The Art of Smile and Nod

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I read Joanna Malefaki’s post on Disciplining Adult Learners, and was immediately inspired to write my own thoughts on the topic. You see, we spend a lot of time talking about how to manage challenging behaviour in our young learner classes… but much as we shy away from admitting it, challenging behaviour happens from time to time in adult classes too.

Similar to Joanna’s experience, I’ve had students:

  • Openly text/play on their phones throughout the lesson
  • Answer a phone call, then having a phone conversation in the middle of the lesson
  • Ignore instructions (problematic when those instructions are to start or stop an activity)
  • Argue with and openly criticise the teacher
  • Laugh at, bully or otherwise be unpleasant towards other students
  • Refuse to participate in activities (more often than not communicative tasks) because they are ‘pointless and stupid’
  • Repeatedly arrive late (upwards of half an hour), with no apology or explanation

Normal behaviour for teenagers, you might think. But I’ve encountered all of this with adult students too.

The challenge here is ‘what do I do when my adult student is behaving badly?

definitely don’t have all the answers to this one (if you have any more ideas I’d love to hear in the comments), but here are my thoughts.

Remember that in the classroom, you are the boss.

Personally, one of the reasons I find it difficult to ‘discipline’ adult students is simply because of how I perceive their position in relation to mine. Often my difficult adult students have been older than me, and in the case of in-company classes, may well occupy a very senior position. Meanwhile, I’m someone who is being paid to provide a service – and the first rule of customer service is that the customer is always right.

After several years of teaching, my opinion now is that where teaching is concerned, this way of thinking has to go. Yes, I may be younger than this student, earn less money and be regarded as being less senior, but in the classroom, I am the one in charge.

This means that if a student’s behaviour is disrupting their or other students’ learning, I have the right to say something about it – regardless of that student’s age, gender or position.  

(If you ever doubt that you’re in charge, I strongly recommend asking troublemaking older kids, teens or even extremely disruptive adults to stand up and come and take the lesson instead of you. I’ve never had any takers).

Stay calm.stress-kit

Getting angry (especially in front of the student) is simply not worth it. It jeopardises your
professionalism, can turn a positive classroom atmosphere into something very negative, and is unlikely to have the result that you are looking for. I have a bit of a temper, so definitely don’t find it easy to practice what I preach here – but taking a moment to breathe, remaining calm and not allowing things to get heated (however strongly you feel) is more likely to improve the situation than not.

Decide how much it’s worth fighting over.

This is a tricky one… and a personal one, because I do think it depends largely on the situation.

In terms of things like texting in class, the students are only disrupting their own learning. Yes, it’s disrespectful and impolite, but at the end of the day they are the ones who will suffer. This is something I might address if it becomes a regular occurrence, but if it’s only once or twice I may well let it go.

If a studedifficult-people-quotent refuses to participate in an activity, again, that’s fundamentally their problem. I’ll explain to them my rationale for doing it and why participating would be beneficial for them, but at the end of the day I cannot force them to do something they don’t want to do. In this situation I’d simply devote my attention to the other students and ensure they get the most out of the activity as possible.

I will not tolerate students being rude, disrespectful or bullying towards other students in the class. In these situations I will almost certainly make my views clear to the class immediately, and may well speak to the individuals involved after the lesson as well.

In terms of topics such as racism, homophobia, sexism, and political views, it’s a tough call. I’m well aware that my students come from different cultural backgrounds to myself, and therefore their views, while intolerant and unacceptable in my culture, may well be the norm in theirs. Here I think all you can do is make it clear that their views are not universally accepted. If ideas are expressed that really bother you, simply steer the conversation away and make it clear that you are not willing to participate in that discussion.

Put the students in your shoes.

One thing I have found to work well when working with difficult adult students is to ask them to stand in your shoes for a minute – or equally in the shoes of other class members. While teenagers or kids don’t necessarily have the empathy required in order for this to be effective, adults generally do,  and most adults do agree with the idea of ‘treat others as you would be treated’. If they wouldn’t be happy with their teacher  chewing gum, or texting in the lesson, or arguing with other students, why is it ok for them to do so with you?

One thing that’s worth bearing in mind here: remember that your students are adults. While it’s fine to tell them that their behaviour is unacceptable, don’t make a big show of it or single out one difficult student in front of the class. If one or two students are acting out of line, the rest of the class will have doubtless noticed it too – but they are also likely to be watching to see what you do about it! Wherever possible take a difficult student aside or speak to them after class. Make it clear that you consider their behaviour to be disrespectful or inappropriate, but do this calmly and respectfully.

