The kids enjoy this game and it is neat to see them developing strategies and learning/speaking Greek words.

Perhaps I will modify the game, going forward, where the student can stand up and mark the grid they have chosen after they have verbalized the Greek words. That way they are moving and writing a check mark with the smart board pen, in their chosen grid.

Physical:

Depending on the grade of the class I have (I usually do this from Grades K-6) - every morning I play a song which is a Greek song wishing a happy day, good morning and speaking about the weather! I find that this isn't only a mood booster, isn't only good for the learning of the Greek language but also gets them off their feet singing and dancing!

Cognitive:

When I teach anything to my students, whether it is a lesson, grammar, spelling, oral, songs, poems, etc.. I always write the it on the board, read it to the whole class, give them a piece of paper with the lesson on it (if it is not in in their workbook) and I see which teaching method works best for each student and then I ask the students to tell me what works best for them.

Emotional:

I personally always make sure every student is comfortable with each lesson I teach, each group I assign them to during an activity, I make sure the whole class agrees on what to perform (song, poem, dance) at a school concert and in general create a comfortable and positive environment where we as a class agrees and my students can come to me for anything without feeling embarrassed and or shameful - I think this is really important. Something I do is at the start of each class, we all go around and express how we are feeling, how we slept, etc.. (e.g. Today, I am very tired because I slept late but I am happy today).

Social:

Creating groups for students during activities, group lessons where tables/boards/pictures are drawn on our Whiteboard or Chalkboard as an exercise where every student takes turns and feel comfortable to ask their classmates for help. This usually helps when certain students are not as social and or open to making new friends other than 1-2, exercises like this generally makes them more open-minded in result to work on in class group work together, homework for the next lesson, ask them for assistance and spend lunch with them/play during recess. This is also good for their physical development.

Learning the the vocabulary of everyday activities they actually doing in the class.

The examples with the clothes I used , not only involves all their senses combining different learning styles but also takes into account the child developmental stage.

Not material are needed, each student uses their own staff.

Example: when they arriving to the classroom and they have to take of their jacket, their boots and their backpack off, it is a moment that they can learn vocabulary about clothes and relative objects. Also expressions about their feeling and how to ask or offer help.

They use their hands and they feel and touch the objects. They have the opportunity to work with hands on, to use their motor skills, to take action, to explore through try and error. Students can watch others as example to understand how they can do their tasks. Sometimes they need the help of an adult or a friend, so they can practice expressions for asking help. They have to listen how they should place their objects to right spot, communicate and express their emotions by using their vocabulary while they are asking for help. Therefore they have to use their interpersonal skills and anticipate to their classmates' feelings. They feel the support of others and they are happy when they can manage on their own. Apparently, they combine all four different learning styles.

This task is according to kindergarten's developmental stage.

Physical: They gain and practice on their ability to control their movements and they increase coordination. This daily activity helps them to improve their motor skills.

Social: They start making friends, basing on mutual trust and their helping skills are increasing. They show empathy. They can ask for help, or support a friend to take their backpack to their spot, or unzip it to take a pencil case.

Emotional: In this age, they can take responsibility for dressing routines, they are ready to be more independent. The improve their self-esteem when they achieve something that older people can do and they feel proud of themselves.

Cognition: They use their language to regulate their behavior. If preschoolers are frustrated because they can not hook their jacket, for instance, they can use their vocabulary to regulate their emotions , identify their problem and take action.