5 essentials every child needs when you're teaching English

Jeanne Perrett
Two parents sat with their two children, writing in a workbook togeher

The educational choices available to children are evolving rapidly with apps, online courses, digital games, recordings and videos becoming easily accessible. However, amidst this technological advancement, human evolution has not suddenly accelerated, and the primary aim for teachers remains unchanged - helping children make sense of the world and leaving their mark on it.

Here are five essential ways we can achieve that for every child, regardless of their circumstances, whether it's teaching English or fostering everyday learning and education.

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5 essentials every child needs when you're teaching English
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1. Attention

Paying attention to what we're doing is something that we have to re-learn. Very young childrenÌýpay great attention to the smallest of things. Washing their hands takes forever as they want toÌýfocus on the soap, doing up shoelaces can become a half-hour activity, or an interesting pebble on theÌýroad can make a quick trip to the shops a very long one.

So, what happens is that we then startÌýteaching children to hurry up. ‘Hurry up, come on, quickly, now - put on your coat NOW!’ are part ofÌýevery parent’s repertoire. And we have to do it because we know what the children don’t - that the bus won’t wait for us, that school starts at a certain time and that people will be kept waiting if we don’tÌýhurry up.

Therefore paying attention has to be re-learnt and we need to lead the way. We have to pay attention toÌýthe children, what they are saying and doing, and then we have to resist the temptation to do tooÌýmany things at once. And, most importantly, we have to give our children enough time to letÌýthings sink in.

2. Skills

We have so many ways of describing skills now; soft, hard, thinking, critical, communication - the listÌýgoes on. In some ways, these descriptors are useful as they make us more aware of the particularÌýskills of a child, but there is still often a gap between knowing how a child is skilled and how that canÌýbe useful to the child.

Let’s take a classic example; one of the main qualities people often think of asÌýconnected to nursing is a skill for caring, showing compassion and being a good communicator.ÌýYes, that is important, but the main skill needed to be a nurse is dealing competently, practicallyÌýand non-judgmentally with bodily fluids. So, yes, we absolutely need to make sure that we areÌýeducating our children to become skillful in various ways but we also need to think about how thoseÌýskills are transferable.

3. Knowledge

One of the most significant changes of the past 40 years is how we can access information. Gone are theÌýdays of one version of an encyclopedia or whatever your teacher knew; now we have online data,Ìýcrowdsourced reports, scores of different formats - everything is a click and a swipe away.

So how canÌýwe help with this? First, we have to get children interested enough in a topic to want to find thingsÌýout for themselves. Then we must guide them through what is true and what might not be. AndÌýthen our main job is showing them that they can add to the tree of knowledge. It’s constantly growing,Ìýand they can lengthen the branches, help fruit grow, and even dig up the roots and plant the treeÌýelsewhere.

4. Imagination

Thinking creatively, thinking ‘out of the box’ and seeing new possibilities can and must beÌýnurtured in our children. We can use our imagination in traditionally creative ways such as writing, artwork, music and drama, but perhaps even more importantly we can use it in ‘unseen’ ways. WeÌýcan unlearn banal responses and consider what we really think; in other words we can ‘think forÌýourselves’. Again this skill is needed more than ever when surrounded by seeminglyÌýwise thoughts in social media memes. The nature of memes is that they look definite, as if they areÌýtrue. They might be and they might not. We can decide when we use our critical and creativeÌýthinking skills.

We can use imagination to find solutions to problems and we can use it to make our own everyday realitiesÌýmore exciting and life-enhancing. Whatever we do, if we have a positive image of ourselves doingÌýit, the task becomes more meaningful and rewarding. And in a practical sense in the classroom, weÌýcan bring language learning to life. Imagining and play acting the situations where the language we areÌýlearning might be called for; in a restaurant, at an airport or meeting new friends. It can be a great method to teach English to kids, keeping them engaged and actively involved.Ìý

5. Support

Support comes in many forms. First concrete support, such as providing a desk and materials for children toÌýdo their homework. This is something that teachers need to be aware of; do the children have thatÌýat home? It’s not a question of finance - not everyone can afford a separate room and the space for aÌýdesk - but it is a question of realizing that a dedicated, quiet space is needed. For example a clearedÌýkitchen table at certain times of the day. It’s worth bearing this in mind if parents say theirÌýchildren never focus on homework. Look at the practicalities before any attitude issues.

The most important form of support we can give is ‘being there’ for our children. Knowing thatÌýsomeone wants you to do well, is there for you through your mistakes and successes, andÌýempathizes with both. Someone who ‘has your back’ when you need help and is glad for you whenÌýyou do well; that gives our children a powerful sense of security. And we can flourish when we feelÌýsecure.

By implementing these above points, we can equip children with the tools they need to understand the world, pursue their passions and make a positive impact on their lives and others.Ìý

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  • Children in a classroom with their hands up

    8 first lesson problems for young learners

    By Joanna Wiseman

    The first class with a new group of young learners can be a nerve-wracking experience for teachers old and new. Many of us spend the night before thinking about how to make a positive start to the year, with a mixture of nerves, excitement, and a desire to get started. However, sometimes things don’t always go as expected, and it is important to set a few ground rules in those early lessons to ensure a positive classroom experience for all, throughout the academic year.

    Let’s look at a few common problems that can come up, and how best to deal with them at the start of the school year.

    1. Students are not ready to start the class

    How the first few minutes of the class are spent can greatly influence how the lesson goes. Students can be slow to get out their equipment and this can cause a lot of time wasting. To discourage this, start lessons with a timed challenge.

