# data[].attributes.headline
Exactly because of the dependent nature of teaching materials, when a (student) teacher is assigned to design them, a number of contextual decisions have to be made and these have a great potential to raise designers' reflection about what and how to teach (who/where the learners are; what they are learning the language for; how much time is available; available resources, among others). Generally speaking, material design should consider and try to harmonize situated possibilities with learners' needs and wants.

# data[].attributes.subject
Exactly because of the dependent nature of teaching materials, when a (student) teacher is assigned to design them, a number of contextual decisions have to be made and these have a great potential to raise designers' reflection about what and how to teach (who/where the learners are; what they are learning the language for; how much time is available; available resources, among others). Generally speaking, material design should consider and try to harmonize situated possibilities with learners' needs and wants.

# data[].attributes.body
The learning materials are designed with the objectives such as

● motivating students to learn business vocabulary.

● training them to use the language skills in various situations.

● providing corporate scenario through materials and related tasks.

● integrating social media to provide additional learning material.

● motivating students to interact with the learning materials, peers and discuss topics with teachers.

● encouraging them to involve themselves in varied tasks.

# data[].attributes.headline
 Assessing young learners
ASSESSING LEARNING
Assessment matters: Assessing young learners
By Adrian Tennant

Save articlePlease Sign in to your account to use this feature
Adrian Tennant looks at how young learners feel about assessment; marks, grades and comments; ongoing assessment; self-assessment; and the general benefits of assessment for this age group.

Photo of a teacher and their students, e.g.: in a high school.

Source: Getty Images/Hero Images

How do young learners feel about assessment?
The answer to this question frequently depends on their initial experiences of assessment. If they have had bad experiences where assessment concentrated on what they can’t do, has been critical, or has simply been test after test, then the chances are that young learners will have an incredibly negative attitude towards assessment and will see it as ‘checking up’. However, if assessment has been carried out in a supportive and non-threatening way then young learners (like any other learners) often have a fairly positive approach to it.

But how can assessment be non-threatening? There are a number of ways this can be accomplished. Firstly, by making clear what is being assessed and why; secondly, making sure that assessment is not only about the marks or grades but can be used to show progress and help with future learning; and thirdly, by using a variety of assessment methods including project work, group assessment, peer assessment and self-assessment.

Marks, grades and comments
An important aspect of assessment, especially when it comes to young learners, is the way in which their work is marked or graded and, in particular, the type of comments and how they are delivered. Teachers may well feel that giving a mark such as 9/10 or a grade B- is part and parcel of assessing any piece of work, whether it be a test, a piece of homework or a project. However, it is such marking that can prove to be the first reason that many young learners feel negatively towards assessment. Even comments such as ‘Well done!’ or symbols such as ü, û, J can in fact have the opposite effect to the one the teacher expects.

One reason for this is that marks and grades become the focus of the assessment, rather than just a part of it. To put this into practice, hand out work to your students and observe where their eyes go. They don’t read through the whole of the work; they immediately look towards the mark, grade or final comment. Quite clearly, for many young learners, this is what they perceive as being the most important thing. Even comments or symbols are seen in the same way, with a ‘Good’ being less welcome than a ‘Well done!’

Although we do need to give marks and grades, it is not necessary to give them for every piece of work, nor should it only be the teacher that gives the mark or grade. Sometimes it is worth giving back a piece of work that has no final mark or grade and asking the students to read through the comments and either redo the work in light of the comments, make note of the comments for future pieces or give themselves a grade based on the comments (more about self-assessment later).

Ongoing assessment (feedback)
Ongoing assessment (often referred to as formative assessment) is actually something that both the teacher and student do anyway. Teachers are always assessing their students, even if it’s not done as part of a formal system. They look at particular students and note things such as ‘Claire can do X’, ‘Sam found Y difficult’, ‘Mark isn’t very good at …’, etc. This, for all intents and purposes, is a form of ongoing assessment. Students also go through a similar process, i.e. ‘I can …’; ‘I found … difficult’; ‘I don’t understand …’, etc.

This type of assessment is not only natural, but can also be extremely beneficial for all involved. Making it more structured can be useful, and formalizing it does not necessarily reinforce the negative connotations associated with assessment. Instigating student reflection diaries in which they record their personal thoughts about their progress and performance is a positive step. These can be kept private but used as the basis for self-assessment by the students.

Self-assessment for young learners
Young learners are quite capable of assessing their own performance and their own work. They are no more or less likely to be overgenerous or overcritical than any other student, and both extremes are things that need to be expected and managed when they arise. Below are a few of the advantages and disadvantages of self-assessment:

Advantages

The development of learner autonomy
A clearer understanding of what is expected in terms of each piece of work
Students are more likely learning from their own mistakes
A positive view of assessment as being part of the learning process
Disadvantages

Over- or under- marking
Potential for a lack of guidance in what is needed to improve (abdication of a teacher’s responsibility)
Students not having enough information or experience to accurately assess themselves
In reality, the disadvantages can be overcome and do not really need to be obstacles to effective self-assessment.