Ask others for advice.

Several years ago I taught a really difficult adult student. The kind who would argue and tell the teacher that they were wrong, who would roll their eyes and sigh loudly if they didn’t like an activity, who would threaten to complain at the end of every single lesson, and who would from time to time simply refuse to participate, instead sitting there, arms folded, glaring at everyone. After several lessons of this (she joined part way through a course), I was jittery, paranoid, and concerned that I was doing things horribly wrong and was a terrible teacher. Until I spoke to my colleagues.  It turns out that almost all of them had had a similar encounter with that student – she would routinely turn up, sulk and pout her way through six months of lessons, and then disappear until she decided that she needed to improve her English again. I never did figure out exactly what her rationale behind this was – but knowing that I wasn’t alone helped a lot.

Even if your colleagues haven’t taught the student you’re currently having difficulties with, they may well have been in a similar situation with a different student. Ask people for help – they may be able to make suggestions, offer advice, or simply make you feel better.

Get back-up.

If you’re teaching on a free-lance or private tuition basis, this one is harder, and I don’t honestly know what to suggest beyond try some of the above ideas and decide how much you’re willing to tolerate.

If you are working for a school, however, it’s worth speaking to your Senior Teacher or ADOS. Even if they won’t speak to the difficult student on your behalf (and sometimes they will!), it can be worth it just for reassurance. The prospect of students complaining gets a lot less scary when you know that the school management has already heard your side of the situation!

Have you ever had problems dealing with a difficult adult student?

What happened, and what did you do?

 

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Interview with an EFL Teacher: Allison

One of my many plans for The Best Ticher this year is to showcase some other voices, not just my own. After all, I’m not the only EFL teacher out there! To kick off my new series of ‘Interview with an EFL Teacher’ posts, I’d like to introduce my friend (and former colleague) Allison. 

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Allison is an EFL teacher from Long Island, New York. She did her CELTA in Wroclaw, Poland and currently works in Prague, Czech Republic. In her free time, Allison likes to read, draw, do arts and craft projects and play on her ukulele.

Hi Allison, thanks for agreeing to answer some questions for my site!

So, first thing’s first, the big question: why TEFL?

One of the big reasons I chose TEFL was because I knew someone who had done it; my sister! She taught in Prague and in Japan. She really loved the experience and culture in the countries she was in and inspired me to travel and teach!


Did you have any teaching experience before taking your CELTA?

Yes, actually I did! Before I did CELTA, I received a Master’s in Science in Elementary Education (aka: Teaching Primary School Children). I looked for some jobs after I graduated, but I was a little nervous. I kept asking myself if teaching in one place was what I wanted to do. Before settling down, I wanted to travel. Teaching and travelling seemed like the best option for me. It made me excited to think about the possibilities of living and teaching in another country.

What was your next step after receiving your certificate?

After I got my CELTA, I stayed in Poland for at least a month in order to find a job as soon as possible. While I applied to jobs, it gave me the opportunity to travel around central Europe. 

What’s been your favorite teaching moment?

My favorite teaching moment was when I taught in pre-school in Prague. One day, I arrived to class and a little girl came up to me, grabbed me by the hand and showed me a picture she drew. She pointed out the colors that we learned the week before and said them in English. I gave her a high five and she grinned.

I also love singing songs to my pre-school and primary school children. It’s wonderful to hear them hum the songs that we learned and then they sing it for you. ^_^


What’s the most useful thing you’ve learned?

The most useful thing I learned was that experience is valuable. The more practice, support and resources I got, the more I grew in my teaching skills.

Is there anything you wish you’d changed or done differently?

No, not really. I don’t regret anything and I think everything I learned helped me to become a better teacher.

If you could give one piece of advice to a new teacher, what would it be?

Be patient. The art of teaching is not mastered overnight.

Complete this sentence: “Teaching English abroad is…”

Teaching English abroad is life changing, yet rewarding. 

Thanks for taking the time to answer my questions Allison! 

Goal-setting with Students (including FREE worksheet!)

I had a really positive response to my blog post about goal-setting for 2017, and it’s prompted a few other teacher bloggers to start sharing their own goals for the year too. I have to say that I’m in awe of the amount some of you have got planned! One thing I have realised, though, is that goal-setting isn’t only important for us as teachers – it’s important for our students as well… and it can be worth taking a lesson (or part of a lesson) to teach our students how to set (and work towards achieving) appropriate goals for themselves.

