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

So, what happens is that we then start?teaching children to hurry up. ¡®Hurry up, come on, quickly, now - put on your coat NOW!¡¯ are part of?every 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¡¯t?hurry up.

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

2. Skills

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

Let¡¯s take a classic example; one of the main qualities people often think of as?connected 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, practically?and non-judgmentally with bodily fluids. So, yes, we absolutely need to make sure that we are?educating our children to become skillful in various ways but we also need to think about how those?skills are transferable.

3. Knowledge

One of the most significant changes of the past 40 years is how we can access information. Gone are the?days 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 can?we help with this? First, we have to get children interested enough in a topic to want to find things?out for themselves. Then we must guide them through what is true and what might not be. And?then 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 tree?elsewhere.

4. Imagination

Thinking creatively, thinking ¡®out of the box¡¯ and seeing new possibilities can and must be?nurtured 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. We?can unlearn banal responses and consider what we really think; in other words we can ¡®think for?ourselves¡¯. Again this skill is needed more than ever when surrounded by seemingly?wise thoughts in social media memes. The nature of memes is that they look definite, as if they are?true. They might be and they might not. We can decide when we use our critical and creative?thinking skills.

We can use imagination to find solutions to problems and we can use it to make our own everyday realities?more exciting and life-enhancing. Whatever we do, if we have a positive image of ourselves doing?it, the task becomes more meaningful and rewarding. And in a practical sense in the classroom, we?can bring language learning to life. Imagining and play acting the situations where the language we are?learning 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 to?do their homework. This is something that teachers need to be aware of; do the children have that?at home? It¡¯s not a question of finance - not everyone can afford a separate room and the space for a?desk - but it is a question of realizing that a dedicated, quiet space is needed. For example a cleared?kitchen table at certain times of the day. It¡¯s worth bearing this in mind if parents say their?children 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 that?someone wants you to do well, is there for you through your mistakes and successes, and?empathizes with both. Someone who ¡®has your back¡¯ when you need help and is glad for you when?you do well; that gives our children a powerful sense of security. And we can flourish when we feel?secure.

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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    6 tips for planning your first English classes

    By Nicole Kyriacou

    You are nervous, yet excited. You want to appear relaxed and fun, but still be taken seriously. Most of all, you are keen to make an excellent first impression.

    With all that in mind - planning your first English classes of the year can be a daunting experience.

    Here are six things to consider when planning your first classes:

    1. Set clear aims

    Whether you are teaching young learners, teenagers or adults, it¡¯s important you discuss the aims and objectives of the course from day one. You¡¯ll need to learn more about your students' needs to do this. Why are they learning English? Do they want to prepare for an official exam? What activities do they enjoy? What things do they need to improve the most?

    The way you do this will depend on the age of your learners. For example, with adults and teens, you could get them to interview each other and write a report about what they found out. With younger children, do a survey they can complete using smiley faces.

    2. Find out students¡¯ interests

    Although you should understand your students' needs and why they want to learn English - to help make your classes relevant and engaging - you should also discover what they enjoy doing outside of class.

    To do this, get students to write mini bios you can stick around the classroom. Or have them prepare presentations where they share something they are passionate about with the rest of the class - using coursebooks. As a class, go through the contents page, vote on which topics students find most interesting, and start with those.

    3. Break the ice

    You want your first class to be fun so that students are motivated, and associate English language learning with something they can enjoy. Ice-breakers can also be an excellent way to get to know each other and learn about your students' current level of English.

    Activities where students have to ask each other questions work well.

    4. Provide a comfortable environment

    Young learners and teenagers tend to be shy at the start of a course - especially if they don¡¯t know each other. Develop a rapport and break down boundaries by including team-building activities in your first class.?Your aim is to have all the students feeling more comfortable with each other before the end of the lesson so that there are no awkward silences in future lessons.

    5. Manage expectations

    Managing expectations is an essential part of a teacher's job. Make sure in the first class you are clear about what you expect from your students and what they can expect from you.

    Have students brainstorm the rules for the class and then make a big poster or ¡®class contract¡¯ which all students have to sign. Display the poster on the wall so you can always refer to it if someone misbehaves.

    Try to keep the rules as positive as possible. Instead of writing: 'Don¡¯t speak your first language', write: 'Try to always speak English and ask if you don¡¯t know a word'. If you are feeling really brave, you can even get your students to devise a list of rules for you which you can display on the wall next to theirs.

    6. Make it challenging

    It¡¯s great making your first lesson fun - but there¡¯s nothing more motivating than leaving a new class and feeling like you¡¯ve made a good decision and you are going to learn lots (and you aren¡¯t wasting your time or money). This is especially important for adult learners.

    So, as well as getting to know each other and finding out their needs, teach them something new. This could be 10 new pieces of vocabulary, how to structure a letter or report, or a list of resources they can use at home to practice their English.