The first can be overcome by both the teacher and student independently grading the work and then holding a discussion. As long as the teacher doesn’t insist that their mark is the right one, trust can be built up and students can learn to be more realistic when marking their own work.

The second can easily be overcome by the teacher giving clear guidance / criteria before the piece of work is done and not just after it has been completed. It is always useful for students to know the assessment criteria, regardless of whether the piece of work is to be self-assessed or marked by the teacher.

The third point is overcome by clear guidance and practice. The more opportunities the students have to assess themselves, the better they will become at doing it.Assessing speaking, reading, etc
Up until now, we have mainly focused on assessing the written element of a student’s work. However, there are plenty of times when we will want to assess the other skills such as reading, speaking and listening. In the case of very young learners (VYL) it may well be that they are unable to write, even in their first language, and therefore any assessment that does take place has to be on the other skills.

Many of the points already mentioned in this article apply regardless of which skill is being assessed. For example, if we are assessing the students speaking we might well make verbal comments such as ‘Well done! That’s good’, etc. Just as with written comments, we need to realise that these can be construed as grades, so any comments we might make need to be delivered with great care. Also, it is useful to share the criteria we will use with the students before we start the task. This is no different whether we are assessing a piece of writing or a student’s ability to read a page from a story book.Benefits of assessment for young learners
Assessment can have many benefits that have a direct impact on the teaching. Firstly, the teacher can become more aware of areas that are causing problems for the students and then concentrate on them; secondly, the teacher can adjust their teaching to suit the needs and learning styles of the students; thirdly, the teacher will have a better understanding of what can be achieved in a class from the results of any assessment carried out.

Assessment, especially where marks are given, can also be seen as competitive in nature, i.e. ‘I got better than X; I got a higher mark than I got last time.’ For some students this might be a negative aspect of assessment, but for others it might well be what makes them want to improve, so it is important that we don’t just dismiss giving marks.

It is quite easy to observe what effect marking and grading has on students. For those where it has a positive effect, it can be used to motivate them. These students may also benefit from class activities such as quizzes and competitions. Alternatively, for those students where marks have a negative impact, teachers can choose activities that don’t have an explicit ‘score’ but are more about the process and are assessed in terms of what is done and how things develop, i.e. projects. By doing this, assessment is being used to motivate the students.

Finally, students can be involved in discussing and choosing the assessment criteria for certain activities. This would mean that they are involved in the assessment from the start and may well feel more positive towards it as a result.

Conclusion
We’ve looked at a number of issues surrounding assessment with particular reference to young learners. However, most of the comments are applicable to all learners. What makes young learners really important is that this is where opinions and beliefs are started. If a young learner has negative experiences when it comes to assessment then they are likely to develop into students who are adverse to learning and don’t enjoy being in the classroom. However, if first experiences are positive this will have an impact throughout their learning and is more likely to make the whole area of assessment easier to deal with as they get older.

# data[].attributes.subject
 Assessing young learners
ASSESSING LEARNING
Assessment matters: Assessing young learners
By Adrian Tennant

Save articlePlease Sign in to your account to use this feature
Adrian Tennant looks at how young learners feel about assessment; marks, grades and comments; ongoing assessment; self-assessment; and the general benefits of assessment for this age group.

Photo of a teacher and their students, e.g.: in a high school.

Source: Getty Images/Hero Images

How do young learners feel about assessment?
The answer to this question frequently depends on their initial experiences of assessment. If they have had bad experiences where assessment concentrated on what they can’t do, has been critical, or has simply been test after test, then the chances are that young learners will have an incredibly negative attitude towards assessment and will see it as ‘checking up’. However, if assessment has been carried out in a supportive and non-threatening way then young learners (like any other learners) often have a fairly positive approach to it.

But how can assessment be non-threatening? There are a number of ways this can be accomplished. Firstly, by making clear what is being assessed and why; secondly, making sure that assessment is not only about the marks or grades but can be used to show progress and help with future learning; and thirdly, by using a variety of assessment methods including project work, group assessment, peer assessment and self-assessment.

Marks, grades and comments
An important aspect of assessment, especially when it comes to young learners, is the way in which their work is marked or graded and, in particular, the type of comments and how they are delivered. Teachers may well feel that giving a mark such as 9/10 or a grade B- is part and parcel of assessing any piece of work, whether it be a test, a piece of homework or a project. However, it is such marking that can prove to be the first reason that many young learners feel negatively towards assessment. Even comments such as ‘Well done!’ or symbols such as ü, û, J can in fact have the opposite effect to the one the teacher expects.

One reason for this is that marks and grades become the focus of the assessment, rather than just a part of it. To put this into practice, hand out work to your students and observe where their eyes go. They don’t read through the whole of the work; they immediately look towards the mark, grade or final comment. Quite clearly, for many young learners, this is what they perceive as being the most important thing. Even comments or symbols are seen in the same way, with a ‘Good’ being less welcome than a ‘Well done!’

