English is Everywhere!

In early education, classroom atmosphere is an important part of the learning process. With a diverse number of materials to work from posted around the classroom (and linked with the learning projects/objectives of the teacher), pupils are able to literally 'discover words around them'. Paired with an individual vocabulary book, these posted materials can reinforce language learning in children in a very positive way. Take a peek at a few of the ideas below:

Positive Classroom Atmosphere - a step-by-step how to (or at least a start!)

Word Walls - extremely useful; a language arts project for use across several classes!

Classroom Labeling -  helps pupils to discover the phonics sounds around them, reinforces spelling.

Vocabulary Books - have children create vocabulary book covers as a language arts project!

TPR (Total Physical Response)...more than just waving your hands around...

Aiding pupil understanding...it's the name of the game. In recent classroom demonstrations, your Mentor has consistently used an approach to language teaching that is extremely efficient for young learners: TPR (Total Physical Response). To some, it may look silly and even impractical; however, it works! As teachers, we oftentimes hold a respectful view of our work and how our pupils see us. Our authority in the classroom is part and parcel of our teacher role and how we view ourselves as professionals.

So it may seem strange to consider using body language as a way to transfer understanding from our heads to our pupils'. It may look like mumbo-jumbo and absolute silliness; however, body language stands as the initial way humans communicate. Perhaps it may be better to incorporate a new idea in order to help children understand better. Please don't worry about looking silly. Children love the absurd.

Below are a few videos and links to more appropriately introduce this idea. The videos are of seasoned professionals utilising this technique. It's worth considering, especially if you find that slow learners consistently do not understand instruction. Try speaking with your hands a bit, and see if their understanding improves! As always, your Mentors are available for questions concerning this highly effective instructional technique.

TPR Training Film - highly instructional and professional done. Well worth the view.

TPR Action Story - highly, highly effective.

TPR Tricks - give at least one a try and post a comment about how it went!

TPR How-to - comprehensive, with specific instructions!

British Council Teaching techniques - it's not specifically about TPR, but it's still an excellent consideration for teachers!

Materials Development at SK Denai

Materials Development: you either love it or hate it. But there's no two ways about it, it's part of the job. So it's particularly refreshing when Mentors can arrive at a school to be greeted with an freshly prepared materials development station!

At SK Denai, both MTPs and their Mentor prepared a simple ABC chart for use in a Year 1 classroom. Laminated, of course. One of the added bonuses of laminating materials is that it makes it easier for an MTP to keep material for a longer time, which makes it easier to have a materials library for future use, maximising planning time.

Following the efficient materials development session, the MTP and the Mentor co-taught a class of Year 1 pupils, using the material for class, and storing them for later. It's as easy as that!

Below are a few links for additional materials that can be printed and prepared. Ask your Mentor to help you prepare these necessary (and hopefully long-lasting) resources for your classroom sessions! Your Mentors are always happy to help.

ABC Chart (direct link): check out the videos contained on the page for further assistance with pronunciation and videos that can be incorporated into class.

Behaviour Chart: Behaviour charts are always a necessary item in the classroom. This link will provide you with several charts in various themes!

Crosswords, anyone?: Crosswords are a great way to challenge older pupils to connect definitions to words. Perhaps try a simple one to start? See how it goes?

Feel free to comment below with any resources which may be useful for other MTPs as they continue their materials development in schools. Best of luck!