With the holiday season approaching, it’s good to add some fun into teaching to keep your students engaged and motivated. We’ve created 12 simple classroom activities and tips that you can carry out with your primary class to encourage them to be good.
播放
Fact: Father Christmas, St. Nicholas, Sinterklaas – whatever we call him, many countries around the world have a tradition that naughty children will only receive coal, twigs or even onions. But do children always know how to be good?
Classroom tip: Catch students being good
Watch out for good behavior and praise it when you see it - much more effective than dealing with problems as they arise.
?
Fact: Advent calendars count down the days to Christmas, and for children that usually means gifts! But is the festive period all about presents?
Classroom tip: Kindness calendar
Challenge students to carry out one act of kindness every day in December. They can plan this on a blank calendar and tick the kind acts as they complete them.
?
Fact: Did you know that greeting students individually at the door improves learning and engagement?
Classroom tip: Holiday password
Have a holiday-themed password for children to give as they enter the classroom. Students choose a new password every lesson.
?
Fact: The largest snowman in the world was actually a snowwoman. and had trees for arms.
Classroom tip: Concrete poems
A concrete poem written in a shape that reflects the topic of the poem, for example a poem about a snowman written in the shape of a snowman. Challenge your students to write their own concrete poems about Christmas (or a current holiday for them).
?
Fact: Chinese New Year is the most important winter festival in China. Like Christmas, one of the main activities is putting up paper decorations.
Classroom tip: Collaborative tree
Each child draws around their hand, cuts it out and either draws a picture or writes a sentence about themselves. The whole class makes a display out of the handprints.
?
Fact:?Stars feature in many Christmas traditions. For example, in Poland, the Christmas eve feast only starts when the first star appears in the night sky.
Classroom tip: 2 stars and a wish
Give focused feedback on written tasks by identifying two positive aspects of work and one area to work on. Works great for peer assessment too.
?
Fact: Everyone loves getting presents. In Liberia, instead of Santa bringing toys, you’ll find Old Man Bayka, who walks the streets asking for gifts!
Classroom tip: My gift to the world
Brainstorm things students can do to help make the world a better place, such as volunteering at a local charity or planting a tree. Challenge them to do one thing as a holiday gift to the world.
?
Fact: Famous fried chicken in Japan, caterpillars in South Africa, hot tamales in Venezuela and oysters in France. Christmas dinners vary greatly as you move around the world.
Classroom tip: Recipe for success
Students can make their own Recipe for Success by thinking about what they need to be successful in the new year.
Example (to be designed to look like a child wrote it):
?
Fact: Festive saunas in Finland, roller skating in Venezuela and Christmas cobwebs in Ukraine, no two countries celebrate Christmas in exactly the same way.
Classroom tip: Venn Diagrams
Students choose 2 countries and research how they celebrate during wintertime. They record their findings as Venn Diagrams. They record the different traditions of the two countries in the sections on the left and right. Anything they have in common goes in the middle.
?
Fact: Anticipation plays a big part in the excitement of Christmas. Will Santa come? What presents I get? Who will win the annual family game of charades?
Classroom tip: Big questions
Start lessons by posing big questions to engage students’ natural curiosity and motivate them to find answers. Open questions work great, such as How do animals communicate? or What makes someone a hero?
?
Fact: Forget the Grinch, the festive season is a time for feeling good and spreading happiness.
Classroom tip: Compliment corner
Allocate a space in the classroom as the compliment corner – a notice board or a big piece of paper. Students can write compliments to each other on sticky notes and put them on the board. Such as ‘I love the pictures you drew of your favorite hobby’, or ‘You’re so good at singing’.
?
Fact: The start of a new year is a great time to focus on self-improvement, but only 8% of people are successful in sticking to their resolutions.
Classroom tip: Self and peer reflection
At the end of each lesson, ask students to reflect on their learning. Support students by providing sentence stems such as I learnt…I enjoyed …I’m good at…To improve I will…I didn’t understand…
?
Make these activities your own and adapt them to your class. They should help you turn the lead-up to the holidays in the classroom into an exciting one for your students and almost make them forget they're learning at the same time.