Although we do need to give marks and grades, it is not necessary to give them for every piece of work, nor should it only be the teacher that gives the mark or grade. Sometimes it is worth giving back a piece of work that has no final mark or grade and asking the students to read through the comments and either redo the work in light of the comments, make note of the comments for future pieces or give themselves a grade based on the comments (more about self-assessment later).

Ongoing assessment (feedback)
Ongoing assessment (often referred to as formative assessment) is actually something that both the teacher and student do anyway. Teachers are always assessing their students, even if it’s not done as part of a formal system. They look at particular students and note things such as ‘Claire can do X’, ‘Sam found Y difficult’, ‘Mark isn’t very good at …’, etc. This, for all intents and purposes, is a form of ongoing assessment. Students also go through a similar process, i.e. ‘I can …’; ‘I found … difficult’; ‘I don’t understand …’, etc.

This type of assessment is not only natural, but can also be extremely beneficial for all involved. Making it more structured can be useful, and formalizing it does not necessarily reinforce the negative connotations associated with assessment. Instigating student reflection diaries in which they record their personal thoughts about their progress and performance is a positive step. These can be kept private but used as the basis for self-assessment by the students.

Self-assessment for young learners
Young learners are quite capable of assessing their own performance and their own work. They are no more or less likely to be overgenerous or overcritical than any other student, and both extremes are things that need to be expected and managed when they arise. Below are a few of the advantages and disadvantages of self-assessment:

Advantages

The development of learner autonomy
A clearer understanding of what is expected in terms of each piece of work
Students are more likely learning from their own mistakes
A positive view of assessment as being part of the learning process
Disadvantages

Over- or under- marking
Potential for a lack of guidance in what is needed to improve (abdication of a teacher’s responsibility)
Students not having enough information or experience to accurately assess themselves
In reality, the disadvantages can be overcome and do not really need to be obstacles to effective self-assessment.

The first can be overcome by both the teacher and student independently grading the work and then holding a discussion. As long as the teacher doesn’t insist that their mark is the right one, trust can be built up and students can learn to be more realistic when marking their own work.

The second can easily be overcome by the teacher giving clear guidance / criteria before the piece of work is done and not just after it has been completed. It is always useful for students to know the assessment criteria, regardless of whether the piece of work is to be self-assessed or marked by the teacher.

The third point is overcome by clear guidance and practice. The more opportunities the students have to assess themselves, the better they will become at doing it.Assessing speaking, reading, etc
Up until now, we have mainly focused on assessing the written element of a student’s work. However, there are plenty of times when we will want to assess the other skills such as reading, speaking and listening. In the case of very young learners (VYL) it may well be that they are unable to write, even in their first language, and therefore any assessment that does take place has to be on the other skills.

Many of the points already mentioned in this article apply regardless of which skill is being assessed. For example, if we are assessing the students speaking we might well make verbal comments such as ‘Well done! That’s good’, etc. Just as with written comments, we need to realise that these can be construed as grades, so any comments we might make need to be delivered with great care. Also, it is useful to share the criteria we will use with the students before we start the task. This is no different whether we are assessing a piece of writing or a student’s ability to read a page from a story book.Benefits of assessment for young learners
Assessment can have many benefits that have a direct impact on the teaching. Firstly, the teacher can become more aware of areas that are causing problems for the students and then concentrate on them; secondly, the teacher can adjust their teaching to suit the needs and learning styles of the students; thirdly, the teacher will have a better understanding of what can be achieved in a class from the results of any assessment carried out.

Assessment, especially where marks are given, can also be seen as competitive in nature, i.e. ‘I got better than X; I got a higher mark than I got last time.’ For some students this might be a negative aspect of assessment, but for others it might well be what makes them want to improve, so it is important that we don’t just dismiss giving marks.

It is quite easy to observe what effect marking and grading has on students. For those where it has a positive effect, it can be used to motivate them. These students may also benefit from class activities such as quizzes and competitions. Alternatively, for those students where marks have a negative impact, teachers can choose activities that don’t have an explicit ‘score’ but are more about the process and are assessed in terms of what is done and how things develop, i.e. projects. By doing this, assessment is being used to motivate the students.

Finally, students can be involved in discussing and choosing the assessment criteria for certain activities. This would mean that they are involved in the assessment from the start and may well feel more positive towards it as a result.

Conclusion
We’ve looked at a number of issues surrounding assessment with particular reference to young learners. However, most of the comments are applicable to all learners. What makes young learners really important is that this is where opinions and beliefs are started. If a young learner has negative experiences when it comes to assessment then they are likely to develop into students who are adverse to learning and don’t enjoy being in the classroom. However, if first experiences are positive this will have an impact throughout their learning and is more likely to make the whole area of assessment easier to deal with as they get older.

