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How to Teach How to Teach Children Children Teacher: Sophie Wu Date:

20111205 Sophie's lecture

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Page 1: 20111205 Sophie's lecture

How to Teach ChildrenHow to Teach Children

Teacher: Sophie WuDate: 2011.12.5

Page 2: 20111205 Sophie's lecture

Five CategoriesFive Categories

Intellectual Development

Attention Span

Sensory Input

Affective Factors

Authentic and Meaningful

Language

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Intellectual DevelopmentIntellectual Development

Don’t explain grammar using

term like “present progressive”

or “relative clause”

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Intellectual DevelopmentIntellectual Development

Rules stated in abstract

term should be avoided

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Intellectual DevelopmentIntellectual Development

Some grammatical

concepts can be called to

learners’ attention by

showing them certain

patterns.

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Intellectual DevelopmentIntellectual Development

Certain more difficult

concepts or patterns

require more repetition

than adults need.

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Attention SpanAttention Span

Activities should be

designed to capture their

immediate interest.

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Attention SpanAttention Span

A lesson needs a variety

of activities to keep

interests and attention

alive.

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Attention SpanAttention Span

A teacher needs to be

animated, lively, and

enthusiastic about the

subject matter.

(Children need this exaggeration to

keep spirit buoyed and minds alert.)

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Attention SpanAttention Span

A sense of humor will go a

long way in keeping

children laughing and

learning.

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Attention SpanAttention Span

Children have a lot of

natural curiosity. Make

sure you tap into that

curiosity whenever

possible.

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Sensory InputSensory Input

Children need to have all

five senses stimulated.

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Sensory InputSensory Input

Pepper your lesson with

physical activities.

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Sensory InputSensory Input

Projects and other hands-

on activities go a long way

toward helping children to

internalize language.

(Group work)

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Sensory InputSensory Input

Sensory aids help children

to internalize concepts. (The smell of flowers, the touch of plants,

and fruits, the taste of food, videos,

pictures, tapes, music.)

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Sensory InputSensory Input

Remember that your own

“nonverbal language” is important

because children will indeed attend

very sensitively to your facial

features, gestures, and body

language.

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Affective FactorsAffective Factors

Children are extremely

sensitive, especially to

peers.

*What do others think of me?

*What will so-and-so think when I speak

in English?

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Affective FactorsAffective Factors

Children are in many ways

much more fragile than

adults.

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Affective FactorsAffective Factors

Help your students to laugh

with each other at various

mistakes that they all make.

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Affective FactorsAffective Factors

Be patient and supportive to

build self-esteem yet at the

same time “be firm” in your

expectations of students.

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Affective FactorsAffective Factors

Elicit as much oral participation

as possible from students,

especially the quieter ones, to

give them plenty of opportunities

for trying things out.

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Authentic, Meaningful Authentic, Meaningful languagelanguage

Children focused on what this

new language can actually be

used for here and now. They are

less willing to put up with

language that doesn’t hold

immediate rewards for them.

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Authentic, Meaningful Authentic, Meaningful languagelanguage

Children are good at sensing

language that is not authentic.

(Canned or stilted language

will like be rejected.)

Page 24: 20111205 Sophie's lecture

Authentic, Meaningful Authentic, Meaningful languagelanguage

Language needs to be firmly

context embedded.

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Authentic, Meaningful Authentic, Meaningful languagelanguage

A whole language approach is

essential.

If a language is broken into many

bits and pieces, students won’t

see the relationship to the whole.

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Authentic, Meaningful Authentic, Meaningful languagelanguage

It takes a

very special

person to be

able to teach

children

effectively.

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Teaching TeensTeaching Teens

The “Terrible Teens” are an age

of transition, confusion, self-

consciousness, growth, and

changing bodies and minds.

What a challenge for a teacher.

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To keep self-esteem high To keep self-esteem high byby

Avoiding

embarrassment of

students at all cost.

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To keep self-esteem high To keep self-esteem high byby

Affirming each person’s talents

and strengths

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To keep self-esteem high To keep self-esteem high byby

Allowing mistakes and other

errors to be accepted.

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To keep self-esteem high To keep self-esteem high byby

De-emphasizing competition

between classmates

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To keep self-esteem high To keep self-esteem high byby

Encouraging small-group work

where risks can be taken more

easily by a teen.

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WritingWriting

Ask groups to brainstorm other

considerations

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ActivityActivity

Reading Writing

Listening Writing

Drawing Listening

Drawing

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ActivityActivity

There is a vase on the table.

There are three flowers on the

table.

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Activity I Group-work Activity I Group-work ReadingReading

One day, a lion was sleeping on the grass.

A little mouse ran around in the grass looking

for food.

He ran over the lion’s head and down his nose.

The lion woke up with a loud roar and caught

the little mouse.

The mouse cried “I’m so sorry. Please let me

go. Maybe I could help you someday.”

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Activity I Group-work Activity I Group-work ReadingReading

Q1: Where was the lion

sleeping?

Q2:What did the mouse cry?

Q3:Why was the little mouse

caught by the lion?

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Activity II Group-work Activity II Group-work ReadingReading

What’s your name?

Where are you from?

Where do you live now?

How old are you?

When’s your birthday?

Page 39: 20111205 Sophie's lecture

Thanks for your attention

by Sophie