For more inspiration and general activities for your primary learners, try reading?5 quick and easy ESL games for teaching young learners.?If you're looking for inspiring and engaging English courses for young learners check out our range:
It's incredible to know that there are thousands of languages spoken across the world, each with its unique set of challenges for learners. A question that often pops up is: "Which language is the hardest to learn?". Today we take a closer look at this question and consider different factors that make learning a language challenging.
Preparing students for the modern world of work can be challenging; it's constantly adapting and changing which can be hard to keep track of. Today's post is a Q&A on the teaching of employability skills and the essential skills and qualities students need to thrive in the 21st century. offers insights to answer common questions and help you improve your language teaching skills.
My advice is to push the issue back to the students by putting them in groups and asking each group to identify a different job/career that involves people working with others. Then ask "What would happen if this job was competitive?instead of collaborative?" You may have to re-explain the concepts, but let students write a little story about a situation in which the workers suddenly all turn competitive.
For example, It was chaos in the women's soccer/football game. All the members of the blue team suddenly became competitive. Each one still wanted to win, but each decided that she would shoot a ball into the other team's net. This included the goalie, who ran up to the front of the field and purposely shoved and tripped members of her team ….
Or for more traditional jobs, In the middle of the operation the nurse pushed the doctor out of the way and picked up the instrument. The patient also wasn’t completely asleep, and he tried to do the operation himself, then …
It's all absurd, of course, but it can lead into other tasks asking students why collaboration is so important in each job. Then, turning it back to language, what kinds of language does each profession require to collaborate? For soccer/football players, this includes shouted requests and commands:?Pass the ball to me! Shoot!?as well as hand and body gestures. Similarly, doctors require professional jargon:?Pass me the scalpel, please.?Rather than?Give me the pointy knife thing!
One hundred years ago, in 1923, Thomas Edison predicted that motion pictures would replace teachers and books. Since then, similar predictions have been made for radio, TV and computers. It hasn't happened, and one of the reasons is that we crave the human touch in our teaching and learning. I recently read. "When it comes to getting knowledge to stick, there may be no substitute for human relationships. … I've been to former students' weddings and baby showers and funerals of their parents," says Millard, the high school English teacher in Michigan. "I've hugged my students. I've high-fived my students. I've cried with my students. A computer will never do that. Ever, ever.”(Waxman, 2023, para. 21-22)
But, that doesn’t mean teachers should stop learning about new technologies. We need to keep finding ways for them to help us and our language learners in the classroom. It can seem overwhelming, though, which is why I recommend shifting responsibility to students: “Do any of you know about ChatGPT? Yes? How do you think you could use it to help you learn?” ??? ?
Although the world is in many ways competitive, there are countless examples of how students will do better by collaborating. Most of our students today won't be working in environments where they are competing against their co-workers. Instead, they'll be in teams and need critical thinking and negotiation skills to help them do so.
One way forward is to ensure that your classroom features more collaborative activities. Get students working in pairs and groups on all their assignments, but also create a buddy system so students always have someone else to ask for help. For example, if they're having to read a text and come across difficulties, it's often easier for them to text or call a friend than to wait until the next class. After a few collaborative activities, discuss collaboration versus competition with students and ask them which they prefer. Also, ask them for examples of what their friends and family members do regarding collaborating and competing.
As always, it's better to lead students to understand a new idea than to tell them.
If you want to learn more, make sure to check out Ken's webinar here. If you'd like to learn more about teaching future skills to students check out?21st-century skills and the English language classroom.
Ehsan Gorji is an Iranian teacher, teacher trainer and teacher educator. He also designs strategic plans, devises study syllabuses, runs quality-check observations, and develops materials and tests for different language institutes and schools in the country. Ehsan has been a GSE Thought Leader and Expert Rater since 2016.?
Reflective teaching, despite it sounding modern and sophisticated, has not yet become a common practice among English language teachers. However, the experiential??proposed by??offers a practical approach for teachers. The cycle involves teaching a lesson, reflecting on "what we did" and "how we did them," and then using that reflection to improve future English classes. By using this approach, teachers can prepare for better teaching in the long term.