I’ve lost count of the number of times that I’ve asked students to set English language-learning goals for themselves, and they’ve come up with some or all of the following:

  1. I will watch films or TV shows in English.
  2. I will learn more words.
  3. I will speak English more.

None of these are necessarily bad goals in themselves… but there are some definite problems with them.

Today we’re going to discuss how to get your students to set goals for themselves that they want to keep… and that they’re able to achieve too!

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#1 What do they really want to achieve?

One of the first problems I often notice with student-goal setting is that students choose something that ‘sounds like’ a good goal: something that they’ve been advised to do by a teacher or that they’ve heard other students talk about, rather than actually thinking about whether or not it’s relevant or important for them. Choosing a goal that you don’t really care about keeping is an obvious way of setting yourself up for failure! So, how can students be coaxed out of this ‘my teacher told me to’ type goal setting? Well, by thinking about what’s important for them, as learners and users of English.

Try to encourage students to think of ‘real-life’ applications for what they want to do, and avoid ‘language-based’ targets such as ‘I will learn more adjectives to describe people’ or ‘I will learn the second conditional’. In my experience language-based targets are less motivating for students (they’re seen as something they have to do rather than something they want to do), and maintain the mindset that English is something they do in their English lessons, rather than something that can have a practical communicative purpose outside of the classroom.

For lower-level students to consider:

  • Where do I want to speak English?

(at work, on holiday, at the doctors, at home…)

  • Who do I want to talk to in English?

(people I work with, a doctor, shop assistants…)

  • What do I want to talk about/do in English?

(ask for directions, talk about a health problem, order food…)

Lower-level students’ goals in learning English are more likely to be concerned with communicating in specific situations.

For higher-level students (B1+) to consider:

  • What would I like to do in English that I can’t do at the moment? 

As a general rule, higher level students’ aims are more likely to be broader and will include a wider range of activities than simply speaking/listening to/writing English. As their goals are ‘bigger’, they’re more likely to need more individual steps/elements to achieve each goal.**

#2 Break it down.

Once your students have established exactly what they want to do in English, it’s time to think about how they can achieve that. It’s unlikely that their ‘what I want to do in English’ is an achievable goal in and of itself.

Students’ goals are likely to be made up of a combination of the following:

  • Expanding and learning vocabulary
  • Learning about register/increasing their knowledge of formal/informal language
  • Learning how to format different styles of writing
  • Understanding interaction (eg. turn taking, body language, active listening skills)
  • Finding out what is required in order to do something (eg. attending university, doing a particular job…)
  • Exposing themselves to particular types/sources of written or spoken language
  • Trying something they haven’t done before
  • Repeating something that they’ve already tried to do, but unsuccessfully (or that they found difficult)

#3 How are your students going to achieve their goals?

Now that your students have decided what they’d like to be able to do in English, and broken down what things they might need to do in order to do it, it’s time to think about helping them to achieve it!

It’s worth introducing your students to (or reminding them of) SMART goals. If you need a refresher yourself check out my post on goal-setting for teachers. For your students to achieve their goals they’re likely to need to do some (or all) of the following:

  • Refine and practice their study skills (for example ways of learning vocabulary)
  • Set aside a particular amount of time each week for extra study
  • Work on their organisational skills (eg. note-taking, highlighting/underlining key words, keeping their work organised in a folder)
  • Review vocabulary/topics covered in class
  • Ask their teacher questions
  • Ask other students/English-speaking friends or colleagues for help
  • Research things online
  • Complete practice versions of what they hope to eventually do (eg. emails, conversations, application essays…)

#4 Follow up!

It’s all very well encouraging your students to set goals for themselves, but if they’re going to set them and then forget all about them/lose the paper they’re written on never to be seen again, you might as well not bother.

Show your students that you’re as committed to helping them achieve their goals as they are, by following up on it. If your goal-setting lesson is at the beginning of January, why not have a ‘goal-review’ lesson (or part of a lesson) at the end of term, or at Easter? If your students know that they will be being held accountable, they’re more likely to follow through and put in the actual work. If you’d like some ideas on how to work with your students to review their progress, check out Maria Theologidou’s great post on Self-reflection.

As an aside, it’s a good idea to make a copy of your students’ goal sheets (whatever format they may take) before they take them home – no matter how reliable or mature you think your students are, there will always be one who loses it within the first week!

So, there you have it: how to set goals with your students that they will be able to (and want to!) achieve!

