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Practicing English is a thing that ideally needs to be kept up with regularly, and when school breaks up for the holidays, it's easy for what��s been learnt to be forgotten. This phenomenon is called summer learning loss, and it��s something that affects students of every age and stage.

So, how can you encourage your students or children to keep practicing their language skills over the holidays? There are apps and online activities �Cbut the school holidays are a good opportunity for young learners to disconnect and enjoy some time offline. So here are some activities to suggest to them. There are no screens in sight, and the whole family can enjoy practicing English together:

Go on a nature walk

Get them out into the fresh air with nature spotting. Make a list of things for your students/children to find in their garden or local park. You can keep the list simple for younger learners, with things like trees, grass or flowers, linking them to colors or numbers. For older learners, you can make the search a bit more challenging by including specific species of tree, flower or insect.

This offline activity reinforces the links between English and the natural world. It helps to build children��s observational skills and builds their natural vocabulary along with their gross motor skills. What��s more, have shown that spending time in nature is enormously beneficial for children, restoring their attention, reducing their stress and helping them to become more creative and engaged in learning.

Follow a recipe

For this activity, choose a recipe that you think your students/children will enjoy making.

Cakes or cookies are popular choices �C most young learners have a sweet tooth! Then, with their parents or caregiver, they can make a shopping list of the ingredients they need, buy them from the supermarket, and then follow the recipe steps.

This type of offline activity helps young learners use their English in a practical way. It will develop their vocabulary and link their English language skills to other skills like math and science. Following a recipe from start to finish teaches children how to follow instructions and problem solve. It also builds their fine motor skills as they pour, stir and chop. They��ll get a considerable boost to their confidence when they take their cake out of the oven �C and they��ll be able to share that success with their family and friends. After all, nearly everyone likes cake!

Read a story

Reading has numerous benefits for children (and adults too). It is good for building vocabulary, developing creativity and promoting empathy. What��s more, reading has been shown to . It��s the perfect antidote to too much screen time and a good way for learners to maintain their English level over the holidays. But it��s essential to ensure the text's level is correct. If it��s too difficult, they will be frustrated and put off. It��s crucial for reading to be enjoyable!

Older learners can read independently, but you can also suggest some books to read with parents/caregivers. Reading aloud together is a really positive way for adults and children to spend time together. It positively impacts children��s self-esteem and builds good associations with reading, hopefully encouraging them to become independent readers.

Learn how to read a map

This activity involves a little bit of preparation�C but it��s a fun activity and gets children outdoors and away from screens! Open up local maps, and have children select somewhere they��d like to visit. Then, they can create a navigation guide in English, building on their vocabulary of directions and surroundings to describe the route.

Learning how to read a map and follow directions is an excellent cognitive and physical exercise. It helps young learners to solve problems and builds their decision-making and observational skills.

Do some experiments

Suggest some DIY science experiments to do at home. Just like the recipe challenge, learners will need to make a list of the materials they��ll need and gather all the experiment components before setting everything up. Then, they will follow the instructions in English and see how their experiments turn out!

Science experiments are a great way to nurture children��s intellectual curiosity and develop critical thinking skills. It also encourages learners to solve problems and analyze results. Who knows, you could even be planting the seed of a STEM career in future years!

Elevator to the future: English skills

��Would it be safer to take the stairs?��

The question came to mind in Montreal last week when I visited a 1929 apartment building and came face-to-face with its equally ancient caged elevator. An elderly woman shooed me inside the polished brass and oak confection and, as we ascended, confided that there was still an elevator operator when she first moved into the building.

Ah, an elevator operator �C it��s a career and skill set we��ve almost forgotten. But just as hard as it is for us to imagine doing a job that only involves opening and closing doors and pressing buttons, an elevator operator from 50 years ago would find it impossible to imagine much of today��s work. And, in turn, we may not be able to imagine the jobs our students will have in the coming years. Fortunately, imagining the education that will take our students there is less difficult.

To educate today��s students, we should heed the advice of Ali ibn Abi Talib (599-661 CE): ��Do not raise your children the way your parents raised you; they were born for a different time��.