# data[].attributes.body
Don't do this

# data[].attributes.headline
1. Feedback should be educative in nature. 
Providing feedback means giving students an explanation of what they are doing correctly and incorrectly. However, the focus of the feedback should be based essentially on what the students is doing right. It is most productive to a student’s learning when they are provided with an explanation and example as to what is accurate and inaccurate about their work.

Consider using the concept of a ‘feedback sandwich’ to guide your feedback: Compliment, Correct, Compliment.

2. Feedback should be given in a timely manner. 
When feedback is given immediately after showing proof of learning, the student responds positively and remembers the experience about what is being learned in a confident manner. If we wait too long to give feedback, the moment is lost and the student might not connect the feedback with the action.

3. Be sensitive to the individual needs of the student.
It is vital that we take into consideration each student individually when giving feedback. Our classrooms are full of diverse learners. Some students need to be nudged to achieve at a higher level and others need to be handled very gently so as not to discourage learning and damage self-esteem. A balance between not wanting to hurt a student’s feelings and providing proper encouragement is essential.

4. Ask the 4 questions.
Studies of effective teaching and learning (Dinham, 2002, 2007a; 2007b) have shown that learners want to know where they stand in regards to their work. Providing answers to the following four questions on a regular basis will help provide quality feedback. These four questions are also helpful when providing feedback to parents:

What can the student do?

What can’t the student do?

How does the student’s work compare with that of others?

How can the student do better?

5. Feedback should reference a skill or specific knowledge. 
This is when rubrics become a useful tool (single-point rubrics, for example). A rubric is an instrument to communicate expectations for an assignment and a useful way to provide effective feedback for learning. Effective rubrics provide students with very specific information about their performance, compared to an established range of standards. For younger students, try highlighting rubric items that the student is meeting or try using a sticker chart.

6. Give feedback to keep students 

# data[].attributes.subject
1. Feedback should be educative in nature. 
Providing feedback means giving students an explanation of what they are doing correctly and incorrectly. However, the focus of the feedback should be based essentially on what the students is doing right. It is most productive to a student’s learning when they are provided with an explanation and example as to what is accurate and inaccurate about their work.

Consider using the concept of a ‘feedback sandwich’ to guide your feedback: Compliment, Correct, Compliment.

2. Feedback should be given in a timely manner. 
When feedback is given immediately after showing proof of learning, the student responds positively and remembers the experience about what is being learned in a confident manner. If we wait too long to give feedback, the moment is lost and the student might not connect the feedback with the action.

3. Be sensitive to the individual needs of the student.
It is vital that we take into consideration each student individually when giving feedback. Our classrooms are full of diverse learners. Some students need to be nudged to achieve at a higher level and others need to be handled very gently so as not to discourage learning and damage self-esteem. A balance between not wanting to hurt a student’s feelings and providing proper encouragement is essential.

4. Ask the 4 questions.
Studies of effective teaching and learning (Dinham, 2002, 2007a; 2007b) have shown that learners want to know where they stand in regards to their work. Providing answers to the following four questions on a regular basis will help provide quality feedback. These four questions are also helpful when providing feedback to parents:

What can the student do?

What can’t the student do?

How does the student’s work compare with that of others?

How can the student do better?

5. Feedback should reference a skill or specific knowledge. 
This is when rubrics become a useful tool (single-point rubrics, for example). A rubric is an instrument to communicate expectations for an assignment and a useful way to provide effective feedback for learning. Effective rubrics provide students with very specific information about their performance, compared to an established range of standards. For younger students, try highlighting rubric items that the student is meeting or try using a sticker chart.

6. Give feedback to keep students 

# data[].attributes.body
Model ideal behavior
Make a habit of demonstrating behavior you want to see, as many studies show that modelling effectively teaches students how to act in different situations.

A straightforward way to model certain behaviors is holding a mock conversation with an administrator, other teacher or student helper in front of the class. Talking about a test or other relatable topic, be sure to:

Use polite language
Maintain eye contact
Keep phones in your pockets
Let one another speak uninterrupted
Raise concerns about one another’s statements in a respectful manner
After, start a class discussion to list and expand upon the ideal behaviors you exemplified.
Make positive letters and phone calls
Keep students happy in and out of class by pleasantly surprising their parents, making positive phone calls and sending complimentary letters home.

When the occasion arises, from academic effort or behavioral progress, letting parents know has a trickle-down effect. They’ll generally congratulate their kids; their kids will likely come to class eager to earn more positive feedback. This can also entice parents to grow more invested in a child’s learning, opening the door to at-home lessons. Hold parties
Throw an occasional classroom party to acknowledge students’ hard work, motivating them to keep it up.

Even if it’s just for 20 or 30 minutes, they should be happy with snacks and a selection of group games to play. Clarify that you’re holding the party to reward them and they can earn future parties by demonstrating ideal behavior, collectively scoring high on assessments and more.
Offer different types of free study time
Provide a range of activities during free study time to appeal to students who struggle to process content in silence, individually.