For teachers with intermediate (B1) or higher students, I’ve put together a goal-setting lesson plan. This outlines ‘SMART’, asks students to evaluate a selection of potential goals, and then encourages them to plan and set their own English learning goals for 2017.

If you’d like the worksheet, you can download the PDF here: goalsettingforstudents.

Do you set goals with your students? What have you (or they!) learned from the process? 

 

 

 

**As an aside, if you’re doing this activity with teens, and the answer to these questions is *shrug* ‘I don’t know… my parents want me to learn English…’ encourage them to think about things that have nothing to do with traditional learning/being in the classroom. Things like computer games, or football, or film, or music. I have to admit that every time I hear an interview with a football manager/player who’s a non-native speaker, I’m always hit by how motivating and inspiring that could potentially be for a football-mad English learner!

Native Speakers Aren’t Better – So Don’t Believe It.

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When I started this blog, I foolishly assumed that I was writing for an audience like my younger self: British (or perhaps American), relatively young (maybe one or two years out of university) who’d taken a TEFL course at least in part because it seemed like a good idea… and then who headed abroad to teach reluctant and terrified. I’ve realised however as my readership has grown that this is only a small part of my audience; there are lots of you out there who are non-native English speakers, working in your home country or trying to navigate the tricky world of visa applications  and not having ‘the right’ passport.

A couple of weeks ago, a teacher emailed me asking for advice (you can do that by the way – my email is on the ‘About’ page). As I highly doubt she’s the only one in this position, my answer evolved into this blog post. So how can a non-native speaker teacher feel more confident speaking English in the classroom?

Students want native-speaker teachers, don’t they?

copy-of-reflection-for-the-week-blankThe honest answer here is ‘not necessarily’. It’s become almost standard practice for language schools to advertise their native speaker teachers as a selling point, and this has a knock-on effect. Schools tell their students that they should want to learn from native-speakers, that native-speakers are better, online teachers sell themselves first and foremost as being native speakers… and so it’s hardly surprising that students have taken this on board. ‘Native English speaker’ has become just another marketing buzzword (as highlighted by the online advert I saw earlier this week: a ‘native English speaker’ advertising their services as an English teacher, written in what was, at best, intermediate level English). To some extent, yes, students want native-speaker teachers… but this is because they’ve been told to, rather than down to any kind of factual research.

Let’s not forget that in many countries, the profile of the ideal ‘English teacher’ extends to cover far more than native language. A friend of mine (white, native English speaker, South African) was asked to lie to students about her nationality and tell them that she was British. Fantastic teachers I’ve worked with who happen to not fit the ‘fair-skinned’ ideal have had their expertise as teachers questioned and been rejected by students on account of the colour of their skin. The world of TEFL (and TEFL recruitment) is unfortunately unethical and discriminatory… and it’s only slowly that this is starting to change.

All of this paints a pretty damning picture – but as mentioned, the situation is changing. In 2011, International House stated that their schools would no longer specifically recruit native-speaker teachers, and more and more jobs boards (and recruiters) are starting to reject the principle that native speaker equals more desirable teacher.

If you’re interested in some more in-depth reading (and what to see for yourself exactly what students thing, Ahmar Mahoob’s paper offers some real food for thought, including lots of direct quotes from students. You’ll see that in some cases students regard non-native speaker teachers as better than native speakers!

In my experience, students’ first priority is to learn. As long as you’re a good teacher, who cares what your native language is?

For a more detailed analysis of the ‘native speaker preference’ check out Andrew Woodbury’s excellent article.

Don’t native speakers make better teachers?

Think of a renowned scientist or academic. Are they necessarily equipped to go into a school and teach their subject? The same holds true for English teaching. Teaching encompasses a whole range of skills aside from just ‘knowing the language’ – if you’re ever in any doubt of that please watch this comedy sketch by Ricky Gervais and Karl Pilkington. Would any lesson you teach be more appropriately graded, better structured, and have better explanations than what these guys come up with? Then you already have proof that you’re a better English teacher than someone whose sole qualification is to be a native speaker.

I’ve spoken English my whole life – but had to work hard throughout my first couple of years of teaching to understand grammar in such a way that I could present it and explain it to my students. It’s all very well to be able to say ‘this is correct, and this isn’t’, but in order to teach a language you need to understand the nuts and bolts of it. Here, being a non-native speaker can actually be a huge advantage, as you’ve likely had to learn the language in a similar way to your students! As a non-native speaker of English, you’re automatically going to have a greater insight into what students are going to find challenging, what they’ll be confused by and what’s actually pretty straightforward. A native speaker will have to research all of those things – or find them out through trial and error.