Today��s students are different in five key ways: visual learning, collaboration, critical and creative thinking, digital involvement, and control of their learning.

1. Developing visual literacy

Today��s learners grew up with the rich multimedia of computers and are used to exploring ideas independently. They��re less dependent on teachers for the information they want, and often find it in surprising ways. For example, avoiding dictionary definitions and instead doing image searches to understand new words.

What you can do

Develop students�� visual literacy. Do they know the differences between bar charts, pie charts and Gantt charts? Can they interpret the data in line graphs and Venn diagrams? Can they apply what they know to present and explain ideas in dynamic ways? Expose students to a range of visual formats, from illustrations to diagrams, and give them tasks where they have to use them.

2. Encouraging collaboration

Schools were traditionally organized around competition, aimed at separating the most able students from the least able. But teachers today can��t ignore those who seem less able; we need to be more like doctors, devoting the greater part of our time and resources to those who need it most. Our aim should be to bring everyone up to the same level.

What you can do

Collaboration involves offering more tasks where students can help each other, particularly getting more able and less able students to work together to benefit from peer teaching. More able students may resist, but remind them that one who teaches learns twice.

3. Facilitating critical and creative thinking

Critical thinking has become far more important than schools�� traditional focus on memorization. Employers expect that students will become problem solvers. Gone is the factory model of employees doing repetitive jobs; those are now more efficiently and effectively done by machines.

What you can do

Traditionally, teachers have asked questions for which they know the answer and for which there is only one answer. Try to ask more open-ended questions for which there may be multiple answers. Ask questions to which you don��t know the answer. Encourage creativity. Ask students to brainstorm, and then use analytical skills to determine the best answers.

4. Leveraging the digital environment

Today��s students are digital natives. They first learned to type on digital keyboards and, since then, have embraced phones as a key resource. English writer Samuel Johnson (1709-1784) said there were two kinds of knowledge: knowing a thing or knowing where to find it. For today��s students, finding information has never been easier.

What you can do

Many teachers dread phones in the classroom, but they are powerful computers that let students connect to online learning resources and learn what they want, when, and where they want. Steer students toward using their phones to improve their English but also teach them to be reflective about the sources of the information they choose to use.

5. Offering autonomy

Today��s students are too often referred to as clients, suggesting that the teacher-student relationship is no more than a business arrangement. It��s wrong to think so but, at the same time, we recognize that today��s students are savvy about assessing what they need to learn and how they would prefer to learn it. They have grown up with ideas about multiple intelligences (Gardner, 1993).

What you can do

Open a dialog with your students to see if they have learning preferences and whether these preferences can be accommodated in the classroom. Give more individual projects letting students choose topics based on their needs and interests.

Even among elevator operators, there were those who were better or worse at their jobs. Perhaps the greatest skill for students today is a sense that they need to take responsibility and examine the needs of any task or career that interests them, and figure out how to learn the skills that will get them there.

Let��s examine four of the most common challenges secondary teachers have and look into some strategies to help solve them.

1. My students are afraid of making mistakes

You��re not alone! Many teachers say their teenage students are quiet and unwilling to answer questions in class. Sometimes, this might simply be because they don��t know the answers, but more often than not, they are nervous about making mistakes.

When children grow into teenagers, they tend to become more self-conscious and worried about what their peers think of them �C and making mistakes in public is a big no-no for them. However, there are several ways to facilitate a safe learning environment where your students are happy and willing to talk. Sometimes, though, it takes a little experimentation. Here are some things you can try:

Celebrate mistakes

When students make mistakes, ensure that you praise them for taking a risk or making an effort. Correct their errors and be clear with the rest of the class that the only way to learn is to try new things.

Be firm

Don��t tolerate any bullying or laughing when someone gets an answer wrong. If your students fear that others will mock them for their efforts, they��ll stay quiet. So make sure you have clear rules and that your students understand that mistakes are normal and to be expected.

