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Analyzing Teaching Stages by Annisa Fauziah and Ms Fajrianti

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Analyzing Teaching Stages by Annisa Fauziah and Ms Fajrianti

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How to deal with young learners by Ms Sophia

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How to deal with young learners by Ms Sophia

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1. We must have characteristics
2. Our mood must be good
3. Prepare the material/ Bring the flash cards
4. Learn students first
5. Using high low pitch voice
6. Be friend with them (students)
7.Review our work by doing vote/questionnaire to the students

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1. Why are Young Learners called Kinesthetic and Tacticle Learnears?

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1. Why are Young Learners called Kinesthetic and Tacticle Learnears?

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Because they like to move and wiggle their bodies, they can't sit still in the class all day, they also learn well through movement and gestures. Young learners called tactile in their learning style because they love to touch and play with objects.

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Clothes Cups: an ESL craft activity to teach Clothes vocabulary to children

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Clothes Cups: an ESL craft activity to teach Clothes vocabulary to children

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Scaffolding is breaking the learning into chunks. A teacher support YLs to learning new lesson. A teacher should hold YLs up as they build understanding of language by create interest in the task such as storytelling activity, teaching YLs about colors with a song. If a teacher want to teach about the short story, a teacher should provide the vocabulary in the short story first and then if they already understand the vocabulary, a teacher can continue to teach the short story in full.

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3. In " How Children  Learn " video, what does the instruction refer to?

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3. In " How Children  Learn " video, what does the instruction refer to?

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The instruction in the video refers to the support given to YLs by a teacher during the learning process in the classroom.

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The first we should understanding children's characteristics. It can help a teacher make an effective in the classroom. After that, we have to apply how do YLs learn, there are three points : The first is According Jean Piaget, they learn by doing. They are active learners and thinkers. We should bring in realia or real objects such as when we teach about dragon fruit. We should bring dragon fruit in the classroom for them to touch and know about it. The second is according Lev Vygotsky, children learn through social interaction which means we should intercation with student. They need a guide learn new things. The last is children learn through scaffolding by adults. We are the scaffolding for our student. We should support student to learning new lesson. We can apply some of the practices that Burner's suggested in our classrooms such as : create interest in the task, break the task down into smaller steps, model our expectations, remind students of the purpose of the activity, control frustation during the task.

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Analyze the video using the following questions:

1. Does the teacher translate the language, e.g. from English to the child's first language or Japanese? (Note: The teacher is Filipino, the child might be Indian. Both are living in Japan).

2. How does the teacher help the student learn English? Does he use gestures? What kind of gestures?

3. What else does he do to help the student learn/understand more? Watch again if necessary. Think about something other than gestures.

4. What topic is the student learning about? Vocabulary? What kind of vocabulary? What is the main expression that the teacher wants to teach?

5. How does the teacher scaffold the student from learning vocabulary to making a sentence using the vocabulary? Is he successful in scaffolding the child to say one ful sentence?

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1. No, they do not use any other language than English.

2. Yes, he uses hand gestures in particular. He uses several other
strategies and aids to help the student learn English. For instance,
he introduces colors through realia (colored papers) and a song.

3. Watch again if necessary. Think about something other than
gestures.
There are some other scaffolds that the teacher displays including
repetition (esp. in pronunciation), modeling the target expressions,
teacher’s questions, and feedback.

4. The language focus includes color vocabulary (red, orange,
yellow, pink, blue, green, purple) and expressions of likes (what
color is this?; what color do you like?; I like....).

5. He fosters the student’s learning through various techniques which include: a) breaking down the tasks into smaller chunks; b) reinforcing the name of colors as well as how they are pronounced through a song; c) providing questions from ‘what color is this?’ to ‘what color do you like?’; d) modeling the expressions/implicitly telling the student about the target expression (e.g. I like red. What color do you like?). Unfortunately, the student doesn’t seem to be
able yet to utter ‘I like blue’ as a reply to the teacher’s question
‘What color do you like?’. I think the teacher must provide a little
more explicit example such as role-playing or a puppet show. The target expression should be practiced more frequently, too.

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National Geographic Learning: Young Learners

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Questions
● How can you tell that the teacher is promoting the so-called ‘active learning'?

The learning activity we saw was a perfect definition of active learning.