I’ve been lucky enough to work with some excellent non-native speaker teachers throughout my career, and one thing that’s always struck me is how inspiring they can be for their students. At my first school, our Director of Studies was a non-native speaker – who had started her English studies as a child at the very school we worked at. How encouraging is that?! As a non-native speaker, you have the ability to show your students just what they can achieve – because you practise what you preach every day.

As a final note, if you still needed some more evidence that being a native speaker makes you a better teacher, check out what my students said. From time-to-time I always like to ask my students what they think makes a good teacher (I repeated a version of this activity recently with my adult elementary class) – and whilst they have said ‘you must speak English’, no student has ever specified that a good teacher must be British, or American, or even a native-English speaker.

How can I feel more confident?

Hopefully realising that your students don’t necessarily want native-speaker teachers, reflection-for-the-week-blank-1and that being a native-speaker doesn’t automatically qualify you to be a better teacher is already making you feel more confident. But what can you do to give yourself an extra boost?

  • Fake it til you make it. There’s a lot to be said for acting confident, even if you don’t always feel it. Using positive body language, rehearsing what you’re going to say and how you’re going to say it, and even simply going into the classroom with a positive outlook can make a real difference in how confident you appear – and ultimately how confident you feel.
  • Build your confidence in the language. It should hopefully go without saying that as teachers, we should never stop learning. Consider studying for an exam (maybe IELTS or CAE/CPE), and above all, practise, practise, practise. As you grow more confident in using the language in general, it follows that you’ll grow more confident in using it in the classroom too.
  • Experiment, be yourself, and have some fun. Being able to laugh at your own mistakes helps! I asked non-native speaker friends and colleagues for advice while writing this post, and this was some of the best advice I was given. Remember that being a teacher is so much more than simply your knowledge of the language, and your students will appreciate your being yourself.

You can find some more tips on how to be a more confident teacher here.

Butconfidence-comes-not-from-always-being-right-but-from-not-fearing-to-be-wrong what if I make mistakes?

I’ll let you into a secret: I make mistakes too! From my early attempts at grading language where I realised I was missing out articles and actually saying things that were grammatically incorrect, to the sleepy coffee-free Monday morning not so long ago where I spectacularly stuffed up a grammar explanation… we all make mistakes from time to time.

If you do make a mistake, be honest about it – much of this advice also holds true here. Then take a deep breath and move on; the absolute worst thing you can do is to beat yourself up over it.

What can I do to improve my English?

First of all, think about what you’d recommend for your students! Teaching gives you a real advantage here, as it means you have a much clearer idea of what works and what doesn’t. If you’re still looking for some advice, here’s what I’d recommend:

  • Practise! It probably goes without saying, but to confidently use English in the classroom, the key is practise, practise, practise. Although reading and writing in English will doubtless be helpful, I’d recommend focusing slightly more on speaking and listening, as these skills are what you’re going to be using in class on a daily basis.
  • Watch films/TV/listen to the radio or podcasts. Depending on your work context, it might be difficult to get lots of exposure to fluent spoken English. The internet is your friend! I recommend to almost all of my students that they find films or a TV series they like, and regularly watch them in English. If TV isn’t your thing, how about listening to the radio or English-language podcasts – you can even do it while you’re at the gym, on public transport, or doing the housework.
  • Use English as much as possible. Put all your electronic devices into English, write shopping lists/to-do lists in English, even switch your ‘internal monologue’ into English and talk to yourself (either in your head or out loud) – exposing yourself to the language as much as possible will make you feel far more confident in using it.
  • Teach ‘mock’ lessons. This might be a bit of a weird one, but hear me out. In teaching, some of the language we use can be quite different to what we encounter in every day life, and the only real way to practice it is by teaching. This can help you to rehearse parts of explanations or giving instructions for a task. If you don’t have a willing friend or family member that you can teach a small section of something to, I find both pets and teddy bears to be helpful substitutes (with the added advantage that they don’t answer back!).
  • Take a course. If you’ve got time and money available to you (let’s face it, no one went into EFL teaching in order to get rich), you might want to take a course. If you want to take something that’s specifically aimed at English language teachers, here are some offered by TEFL Equity Advocates, as well as this one by Future Learn. There’s also a recording of a great webinar on language development for teachers here.

How do I get a job with the ‘wrong’ passport?

