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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    How to encourage your teenage students to become independent learners

    By Nicola Pope

    Learning is a lifelong activity regardless of age, position, or ambition. Many teachers embody this philosophy themselves – and would like nothing more than for their teenage students to develop strategies to become independent learners.

    But teachers often feel frustrated when their students rely on them too much or show a lack of motivation and focus in the classroom.

    Let’s look at how to start a project that holds your students’ attention. We’ll also go into how you can help your students practice and develop a range of English language skills at the same time.

    The benefits of starting a project that interests your students

    Group projects are motivating because they give students a common objective to work towards. The need to work as part of a team teaches teens collaboration skills, such as accountability. When learners decide on roles within their groups it soon becomes apparent just how important it is for them to be responsible and do their part.

    Project work also often encourages students to push themselves beyond their comfort zones as they try and test new skills. This is often true when learners are required to present on a topic or learn how to do something practical (like using PowerPoint or Google Slides for presentation design).
    In addition, projects can test a variety of English language and 21st century skills such as:

    • critical thinking skills (for planning and development of ideas)
    • topic/subject-specific vocabulary
    • reading and listening comprehension (for researching)
    • speaking skills (for group work)
    • creative skills (for project development and production)
    • presenting skills (for the final delivery of the project)

    Furthermore, when projects take place over several classes, students often eventually get into a routine and seek less direction from the teacher. They know what needs to be done and get on with it in their groups. Of course, you will still need to monitor and offer guidance throughout the project.

    The key elements of an independent learning project

    Find a meaningful subject matter

    First, you’ll need to start with a topic that engages your students. To discover this, put students in groups (online in breakout rooms or in the classroom) and have them work together and mind map some local, national or global problems they would like to solve. For example:

    • The local theater has closed down and they want to set up a new drama club.
    • There is a lot of pollution in the capital city and they want to help reduce it.
    • The rainforest is being deforested and they want to create awareness.

    After they have a good-sized list, instruct each group to pick something they would like to learn more about. Alternatively, if your students are unlikely to find interesting problems to solve themselves, provide them with several short-level-appropriate reading materials about topics you think will catch their attention. That way they can learn about local or international issues and choose a project focus.

    Balancing guidance and instruction

    A vital goal of this project-based approach is to encourage students to be independent. That does not mean they should have no boundaries or objectives, however.

    You’ll need to set deadlines, tell them what you expect of them, and explain how they should present their projects at the end. And depending on their levels, your students will also need a certain amount of scaffolding. You can do this using a set of questions. For example:

    1. What is the main problem you want to solve?
    2. Who does it affect?
    3. Why is it important to change?
    4. What steps could you take to solve the issue?
    5. Who could help you do this?
    6. How could we do this as a group?
    7. How can we present the issue to make people care about it?

    These questions can form the basis of the project, which can last from one to several weeks, depending on their age, level and time restraints. Adapt the questions to suit your students and the specific needs of their projects.

    Facilitating teamwork

    Encourage students to work together to plan, research and present their ideas. Set days or classes by which certain project elements must be completed. This helps ensure that the students make progress and encourages them to ask you questions if they are stuck.

    Decide whether you want to give set times during your classes to work on the project, or whether you want to dedicate entire classes to their work. Also, think about how much work should be completed in your student's own time. Their workload, level of English, and access to technology will all impact your decision.

    For example:

    • Class one: Define the problem you want to solve. Consider what you need to find out, decide on individual roles and develop an action plan. Show the teacher your progress.
    • Class two: Research your project questions and share what you find with the group. Is there anything else you need to know? Show the teacher your progress.
    • Class three: Come up with a presentation outline and begin to work on it.
    • Homework: Each work on your individual presentation section.
    • Class four: Show the teacher your progress. Practice your presentations.
    • Class five: Practice and then deliver your presentations.

    You may wish to allow students the freedom to choose how they would like to present it. Give instructions on how long you expect the presentation to be. If working remotely, collaboration tools such as Google Docs, and are excellent for facilitating teamwork.

    Here are some ways you might ask them to present:

    • a poster and presentation
    • an online presentation (e.g. using PowerPoint)
    • a website (on paper or online)
    • a video presentation
    • a theatrical production
    • a podcast episode.

    Keep in mind that the objective is to help them research, present and deliver a project in English. Check in regularly on progress and provide feedback and help whenever needed.

    While it’s important to monitor and guide them with the English language as they work, it’s also crucial to let students make decisions for themselves.