● Did you notice any social interaction that the teacher maintains in his class? How is the teacher-student interaction and or student-student interaction? Kindly provide examples.

We can clearly see that the teacher-student interactions and from our vision, he set a target learning, which is to make the student able to understand about adjective vocabulary.Again, the teacher used song to ease the student in memorizing the vocabullary. He also used body gestures when he mentioned adjective vocabullary, for example, when he mentioned "big" he widely open his arms, but when he mentioned "small" he shrinked his arms. In the end, the target learning is achieved.

● How does the teacher scaffold the learning? What are the examples?

The learning session is succeed. The student able to understand how to make a sentence with adjective vocabullary in it like "Car is fast".

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Activity 3 Group Presentation and Report

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Activity 3 Group Presentation and Report

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Identify the active learning, social interaction, and scaffolding that might exist in the teaching video.

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There are the active learning, social interaction, and scaffolding in this video. In this video I saw active learning teacher - student and student- teacher. Teacher used gestures such as body movement and hand gesture. There is social interaction when the teacher invited students to touch paper jumble word. In this video, the teacher used teaching aids such as flashcard, paper jumble word, and projector. The teacher used the scaffolding. Firstly the teacher invited students to dance, even though this is aimed at teaching vocabulary. Secondly the teacher asked the student "what is the feeling in the video?". Thirdly the teacher used realia (shown in the picture). Lastly the teacher invited students to come forward and bring a paper jumble word and invited students to arrange words from the paper. So, the target learning is making a sentence about the expression of feeling. Based analyze the video , in my perspective the teacher succeeded in teaching from basic to target learning.

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-If you want to find material on google add .esl
Example: teaching colors.esl

The order if you want to teach children:
1. Listening
The teacher instruction "touch the green".  Then students do touching.  So the listening goes well.
Failed when the teacher gives instruction but the students don't pay attention.

-Learning to Listening
• The speaker’s use of voice
• Mime
• Gesture
• Flashcards
• Story book
• Course book illustrations
• Posters
•Real objects (realia)
• Puppets
• Sound effects (CD)
• Visual setting (DVD)
• Classroom/teacher talk

- Developing Listening Skills
• Instructions
• Rhymes
• Stories
• Songs
• Dialogues
• Conversations
• Descriptions

• Stage 1 Before listening
e.g. Introducing new vocabulary
• Stage 2 While listening
e.g. Listening for specific information/detail
• Stage 3 After listening
• e.g. Asking students’ opinions

2. Speaking
The modeling teacher said "purple", then teacher said repeat after me, student imitating by said "purple" means speaking is going well.

- Learning to Speak
• Spoken interaction
e.g. Ask and answer questions
• Spoken production
e.g. Producing a rhyme, retelling a story
• Children learn a lot from repetition
• Memorizing vocabulary
• Chunking
• Pronunciation in a natural way

- Speaking Activities
• Choral repetition of action rhymes
• Choral counting games
• Classroom routines:
-- greetings & goodbyes;
-- asking for permission;
-- classroom language.

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1). Please, Watch the following video until minutes 1:56.
2). Watch the teaching video from Balai bahasa UPI starting from minutes 9:40. Please identify how the teacher moves from listening, speaking, reading to the writing activity?
3). Read the topic on PPT file.
4). How to teach reading and writing to EYL? 5). Write your answer at your own padlet.
Reference: You're able to learn a lot at Carol Read's Book pages 48-84 (The book is available on reference)

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What's it like? Ways to describe things in English

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What's it like? Ways to describe things in English

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1. Simple lesson planning rules, it can be helpful for us to sequence our activities :
(1.) Present new language before asking students to practice it.
(2.) Use receptive tasks before productive tasks.
(3.) Provide controlled practice before independent practice.