Have students discuss their answers in pairs or groups

If your students are painfully shy and afraid of making mistakes, avoid picking on individuals to answer questions in front of the class. Instead, when asking a question, tell your students to discuss it in pairs or small groups first. This will allow them to formulate their ideas and feel more confident. Afterwards, you can ask the pairs to share what they discussed �C leading to a natural open-class discussion.

Listen to your students

Another, powerful way of engaging your students in discussion is to listen to a conversation they are having with their partners and then express how impressed you are with their ideas during a feedback session. E.g. ��You said X, which I thought was very interesting. Could you explain this to the class? It was a great idea.�� This gives them the confidence to share their thoughts.

2. My students are not engaged with the activities I choose

This is another very common problem for teachers of teenagers. You spend a lot of time thinking of fun, interesting activities �C then, when you present them to the class, your students look away and say they��re bored. Soon enough, you��ll get frustrated and not know how to re-engage them. Here are some ideas to help:

Get to know your students

Without fail, the best way to engage your students is by getting to know them as individuals over the year. Find out about their hobbies and interests outside of school, and learn what makes them laugh and what worries them. Use your knowledge of your students to find interesting books to read, videos to watch, or relevant subjects to discuss. This way, you��ll deliver tailored lessons your students find truly interesting and useful.

Allow a degree of autonomy

Sometimes quietness is also a sign of disengagement with the learning materials. To get past this obstacle, you can get your students to brainstorm things that interest them in groups, list them on the board and have a class vote on the topic of their next class project. As a teacher, you always have the power to veto inappropriate ideas, but giving students a voice is a powerful way of making them feel valued and involved in their own education.

Make things (a little) competitive

Even teenagers love games! And play is an integral part of learning, as it allows our students to be themselves, have fun, and communicate freely at the same time. By allowing them to play language-focused games in class, they��ll soon forget their inhibitions and start talking.

3. My students just want to do grammar exercises

Language is all about communication, speaking, listening, reading and writing �C yet all your students want to do is grammar exercises. Frustrating as this is, it��s probably a sign that our students are not confident in their speaking or listening abilities. Here��s what you can do:

Encourage free language practice

Grammar activities are very structured and there is often a clear answer. Day-to-day communications, however, are much freer, which can intimidate less confident students. This activity will help you combine the two aspects of language learning:

• Put students in small groups and give them a set of cards with exciting topics printed on them��for example; music, sports, environment, school, vacations, friends, food.
• Tell students that they should each choose a card and speak freely about their topic for 30 seconds �C the short time will help them overcome their fear of speaking and can be gradually increased as they get used to this type of activity.
• Have students record themselves when they are speaking and then, when they listen back, have them identify the grammatical structures they used.

They should write down and correct any mistakes under your guidance. Not only will this get students used to talking and encourage a lot of emergent language, but it will also help them feel they are practicing grammar.

If your students really enjoy learning grammar, you can ��flip�� your grammar activities and make them more communicative. First, provide them with a series of sentences or listening clips which have a common grammatical structure (second conditional sentences, for example).

Then have students work together (in English) to identify how the language is structured, so they can discover the grammar point for themselves. This not only gets them talking, but they are doing something they feel confident at.

4. My students are bored of all the repetition

Repetition is an important part of language learning. By practicing things over and over again, your students will come to understand it better and will be able to produce the language more easily. However, repetition is often quite dull, especially for fast learners. Here��s how you can make things more interesting for your teenage students:

Use a greater variety of activities to engage your learners

If you��ve been teaching your students a particular set of vocabulary, a grammatical structure, or some pronunciation rules, think about how else they can practice them.

For example, instead of drilling pronunciation over and over again, ask students to think of all the words they can think of that have the same sound in them (e.g. book, look, cook, shook, etc.). This will help them ��hear�� the sounds in their heads and improve their understanding of other words.

If you have been learning vocabulary through reading, have students write or tell stories that incorporate the words.

The idea is not to stop repeating the target language or skill, but to practice it in different ways. Apply this principle to other areas of language learning so your students won��t feel like they are repeating things.