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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    Teachers of young learners will be familiar with the importance of developing children’s fine motor skills. Building muscle strength, hand-eye coordination, and control are essential parts of students’ development during their early years.Ìý

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    • Builds concentration and self-esteem
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    Below are some simple ways you can develop fine motor skills in your classroom.ÌýÌý

    Building muscle strength

    Holding a pen for prolonged periods requires strong hand, wrist and arm muscles. If you’ve ever had to sit long hand-written exams, you will be familiar with tired and aching hand muscles.

    It is important that students develop their muscle strength so they have the stamina and control needed for writing. Kneading and rolling play dough is a fun way to build these muscles. Then, children can use their playdough creations to role-play scenarios such as having a picnic or visiting a farm. They could even model it into letter shapes.

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    Craft activities that involve scissors and gluing also help improve stamina and hand-eye coordination.Ìý

    Mark making

    Mark making is an important step in a child’s development, encouraging creativity and coordination.Ìý

    Try giving your students the opportunity to explore different mediums of mark making. For example, they could draw marks in trays of sand, jello, shaving foam, flour or rice. Talk to them about their sensory experience (Is it cold? Do you like it? What color is it?). They could start making marks with their whole hands and then, as their coordination improves, use an index finger. Then, they can start using a stick to make marks.ÌýÌý

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    Pincer grip

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    Tripod grip

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    Prewriting activities

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    English courses for young learners are full of mazes, dot-to-dot, tracing and matching activities, all of which combine prewriting with learning English.Ìý

    When it comes to writing letters, it can be helpful if students begin by drawing the letter shape in the air or in sand. They then trace the letter shape with an index finger, before finally tracing over the letter with a pencil.

    Other writing systems

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    It can be helpful to work on left-to-right orientation. For example, before they sit down to write, give students scarves to move from left to right in the air. These students will benefit from pre-writing activities that work on left-to-right, top-to-bottom patterns.Ìý

    Social development

    Doing up buttons, zips, and laces, turning on taps, cutting up food and opening boxes – all of these things improve students’ fine motor skills. They also promote autonomy and social development by helping students learn essential everyday life skillsÌý

    This has an added advantage for the teacher. The less time you have to spend helping students with these tasks, the more time you will have to work on other areas of their development. Not only that, it is also motivating for students to have that ‘I can do it all by myself!’ feeling.Ìý

    Students will be far better prepared to pick up a pen or pencil if they have developed strength, dexterity and stamina in their hands, wrists and arms. This will leave them free to concentrate on the language element of their classroom task, rather than the physical challenge it presents.Ìý

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    Effective classroom management routines for very young learners

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    For very young learners, children aged 3-6, being in a classroom might be a completely new experience. Most of them won’t know any English words at all and might have very little idea of what English is or why they are learning it. Some of them may not yet be completely fluent in their mother tongue.Ìý

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    If we want to keep them comfortable and safe and provide a friendly and welcoming environment, we need to establish routines.Ìý

    7 ways you can build routines into your classes

    Here are some areas where you can easily incorporate classroom management routines into your English language class.

    1. Think about your target language

    Our target language for each lesson may be one or two short phrases or a few new words. We should always keep the presentation and practice of this simple and clear.Ìý

    However, we can use English for all our greetings, praise, instructions and explanations. After a few days, the children will begin to expect it and they will gradually understand what you are saying.Ìý

    2. Coming into the class

    Take time to greet each child by name when they enter the classroom and encourage them to learn and use each other’s names too. This will change how they perceive themselves and each other and encourage friendly communication.Ìý

    Notice the small things about each child. They might have a new T-shirt on or have done their hair specially. They may not tell you that they have made an effort to look nice for their lesson, but they will be pleased when you notice and will feel encouraged to continue.Ìý

    3. Circle time

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    It’s the time where you present the target language for the day. Use a puppet to help you do this. Make the puppet part of the routine by keeping it in a certain place and bringing it out from there every day. The children can call its name.Ìý

    The puppet can greet the children by name and the children can answer back. First, use picture cards or objects to present the language to the puppet. Then, the puppet can show that it understands or ask for repetition.Ìý

    Let the children call out responses as a group. As they build their confidence in English they will want to speak by themselves.Ìý

    Always accept approximations of words and phrases. Rather than correcting the children, continue to model the words and gradually the students will self-correct. Pass this tip on to parents too.Ìý

    4. Book time

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    5. Songs, games and miming

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    In My Disney Stars and Friends each stage of every game is detailed, along with the language you and the students can use. Students might become so involved in the action of the game that they forget to speak in English! That’s okay – continue using the language and eventually they will start to use it too.Ìý

    When a game or a song involves physical activity, have drinks of water ready and let them rest and relax afterwards. Always have a ‘sitting down’ activity ready for them to move on to so that they do not become overexcited or tired.

    6. Craft and stickers

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    Children of 3 or 4 years old will need to learn how to unpeel and then re-stick a sticker. Allow time for this and encourage them to learn from each other once some of them have mastered this fine motor skill.Ìý

    7. Leaving the class

    Time your lessons so that the students don’t have to leave in a rush. It takes them a while to collect up their things and find their bags and coats.Ìý

    If you want the parents to know something, make sure that the children know where they have put the note. One notebook for such messages is a simple way of doing this, and you can tell parents to check it after every lesson.Ìý

    Just as you greeted each child by name when they came in, say goodbye to them individually as they leave.Ìý

    Incorporating effective classroom management routines makes young learners feel more comfortable as they know what to expect from their language classes. Familiarity is welcome for children, so exploit these times for more language learning opportunities.Ìý

    Find more ideas on effective classroom management routines in Jeanne Perrett’s webinar, where she focuses on practical ideas and teaching tips for how we can organise and manage a class of young learners.