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.
For young learners, their education is frequently holistic. A single game or activity might develop their speaking and listening skills, mathematical knowledge, social interaction, artistic development as well as motor skills. In the same way, improving fine motor skills can form a natural part of students’ English classes and can have the following benefits:
Below are some simple ways you can develop fine motor skills in your classroom.
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.
When singing songs or telling stories to young learners, teachers often incorporate actions to reinforce meaning. This is another opportunity to build those muscles. Children could also create shadow puppets with their hands to act out stories.
Craft activities that involve scissors and gluing also help improve stamina and hand-eye coordination.
Mark making is an important step in a child’s development, encouraging creativity and coordination.
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.
As their fine motor skills develop, try using magic markers, chunky crayons and egg chalks to make large marks. Egg-shaped chalks are easier for young children to grip. Each straight line, wavy line and circle is another step on the road to learning how to write.
As children move on from general mark making, it is important to establish a correct grip when using a writing tool. This is especially important if you expect your students to go on to use a cursive style of handwriting in the future.
The pincer grip is when we hold something with our index finger and thumb. Peeling off and placing stickers, sorting building blocks and threading beads use this grip and provide opportunities for practicing colors, numbers, vocabulary and prepositions of place. Doing up buttons or zips uses this grasp too.
While it may be second nature for adults, for children, this grip requires precise control of the small muscles in their hands, wrists and fingers. Challenge students to pick up items with large blunt tweezers or chopsticks and work on their English at the same time (What have you got? I have a car. It’s small.).
The next stage of development for most children is the tripod grip. It uses three fingers: the thumb, index and middle fingers. It enables children to keep their wrist steady so they can make small, precise pencil movements.
Some children find using a rubber pencil grip, or simply wrapping an elastic band or lump of playdough around the base of the pencil helps them maintain this grip.
At this stage, students will be learning to hold and use writing tools such as pencils, crayons, markers, chalks and paintbrushes.
Prewriting activities offer more controlled fine motor skills practice. The usual progression is to start with straight lines, zig-zags, curved lines and diagonal lines. Then move on to tracing over circles and u-shapes. This is all essential preparation for writing letters and words.
English courses for young learners are full of mazes, dot-to-dot, tracing and matching activities, all of which combine prewriting with learning English.
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.
When teaching students who use a different writing system in L1, establishing fine motor skills routines can make all the difference to students’ writing.
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.
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 skills
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.
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.
Support your young learners withEnglish Code,a 7-level course for 7-12-year-olds, offering 5 hours or more of English study per week. Available in both American English and British English versions, it promotes hands-on creative learning, investigation, fun projects and experiments.
Focusing on project work and STEAM learning, children develop fine motor skills while learning how to collaborate and solve problems with their peers. Core functional language is at the forefront, giving students the vocabulary and tools they need to become confident speakers of English inside and outside the classroom.
Watching films can be a great way for people to learn English. We all have our favourite movie moments and, even as passive viewers, they're probably teaching you more than you realise. Here's a selection of our favourite scenes, along with the reasons why they're educational as well as entertaining.
US institutions are always on the lookout for ways to enhance their admissions processes. One effective strategy is leveraging the Score Report Website for both PTE Academic and app English Express Test. This platform offers numerous benefits that can improve the efficiency and effectiveness of admissions teams.
The Score Report Website provides a centralized platform where admissions teams can easily access and verify test scores. This eliminates the need for paper-based score reports and reduces the risk of errors associated with manual data entry. By using this digital platform, institutions can quickly retrieve accurate and up-to-date test taker scores for both PTE Academic and app English Express Test, ensuring a smooth and reliable admissions process.
One of the key advantages of the Score Report Website is its robust security features. The platform uses secure login protocols to protect sensitive student data.
app’s score report website also ensures that scores cannot be tampered with, as they are sent directly through the system. This means the score that an institution sees, is the score that was awarded to a test taker. This level of security and accuracy builds trust with both students and institutions, making the admissions process more reliable.
The Score Report Website offers real-time access to test scores, allowing admissions teams to make quicker decisions. This is particularly beneficial during peak admissions periods when timely decisions are crucial. The platform's ability to provide instant access to scores means that institutions can respond promptly to applicants, enhancing the overall student experience.