    1. Tell students what you want them to do when they come into class, e.g. sit down, take out their books and pencil cases, sit quietly ready for the lesson to start.
    2. Time how long it takes for everyone to do this and make a note. Each day do the same.
    3. Challenge students to do this faster every day. You could provide a goal and offer a prize at the end of the trimester if they reach it, e.g. be ready in less than a minute every day.

    2. Students speak their first language (L1) in class

    One of primary teachers' most common classroom management issues is getting them to speak English. However, young learners may need to speak their mother tongue occasionally, and a complete ban on L1 is often not the best solution. But how can we encourage students to use English wherever possible?

    Tell students they have to ask permission to speak in L1, if they really need to.

    • 3 word rule — tell students that they can use a maximum of three words in L1 if they don’t know them in English.
    • Write ENGLISH on the board in large letters. Each time someone speaks in L1, erase a letter. Tell students each letter represents time (e.g. 1 minute) to play a game or do another fun activity at the end of the lesson. If the whole word remains they can choose a game.

    3. Students don’t get on with each other

    It is only natural that students will want to sit with their friends, but it is important that students learn to work with different people. Most students will react reasonably if asked to work with someone new, but occasionally conflicts can arise. To help avoid uncomfortable situations, do team building activities, such as those below, at the beginning of the school year, and do them again whenever you feel that they would be beneficial:

    • Give students an icebreaker activity such as 'find a friend bingo' to help students find out more about each other.
    • Help students learn more about each other by finding out what they have in common.
    • Balloon race. Have two or more teams with an equal number of students stand in lines. Give each team a balloon to pass to the next student without using their hands. The first team to pass the balloon to the end of the line wins.
    • Team letter/word building. Call out a letter of the alphabet and have pairs of students form it with their bodies, lying on the floor. When students can do this easily, call out short words, e.g. cat, and have the pairs join up (e.g. three pairs = group of six) and form the letters to make the word.

    4. Students don’t know what to do

    When the instructions are given in English, there will inevitably be a few students who don’t understand what they have to do. It is essential to give clear, concise instructions and to model the activity before you ask students to start. To check students know what to do and clarify any problems:

    • Have one or more students demonstrate using an example.
    • Have one student explain the task in L1.
    • Monitor the task closely in the first few minutes and check individual students are on the right track.

    5. A student refuses to participate/do the task

    This is a frequent problem that can have many different causes. In the first few lessons, this may simply be shyness, but it is important to identify the cause early to devise an effective strategy. A few other causes might include:

    • Lack of language required to respond or do the task. Provide differentiation tasks or scaffolding to help students with a lower level complete the task or have them respond in a non-oral way.
    • Low self-confidence in their ability to speak English. Again, differentiation and scaffolding can help here. Have students work in small groups or pairs first, before being asked to speak in front of the whole class.
    • Lack of interest or engagement in the topic. If students aren’t interested, they won’t have anything to say. Adapt the topic or task, or just move on.
    • External issues e.g. a bad day, a fight with a friend, physical problems (tiredness/hunger/thirst). Talk to the student privately to find out if they are experiencing any problems. Allow them to 'pass' on a task if necessary, and give them something less challenging to do.

    It is important not to force students to do something they don’t want to do, as this will cause a negative atmosphere and can affect the whole class. Ultimately, if a student skips one or two tasks, it won’t affect their achievement in the long run.

    6. Students ask for repeated restroom/water breaks

    It only takes one student to ask to go to the restroom before the whole class suddenly needs to go! This can cause disruption and stops the flow of the lesson. To avoid this, make sure you have rules in place concerning restroom breaks:

    • Make sure students know to go to the restroom before the lesson.
    • Have students bring in their own water bottles. You can provide a space for them to keep their bottles (label them with student names) in the classroom and have students fill them daily at the drinking fountain or faucet.
    • Find out if anyone has any special requirements that may require going to the restroom.
    • Provide 'brain breaks' at strategic points in the lesson when you see students becoming restless.

    7. Students don’t have the required materials

    • Provide parents with a list of materials students will need on the first day.
    • If special materials are required in a lesson, give students a note to take home or post a message on the school platform several days before.
    • Don’t blame the student - whether they have a good reason or not for turning up to class empty-handed, making a child feel guilty will not help.
    • Write a note for parents explaining why bringing materials to class is important.

    8. Students are not listening/talking

    Getting their attention can be challenging if you have a boisterous class. Set up a signal you will use when you want them to pay attention to you. When they hear or see the signal, students should stop what they are doing and look at you. Some common signals are:

    • Raising your handÌý- When students see you raise your hand, they should raise their hands and stop talking. Wait until everyone is sitting in silence with their hands raised. This works well with older children and teenagers.
    • Call and response attention-getters - These are short phrases that prompt students to respond in a certain way, for example: Teacher: "1 2 3, eyes on me!"ÌýStudents: "1 2 3, eyes on you!". Introduce a new attention-getter every few weeks to keep it fun. You can even have your students think up their own phrases to use.
    • Countdowns -ÌýTell students what you want them to do and count backwards from ten to zero, e.g. "When I get to zero, I need you all to be quiet and look at me. 10, 9, 8 …"
    • Keep your voice low and speak calmly -ÌýThis will encourage students to stop talking and bring down excitement levels.
    • A short song or clapping rhythm -ÌýWith younger children, it is effective to use music or songs for transitions between lesson stages so they know what to do at each stage. For primary-aged children, clap out a rhythm and have them repeat it. Start with a simple rhythm, then gradually make it longer, faster, or more complex.