanding student motivations will help you teach to their specific needs, thus helping them to stay focused and motivated in achieving their goals.
Kirsty Murray taught English for a year at a collège (the French equivalent of a secondary school) in Villers-Cotterêts: a town in the north of France known for being the birthplace of Alexandre Dumas. She taught mixed-ability groups of 11- to 16-year-olds, with classes ranging in size from 10 to 35 students. Here, she shares the five lessons she learned from the experience.