You can do this by dividing your class into clearly-sectioned solo and team activities. In separate sections, consider:

Providing audiobooks, which can play material relevant to your lessons
Maintaining a designated quiet space for students to take notes and complete work
Creating a station for challenging group games that teach or reinforce standards-aligned skills
Allowing students to work in groups while taking notes and completing work, away from quiet zones
By running these sorts of activities, free study time will begin to benefit diverse learners. This should contribute to overall classroom engagement.

# data[].attributes.attachment_caption
I Can Follow the Rules Song | Music for Classroom Management

# data[].attributes.attachment_link.title
I Can Follow the Rules | Learn the Rules | Learning Song for Kids | Preschool & Kindergarten

# data[].attributes.headline
Froebel's idea of a children's garden means that children should be nurtured like flowers, and be allowed to develop and grow as unique individuals with support and encouragement by teachers, but not forced to follow the same predetermined standard course of development and learningFroebel emphasized the use of songs, poetry and tales for stimulating the imagination of the child. In the Montessori system, there is no scope for songs, poetry and tales. Montessori altogether neglects the training of the imagination, for she does not look upon it as a part of a child's life.Froebel believed that play is the principle means of learning in early childhood. In play children construct their understanding of the world through direct experience with it.A Froebelian principled approach to early childhood education in practice. It is important that practitioners offer children what they need now. For example, some children may need to be allowed the autonomy, (to make choices and decisions and to use their skills and techniques) to mix their own paints.Froebel's philosophy of education consists of following components: (a) Free self-activity, (b) Creativity, (c) Social participation, and (d) Motor expression. Froebel believed that exciting voluntary self-activity among young child was the essential form of pre-school education (Watson, 1997a).

# data[].attributes.subject
Froebel's idea of a children's garden means that children should be nurtured like flowers, and be allowed to develop and grow as unique individuals with support and encouragement by teachers, but not forced to follow the same predetermined standard course of development and learningFroebel emphasized the use of songs, poetry and tales for stimulating the imagination of the child. In the Montessori system, there is no scope for songs, poetry and tales. Montessori altogether neglects the training of the imagination, for she does not look upon it as a part of a child's life.Froebel believed that play is the principle means of learning in early childhood. In play children construct their understanding of the world through direct experience with it.A Froebelian principled approach to early childhood education in practice. It is important that practitioners offer children what they need now. For example, some children may need to be allowed the autonomy, (to make choices and decisions and to use their skills and techniques) to mix their own paints.Froebel's philosophy of education consists of following components: (a) Free self-activity, (b) Creativity, (c) Social participation, and (d) Motor expression. Froebel believed that exciting voluntary self-activity among young child was the essential form of pre-school education (Watson, 1997a).

# data[].attributes.body
Activities are designed to help students achieve a lesson goal. Rather than the teacher merely instructing students, activities require group participation. The outcome of every activity should result in students reinforcing their speaking skills and learning something new.

There are so many great activities that can help young learners practically use their English. These activities will enable them to speak the language confidently and prepare them for using it in the real world.

Role-play
Role-play is the quintessential ESL activity. This activity requires students to either pretend to be someone or imagine a particular situation. Teachers can set up a role-play activity that mimics a real-life scenario, such as ordering from the supermarket or traveling in a foreign country.

Role-plays are great because it is the closest thing to using English outside the classroom. Students will experience using the language to converse with others without the anxiety of making mistakes since you are there to guide them.

Role-play gives students a chance to be creative and imaginative with their English, allowing personal growth in the language. Engaging with other students also creates a positive dynamic in the classroom. By creating an engaging, intellectually-stimulating simulation, students will be motivated to speak confidently. They will retain all the material taught in the study phase of the lesson.

Tips to prepare for a role-play activity
Prepare the lesson beforehand. Make sure everything is set up correctly.
Have a clearly defined purpose for the activity. Show students what they need to do to achieve the desired outcome.
Allocate every student a role. If you’re giving them imaginary personalities, allow the student time to understand the nature of their character.
As a teacher, it’s essential to take a facilitator role in this activity. Let the activity play out to see what happens. Don’t worry about correcting mistakes and help when needed. Make notes of any errors students make and use them to prepare a review lesson.
Let the young learners enjoy and express themselves. This activity is the best way for all students to shine and build the foundation of their speaking skills.
Awesome ESL Role-Play activities
Dining out at a restaurant
Catching a taxi/bus
Going to see a doctor
Shopping in a supermarket
Job interview
Pictionary is a great activity to practice vocabulary. All you need is a whiteboard, a marker, and a list of words.

Divide your students into groups.
Give one of your students the marker and a word from the list.
The student will draw a picture, and their classmates will try to figure out what they are portraying.
The student drawing must not say anything to disclose the answer. They must only draw.
Each group will compete with each other over who gets more correct answers within the time limit.
Pictionary is an excellent way to reinforce your students’ knowledge of topics and vocabulary. Drawing and trying to guess the word that’s been given to them will help them visualize what they have learned in class.

