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.

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 childrenpay great attention to the smallest of things. Washing their hands takes forever as they want tofocus on the soap, doing up shoelaces can become a half-hour activity, or an interesting pebble on theroad can make a quick trip to the shops a very long one.

So, what happens is that we then startteaching children to hurry up. ‘Hurry up, come on, quickly, now - put on your coat NOW!’ are part ofevery 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’thurry up.

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

2. Skills

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

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

3. Knowledge

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

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

4. Imagination

Thinking creatively, thinking ‘out of the box’ and seeing new possibilities can and must benurtured 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. Wecan unlearn banal responses and consider what we really think; in other words we can ‘think forourselves’. Again this skill is needed more than ever when surrounded by seeminglywise thoughts in social media memes. The nature of memes is that they look definite, as if they aretrue. They might be and they might not. We can decide when we use our critical and creativethinking skills.

We can use imagination to find solutions to problems and we can use it to make our own everyday realitiesmore exciting and life-enhancing. Whatever we do, if we have a positive image of ourselves doingit, the task becomes more meaningful and rewarding. And in a practical sense in the classroom, wecan bring language learning to life. Imagining and play acting the situations where the language we arelearning 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.

5. Support

Support comes in many forms. First concrete support, such as providing a desk and materials for children todo their homework. This is something that teachers need to be aware of; do the children have thatat home? It’s not a question of finance - not everyone can afford a separate room and the space for adesk - but it is a question of realizing that a dedicated, quiet space is needed. For example a clearedkitchen table at certain times of the day. It’s worth bearing this in mind if parents say theirchildren 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 thatsomeone wants you to do well, is there for you through your mistakes and successes, andempathizes with both. Someone who ‘has your back’ when you need help and is glad for you whenyou do well; that gives our children a powerful sense of security. And we can flourish when we feelsecure.

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.

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  • A Parent reading to his two children from a book with all three of them laying on the floor

    How can teachers encourage parents to get kids reading at home?

    By Donatella Fitzgerald MBE

    “Sharing a story with your child is one of the most incredible things you can do for them.” – .

    Research shows that getting kids reading at home can increase their reading ability at school – and improve their overall well-being. Parents and guardians can make a big difference. But how can teachers encourage parents to get their children to read more at home? We explore some strategies you can use.

    Tell parents about the benefits

    Reading can give children a break from technology-centered activities. It can help them to relax and unwind; reading a book can make children laugh and feel happier! Through hearing stories, children are also exposed to a rich and broad vocabulary.

    “It is important for teachers to establish contact with parents as much as possible and give very clear guidelines on the benefits of reading, and how they can create a reading routine and help their children read at home,” says Kasia Janitz-De La Rue, Product Development Director at app.

    So, encourage parents to find time for a reading routine. Just before bedtime is a great time, as .

    Give parents practical ideas for reading strategies

    Encourage parents to read with and not to their child. It doesn’t matter how long they set aside to read – just 10 minutes of quality reading time can make a big difference.

    Here are a few tips concrete reading tips for teachers to share with parents:

    • Ask children lots of questions while reading.
    • Use encouragement and praise to keep children engaged. Saying things like “what fantastic ideas” or “you thought so carefully about that, what might happen now?"will keep their minds working.
    • Use their past experiences to talk about what’s being read. Things like “have you learnt about…at school?” or “do you remember when we watched…and found out about…?” are good conversation starters.
    • Tune in and listen to children, and be curious about their interests. “I didn’t know you knew so much about…” or “I love reading stories about…with you,” are good phrases to keep in mind.

    It’s also a great idea to share online resources with parents. You can also suggest that parents look up read-aloud YouTube videos featuring authors, teachers or librarians reading their favorite stories. This way, children can watch and listen as often as they like.

    Recommend graded readers

    Graded readers are books that use language in line with a child‘s learning level. They can help children build confidence, and help slowly expose them to authentic reading levels.

    Encourage parents to identify what genre their child is interested in and show them the readers available. Each time parents see their children move up a level, they’re sure to see their children’s love for reading grow.

    Suggest before, during, and after reading activities

    Before reading

    Parents can take turns with their children to predict what the story is about – or what will happen next. Here is an activity teachers may suggest they try:

    “Start with the cover of the book and the blurb on the back cover. Reveal the cover slowly to ask the child what they can see. Ask them to guess what is on the cover. Once they have seen the cover, ask them questions about the images on the cover – who, what, why, where and how?”

    While reading

    Remind parents to focus on their children’s reading comprehension by using strategies like prediction, questioning, clarifying, and summarising. Teachers can ask parents to:

    • check ideas and understanding as the child reads: ‘So, you think that….’ ‘Did you expect…to happen?’ ‘Why do you think that happened?’
    • use the pictures in the book to help with comprehension
    • describe what is happening and talk about the characters.

    After reading

    Don’t forget: parents can continue to explore the book’s topic once reading time is done! A few ideas to share with parents include:

    • organising a puppet show for family members and siblings after making puppets of the characters in the book
    • having children draw a picture of their favorite character or their favorite page in the story
    • encouraging children to express their opinion on the book.