2.-The teacher makes the rules first.  If student agree(Yes), the student will point their thumb up and if they don't agree(No), they will turn their thumb down.
The teacher said " do you have a notebook ?".  And then the student answer by giving a thumbs up means agree.  It means that listening learning is going well.  The proof is when the teacher asks the question "do you have a notebook?", the student answers by raising his thumb up.
- The teacher teach a vocabulary first such as : The teacher ask the question "What is it ?"  'Is it notebook' and she ask the question "Is it big?"  'Is it small' .  The teacher  try to make a sentence "Is it small notebook" and she also ask about the colors ' green' and the last she ask about "Is it made of ?"  'It's made of paper' and finally she combine all the sentences have made.
-After that, she invited students to the guesing game.  The rules is she will read three sentences, and then the students guess which picture is it.  Show me your finger 1,2,3.  Indirectly the teacher teaches new vocabulary.  The way to move from listening to speaking is by instruction students to describe the things.  The first one she gave an example of how to describe the thing then after that she instructed the students to describe the thing.  'Choose one and describe it!'  .  The student will speaking, they will try to describe the thing.  In the video, the student answered correctly, it means that speaking learning was successful.
-The way to move from speaking to reading is by reading the instructions on how to use the padlet to writing down the material that has been learned in the padlet.  That way, reading and writing learning has been successful.

3. -Start reading and writing to students consist of reading and writing thought sounds.
-Continue reading and writing writing students consists of reading great books together, language experiential approaches, choral readings and reading theater, interactive readings, guided readings, and classbook readings.
- By students who graduate literate consist of independent literacy with activities such as literacy centres, literary circles and research projects.

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Grammar and vocabulary are taught by Ms. Fajrianti. She began by teaching vocabulary to YLs using a song activity. She taught both the spelling and pronunciation of each word. The song's lyrics are displayed on the screen alongside demonstrations by real people and images of their facial expressions. She teaches them vocabulary for asking "how are you?" and how to respond with expressions like "happy," "hungry," "sleepy," etc. implicitly in this way. Then, she employs numerous puppets that have words (words and meanings) behind pictures in front of them. After asking the young learners "what is it," the young learners responded, "happy." Ms. Fajrianti then repeated the word (while modeling it and the young learners imitated it) to check their pronunciation and help them remember it. Finally, she used the word "happy" in a collocation with the word "I am" to say, "I'm happy.". Games are the next thing to do. Three YLs from each group were asked to step forward and put the words into sentences using the previous vocabulary. She is implying by this that she has been remembering (he-is-hungry).

Grammar and vocabulary are taught by Ms. Annisa. In the first exercise, she employs realia flashcards, where the bottom section contains the meanings and the top section contains the pictures. She demonstrates the image (the word and its meaning), acts out the word's pronunciation, and repeats the phrase to help it become part of her memory. She then carried out a TPR (total physical response). To help kids understand the meaning of the vocabulary, he nails flashcards to the wall. She then reads aloud the vocabulary while making hand gestures. She employed the three-one-clap method for the third activity. (Pencil, eraser, book, clap!) as an illustration. She then proceeds to explain the target language. She inquired, "What is this?," to which I replied, "It's a pencil" and "It's an eraser.".

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Trust your self :
1. Harus punya ciri khas
2. You have to smile (your mood influence other tho)
10 minutes before to start the class to make your good mood.
3. Preparing material
4. Learn the characteristics of the students.
5. Use high-low pitch voice (disesuaikan dengan jumlah siswa dan ukuran ruangan)
6. Jika ada pertanyaan yang nyelenenh atau kita belum tau jawabannya, kita bisa cari alasan atau (nanti kasih permen minggu depan ).
7. Be friend but should be respectfull to teacher.
8. Review your work use voting misalnya dari 1-4 atau pake quistionnaire.

Teaching demo as a teacher YLs
1. The first, Ms shofia diveded the sudent into several groups.
And then Ms ask students to arrange from word to sentence. (Train speed,focus,team work)
2. Ms ask student to write the sentence question and answer from the first to the white board.
3. Ms ask student what the difference in the sentences on the board. Ms teaching have,has,V3.
4. Ms ask student to work by individual.

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Skill should be taught to TEYL in 21  century

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Skill should be taught to TEYL in 21  century

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1. Creatuve Thinking
2. Communication
3. Problem Solving
4. Collaboration

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The Activity Examples Related to TEYL Through Art and Craft

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The Activity Examples Related to TEYL Through Art and Craft

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Puppet: Dialogue
Target Learning - Name - Saying "Nice to meet you"

Art:
1. Cutting
2. Colouring
3. Crafting

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Elements of MAD FOX there are:
1. Management
2. Appropiacy
3. Design
4. Flexibility
5. Outcomes
6. Xcitement