By embracing a digital score reporting system, institutions can reduce the costs associated with printing and mailing paper-based score reports. This not only saves money but also supports sustainability efforts by reducing paper waste. The Score Report Website aligns with the growing trend of digital transformation in higher education, promoting a more eco-friendly approach to admissions.
app's Score Report Website allows institutions to share scores with multiple departments and stakeholders seamlessly. This facilitates better communication and collaboration within the admissions team.
Using the Score Report Website to accept PTE Academic and app English Express Test applicants is a strategic move that positions your institution as a forward-thinking leader in higher education, committed to efficiency and security.
Why does progression seem to slow down as an English learner moves from beginner to more advanced skills?
When presenting at ELT conferences, I often ask the audience – typically teachers and school administrators – “When you left home today, to start your journey here, did you know where you were going?” The audience invariably responds with a laugh and says yes, of course. I then ask, “Did you know roughly when you would arrive at your destination?” Again the answer is, of course, yes. “But what about your students on their English learning journey? Can they say the same?” At this point, the laughter stops.
All too often English learners find themselves without a clear picture of the journey they are embarking on and the steps they will need to take to achieve their goals. We all share a fundamental need for orientation, and in a world of mobile phone GPS we take it for granted. Questions such as: Where am I? Where am I going? When will I get there? are answered instantly at the touch of a screen. If you’re driving along a motorway, you get a mileage sign every three miles.
When they stop appearing regularly we soon feel uneasy. How often do English language learners see mileage signs counting down to their learning goal? Do they even have a specific goal?
The key thing about GPS is that it’s very precise. You can see your start point, where you are heading and tell, to the mile or kilometer, how long your journey will be. You can also get an estimated time of arrival to the minute. As Mike Mayor mentioned in his post about what it means to be fluent, the same can’t be said for understanding and measuring English proficiency. For several decades, the ELL industry got by with the terms ‘beginner’, ‘elementary’, ‘pre-intermediate’ and ‘advanced’ – even though there was no definition of what they meant, where they started and where they ended.
The CEFR has become widely accepted as a measure of English proficiency, bringing an element of shared understanding of what it means to be at a particular level in English. However, the wide bands that make up the CEFR can result in a situation where learners start a course of study as B1 and, when they end the course, they are still within the B1 band. That doesn’t necessarily mean that their English skills haven’t improved – they might have developed substantially – but it’s just that the measurement system isn’t granular enough to pick up these improvements in proficiency.
So here’s the first weakness in our English language GPS and one that’s well on the way to being remedied with the Global Scale of English (GSE). Because the GSE measures proficiency on a 10-90 scale across each of the four skills, students using assessment tools reporting on the GSE are able to see incremental progress in their skills even within a CEFR level. So we have the map for an English language GPS to be able to track location and plot the journey to the end goal.
When it comes to pinpointing how long it’s going to take to reach that goal, we need to factor in the fact that the amount of effort it takes to improve your English increases as you become more proficient. Although the bands in the CEFR are approximately the same width, the law of diminishing returns means that the better your English is to begin with, the harder it is to make further progress – and the harder it is to feel that progress is being made.
That’s why many an English language-learning journey gets abandoned on the intermediate plateau. With no sense of progression or a tangible, achievable goal on the horizon, the learner can become disoriented and demoralised.
To draw another travel analogy, when you climb 100 meters up a mountain at 5,000 meters above sea level the effort required is greater than when you climb 100 meters of gentle slope down in the foothills. It’s exactly the same 100 meter distance, it’s just that those hundred 100 meters require progressively more effort the higher up you are, and the steeper the slope. So, how do we keep learners motivated as they pass through the intermediate plateau?
We have a number of tools available to keep learners on track as they start to experience the law of diminishing returns. We can show every bit of progress they are making using tools that capture incremental improvements in ability. We can also provide new content that challenges the learner in a way that’s realistic.
Setting unrealistic expectations and promising outcomes that aren’t deliverable is hugely demotivating for the learner. It also has a negative impact on teachers – it’s hard to feel job satisfaction when your students are feeling increasingly frustrated by their apparent lack of progress.
Big data is providing a growing bank of information. In the long term this will deliver a much more precise estimate of effort required to reach higher levels of proficiency, even down to a recommendation of the hours required to go from A to B and how those hours are best invested. That way, learners and teachers alike would be able to see where they are now, where they want to be and a path to get there. It’s a fully functioning English language learning GPS system, if you like.