This activity is fun, exciting, competitive, and engaging. Everyone has a turn at drawing, showing off some outstanding drawing skills!

Hangman
Hangman is another whiteboard game to reinforce vocabulary.

Think of a word and draw a line for each letter of that word on the whiteboard.
Have your students raise their hands and try to answer either by guessing letters or the word itself.
For each incorrect answer, draw part of the hangman.
The student who guesses correctly before the hangman is drawn completely will be the next person to think of a word.
Word Bingo
Bingo is an old game that works so well in an ESL classroom. It’s incredibly fun to play, and you can award your students prizes for winning. Word Bingo is an excellent activity for reading and listening skills. It will require students to focus on the activity.

Students will be given bingo sheets with English words written on them. The teacher will say the words that come out of a hat and the first student to complete a bingo pattern wins!

Songs
Music is an essential part of living language. Young learners love to sing, so using songs is a great way for students to use their voice and learn the rhythm of the English language.

The best way to conduct a singing session would be to have all students standing. You should develop movements to go along with the song to keep your young learners engaged and activated!

# data[].attributes.body
What are types of Modern Teaching Method? Collaborative Learning, Spaced Learning, Flipped Classroom, Self Learning, Gamification, VAK teaching, and Crossover Learning are various types of Modern Teaching
8 fun teaching methods for young learners
Turn lessons into songs.
Create visual diagrams to illustrate new vocabulary.
Encourage mnemonic devices to memorize grammar rules.
Weave in spontaneous or consistent dialogues throughout the lesson.
Break up solitary study sessions with games. .
Review vocabulary through role playing.
1. Turn lessons into songs
Every English learner, both native and not, is familiar with, at the very least, one classic jingle. Yes, the ABCs are what we turn to for a reminder of what letter comes after Q. Although the middle part (something about eliemenopee?) requires a bit more brain power, the song offers English speakers a comfortable reference point for all their alphabetical needs.

Turning vocab, grammar, and dialogues into catchy tunes is a fabulous method for teaching English to young learners. If you’re reviewing common material, try turning to YouTube to see if there’s already a suitable song out there. Otherwise, you can hone your inner Beethoven to compose a musical masterpiece using the tune of another easy song, such as Twinkle Twinkle Little Star.

2. Create visual diagrams to illustrate new vocabularyHead, shoulders, knees, and toes. These are a whole lot easier to point out on a smiling stick man than to write out in a vocabulary list. Visual devices provide a double whammy, too. Students can enjoy coloring or even adding on to pictures, while also absorbing what the new words they are learning look like.

Highlighting, underlining, and circling are all common visual tricks adults use to recall snippets of information. Creating visual diagrams is the same basic idea, so that the little ones can start to visualize what English looks like. As a bonus, students can more easily locate learning aids with distinct colors and illustrations among their folders of messy papers.
Review vocabulary through role playing
person teaching a child in sri lanka
The best teaching methods for young learners require creativity.

Think theater class with an English twist. Picking up the role of a police officer or elderly neighbor on the spot can be intimidating to any aged student. However, if you have some fun with it and create a more relaxed expectation for students to act out roles, they’ll be less stressed about making mistakes.

After all, teaching English to children should be about building up speaking confidence and a solid foundation. The perfect subject-verb-agreement and conjugations can be fine-tuned later!

Pick up some wacky wigs, sunglasses, and hats to help students step into character and feel more like they’re acting, not just presenting a dialogue. Once they really embrace their character, you might be shocked to find just how creative the little Shakespeares can get with their new vocabulary!
couple of interesting ways to use stories to focus students on grammar might be: Ask the students to fill in a summary, or order then events of the story which are shown in pictures or written in short sentences after they have read the book. Provide prompts for learners: First, second, then, after that, in the end

# data[].attributes.body
1. Have a rewards system

Kids of all ages love being rewarded for their work This lets them know they are doing a good job. Rewards help young learners gain a sense of achievement and build confidence in their skills.

Rewards such as star charts or awards are great for keeping track of learners' progress and encouraging them to work towards achieving their learning goals.

2. Make your lesson Fun

Young learners are more motivated and excited to learn when they are having fun. Keeping the lessons fun and engaging is the perfect way to motivate our young learners to stay focused. This will also help the lesson be more effective.
Motivating young learners is very important for English teachers. Motivation is what encourages learners to keep going even when things are difficult. Kids who are not motivated will not want to learn, so it’s important for us to keep our young learners motivated and excited.

3. Get to know your students

As a teacher, you need to make time to get to know your students. Important questions to ask yourself are:

What activities do they love?

What’s effective for them?

What are their strengths and weaknesses?

What are their interests?

By getting to know your students, lesson planning will be much easier and you can adapt the lesson to suit their needs. This way young learners are more engaged and motivated to participate in the classroom.4. Energy and Enthusiasm

Teach your classes with energy and enthusiasm. When teachers are energetic and enthusiastic about lessons it helps increase motivation and enthusiasm in young learners too.