As a Brit I’m all too aware that I’m not in the best position to offer advice – but I can point you in the direction of people who can.

TEFL Equity Advocates – this is an absolutely fantastic website, full of advice, articles, and resources. This site has been the source of several of the articles I’ve linked to in this post, and I wish I’d been able to link to even more of them! For your sanity I won’t, but please, if you do one thing, check out this site.

If you’re a regular user of Facebook, you might want to check out their official facebook group, or this group for non-native speaker teachers.

Although it might seem like you’re fighting a losing battle, please don’t give up – keep fighting. Hopefully one day in the not too distant future the TEFL world will become one of equal opportunity for everyone. 

 

If you enjoyed what you read here, please consider signing up for my newsletter mailing-list: I’ll send you a monthly round-up of resources and ideas I’ve loved each month, and the occasional extra freebie too! If you’re a new (or newish, or new-at-heart) teacher who’d like a bit of extra support, check out my ELT support group on Facebook – TEFLing Together

 

Merry Christmas!

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Merry Christmas everyone! Today’s post is a final round-up of festive activities – I’ve tried to choose fun ones that don’t take too much prep time. If you’re teaching today it’ll be a unique experience, but try to make the most of it.

Christmas Videos

Larry Ferlazzo has a great list of Christmas videos  to use with your students – some of these are extracts from longer films, others stand-alone in their own right. Once you’ve chosen a video, Claudia Pesce has some good ideas of how to use them at busyteacher.org.

Christmas Games

There are lots of different ideas for Christmas games and activities at tesolzone.com. If you’re teaching young learners on Christmas Day it’s a nice idea to make it into a Christmas party lesson using a mix of EFL games and traditional childrens’ party games.

Good EFL games:

Bingo, Pictionary, Hangman, 20 Questions/Back to the Board (use Christmas vocab throughout!)

Childrens’ party games:

Musical statues, Musical Chairs, Pin the Nose on Rudolph, Pass the Parcel

 

I’ll be taking a few days off from the blog between now and New Year, so have a happy and peaceful Christmas, and I’ll see you in 2017!

Elly x

EFL Advent Calendar – 23rd December

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Christmas Songs – 23rd December

Christmas wouldn’t be Christmas without Christmas music, would it? Here in the UK shops and radios have been playing seemingly nothing but festive tunes since mid-November and I’m thoroughly sick of them, but they’re still nice to introduce a bit of Christmas spirit into your classrooms.

Several websites have simplified lyrics for various traditional Christmas carols, such as these from LanternFish and these (with accompanying activity ideas) from Fluentu.com.

ESOLcourses.com has lots of gap fill and multiple-choice activities for Christmas songs (helpfully grouped by student level).

For those of you teaching young learners, the British Council has some Christmas songs written especially for kids:

Santa, High in the Sky

Turkey Trouble

The Busy Elf

All of these have an accompanying animated video and activities to do online or print.

I’ve mentioned Super Simple Songs a couple of times before as being a great resource for those teaching the younger end of young learners, and they also have a selection of Christmas songs, including a simple version of Jingle Bells.

Finally, there are some lovely ideas for action Christmas songs at funandfantasticlearning.com. I can see many of these working really well for those of you who teach pre-school age children.

 

EFL Advent Calendar – 22nd December

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Winter Activities – 22nd December

Although I’m sharing Christmas activities left, right and centre, you may well be teaching in a country  where Christmas isn’t celebrated. Whilst you may be able to incorporate some Christmas material (as it relates to the culture of English-speaking countries) you may be working in an environment where it isn’t appropriate, or you may simply be ‘all Christmassed out’!

Today I’m going to share some ‘winter’ themed activities for your young learners- with no Christmas in sight, so these could still be used in January (or even in July and August in the Southern Hemisphere!) 

First of all, Snowflakes. Although it may seem like there’s little education value in making these, they can be a useful craft for very young learners who are still developing their fine motor skills, including using scissors. You can also use them to review shapes, buy asking your students to cut squares, triangles, circles, or rectangles. 

I also found this great booklet for young learners who are learning clothing vocabulary and who need to review colours. ‘What I Wear in Winter‘ contains spaces for your students to draw, colour, and write the names of colours. This would be a nice follow up activity after a  song, such as ‘Put on Your Shoes’ by Super Simple Songs or ‘My Clothes’ by ELF Kids Videos. 

If you have an Interactive Whiteboard you might also like LanternFish’s ‘Winter Quiz Game’‘Winter Quiz Game’, which takes the same format as jeopardy.