Teachers can include examples related to students’ interests in their lessons. This will encourage students to be more engaged. For example, if you are teaching adjectives give examples about characters or things your students like such as superheroes or princesses, etc.

5. Be positive

When your students are having a bad day, don’t give up on them. Try to encourage your students all the time. A patient and caring teacher will help many young learners gain confidence and enthusiasm for learning, which will help to increase learner motivation.
Introduce competition
Set goals
Make things fun
Positive feedback
Say to your students:
Perfect
Well done
You are my honey, candy
Excellent

# data[].attributes.body
Topic: Fairy tale "Cinderella"
Aim:teach new words and phrases  trough fairy tales.
To start the lesson, let's ask the guys if they know the Sindrella fairy tale, I'm sure they all know. If, Yes, ask them if you like this fairy tale?
Then we will watch a video audio book in English, after that we will divide the roles, who will be the stepmother, and someone will be Sindrella, and two sisters

# data[].attributes.body
Topic: Continue the fairy tale "Cinderella"
Aim: Continue the play role

# data[].attributes.body
The incredible benefits of teaching English through songs
Songs help learn vocabulary, grammar, and syntax. ...
They can use meaningful language in context. ...
Songs can be catchy and re-usable. ...
Songs enhance listening skills. ...
They improve speaking fluency with the natural rhythms of language. ...
Appeal to broader learning styles

# data[].attributes.headline
Materials:

Fairy tale story books
Worksheets for post-reading activities
Flashcards (laminated photocopies of selected scenes from the stories)

# data[].attributes.subject
Materials:

Fairy tale story books
Worksheets for post-reading activities
Flashcards (laminated photocopies of selected scenes from the stories)

# data[].attributes.attachment_caption
Disney Bedtime Stories | CINDERELLA Short Story in English

# data[].attributes.attachment_link.title
Disney Bedtime Stories | CINDERELLA Short Story in English

# data[].attributes.body
Topic: Animals in farm and Safari (wild)
Aim :Teach new words in farm and wild(vocabulary)

# data[].attributes.body
We  can use a toy house to expand our child's vocabulary, practice telling stories and using correct grammar, and as a bonus it is a whole lot of fun. If you have more than one child, playing with a doll house can help build sharing and other social skills that will be useful as they move into kindy and prep.Educational toys will usually enhance a child's learning through developing their logic and problem solving skills, encouraging communication skills, refining motor skills and nurturing their creativity.Cognitive development can be interpreted as learning and thinking ability in children. It improves children's ability to understand things and solve simple problems. In this sense, playing also supports cognitive development as in all aspects of growth.

# data[].attributes.attachment_caption
Learn Farm Animals for Kids | Video Flash Cards | Kindergarten, Preschool & ESL | Fun Kids English

# data[].attributes.attachment_link.title
Learn Farm Animals for Kids | Video Flash Cards | Kindergarten, Preschool & ESL | Fun Kids English

# data[].attributes.attachment_caption
Safari - My Fun Day | Animal Song For Kids

# data[].attributes.attachment_link.title
Safari - My Fun Day | Animal Song For Kids

# data[].attributes.body
Aim:Teach vocabulary animals help of song.
Using songs can help learners improve their listening skills and pronunciation;
They can also be useful for teaching vocabulary and sentence structures.
Sing songs about animals.
Use animal flash cards.
Read children's books about animals.
Make animal art projects.
Give your kids different animals to color.
Put on a puppet show.
Try a game of blindfold guess.
Hold animal races.

# data[].attributes.headline
Children's profile,aim,age , psychological principles in Uzbekistan 

# data[].attributes.subject
Children's profile,aim,age , psychological principles in Uzbekistan 

# data[].attributes.body
In Uzbekistan 11 years of education are compulsory and free, beginning with 4 years at primary school, and followed by 2 phases of secondary education taking 5 and 2 years respectively. Primary school begins at age 6 and there is no specific leaving examination after the 4 years are complete.
President Shavkat Mirziyoyev last May announced a new requirement for graduates of Uzbek secondary and post-secondary schools to know at least two foreign languages.

Since then, knowledge of at least one foreign language has been required also when applying for a job in government agencies.

Without such skills, further promotion is impossible, a source at the Ministry of Innovative Development said.

When hiring new employees, English proficiency is a serious factor, and if a job candidate has an International English Language Testing System (IELTS) certificate, then he or she is already ahead of most of the competition, the source added.
Classes with Students Age 5-7
When working with young children, teachers should fully adjust the curriculum to the age of the students, which means that they will help them in the best possible way to adopt knowledge that suits their age. Since in this age group there could still be pupils that haven’t mastered the writing skill, teachers should try to adapt the curriculum and classes, first and foremost, to the abilities and knowledge of such young learners. This means that in this case, similarly to working with students 3-5 years of age, most of the learning will take place through games that are already familiar to them because this is also the best way to master English language skills that are suitable for children from 5-7 years of age.

Also, sounds of English language should be introduced to children at this point so that they will, through fun and interesting activities and play, get to know the sounds of a new language, learn their first words in English and, at the same time, develop curiosity and listening skills.
Working with Students Age 7-10
For students in first to fourth grade, that is, for those whose age is from 7 to 10 years, different ways of acquiring language skills should be envisaged. The curriculum should contain mostly topics and areas that are close to students, that is, those that will stimulate interest so that they will be relatively easy to master.

Apart from the fact that the students at this age should learn how to communicate properly in the foreign language, and at their level of knowledge, team spirit will develop, since it is best that the teaching be as interactive as possible. This approach to teaching should very positively reflect on the acquisition of knowledge that the teachers seek to convey to their students.

It is expected that all students who attend a course of English language at this age should learn to communicate in the spoken language, at the level appropriate to their age.

Since the lessons should be designed primarily as interactive, so that all students participate equally in them, it means that it will, among other things, have positive effects on their further learning at school.
Teaching Students Age 11-14
Students attending higher grades of elementary school, that is, children aged 11 to 14, should already have a certain level of knowledge of the English language, and the teacher should determine what these skills are, but also perfect them in a way that they follow the school’s curriculum as closely as possible.

The curriculum should also be adjusted to the students’ interests in order to hold the students’ attention during lessons, and through the practice of all language skills (writing, reading, listening and conversation) students will get the necessary security in the knowledge they have acquired.

Furthermore, versatility in class activities will not only help with mastering all language skills, but it will awaken the interest in students to learn more and they will be less likely to get bored during the classes because they will be more interesting.

Testing learners should happen at this level, and in accordance with the students’ age, be done in a way that will put each language skill to the test – writing, speaking, reading and listening comprehension.

If you are just starting to teach English or want to develop your skills in working with children and improve your career opportunities, these are just some of the guidelines that you can follow in order to achieve your goal. After all, have in mind that not every child is the same nor do they possess equal learning abilities and knowledge.
Studies have proven that learning English early on helps children grasp other languages faster and more easily. Kids get more time to learn things, have fewer inhibitions, and most importantly, they have a brain designed for language learning.The main objectives of teaching language are to develop these skills for better understanding and effective communication. Though we have talked of listening, speaking, reading and writing as separate skills, but in the real sense, they are inter-linked or interrelated.

# data[].attributes.attachment_caption
Garden of Children teaser trailer Froebel Kindergarten documentary series

# data[].attributes.attachment_link.title
Garden of Children teaser trailer Froebel Kindergarten documentary series

# data[].attributes.body
Cinderella

Vocabulary groups include:

Family (sisters, step-mother, father, god-mother)
Clothes (glass slippers, dress)
Adjectives (big, small, ugly, beautiful)
Telling the time (midnight, early, late)
Sample repetitive text:

'She tried on the slipper but it was too big.'
'She tried on the slipper but it was too small.'
'She tried on the slipper and it was just right.'
'She waved her magic wand and puff, turned the pumpkin into a carriage.'
'She waved her magic wand and puff, turned the rags into a beautiful dress.'
Possible language area:

Past simple: tried on, waved, turned (Remember to let the children notice the difference. You don’t need to give them a lecture on the different uses and forms of the past tense!

# data[].attributes.body
Aims:

For the learners to hear in English what are probably familiar stories in their own language.
To allow the children to see English in an imaginative context.
To introduce various vocabulary sets such as family, food, clothes or parts of the body.
To help older primary school children notice language areas such as past simple, comparatives, etc
Fairy tales provide a wealth of possibilities for teaching English topics. Each fairy tale has its own magical setting and is split into several scenes. Within each scene there are sets of vocabulary that you can exploit. Below we will look at a few of the better known fairy tales and highlight some of the possible areas you can concentrate on in class
Materials:

Fairy tale story books
Worksheets for post-reading activities
Flashcards (laminated photocopies of
selected scenes from the stories)
Children learn from the characters in the stories and this helps them connect the situation with their own lives. The stories show children how to have a positive outlook amidst any anxieties, battles and problems in life. It also teaches them critical thinking skills. The world today can be seen as frightening place.Fairy tales are a great way for children to learn English. Here are our top tips for using fairy tales at home with your child.

Fairy tales provide a great opportunity for children to listen to a familiar story in English in an imaginative context.
Choose one which your child already knows in their own language and use a simple version of the story.
Involve your child in the story-telling by getting them to join in with repetitive words or phrases, for example 'What big eyes you have!'
Use masks or finger puppets to bring the story to life!
You'll find animated fairy tales to watch on LearnEnglish Kids.

# data[].attributes.attachment_caption
I Like Animals | Animals Song for Kids | Learn 12 Animal Names | ESL for Kids | Fun Kids English

# data[].attributes.attachment_link.title
I Like Animals | Animals Song for Kids | Learn 12 Animal Names | ESL for Kids | Fun Kids English