Affective Teaching

Discussion Task #1 Once again, I’m focusing on the very young preschool language learner as I suggest my activity. Repetition is a key element in getting our very young learners (toddlers and preschoolers) familiar with the English sounds and words, as well as sentences and grammar. But, repetition can be quite boring unless it is done in a playful and fun way. To help my young students, I often build lessons around songs and books that have repetitive patterns. The students hear the same songs each class and begin to anticipate the patterns in the song and start to sing. I like to use flannel boards that help the students visualize the song as they learn it. Alice the Camel is one song that my students love. Before we begin to sing, I place a camel with 5 humps on the board. Then as we sing each verse, the students help me remove one hump. By the end of the song, there are no more humps, and Alice becomes a horse, of course! ☺ Verse 1 Alice, the camel, has 5 humps. Alice, the camel, h...

Discussion task #2: Encouraging a young, preschool student to write requires extra effort to ensure that it is a meaningful activity. It’s quite important that it be designed so that a student can attempt to write, without any negative feelings, especially because he or she is just learning to write. This is often even more difficult when the child is learning English as a second language. To get a very young ELT student off to a good start, I give the student time to share about something that is important to him/her, through a Show and Tell opportunity. The student brings one item to share with the class, or with me in a tutoring session. After he/she shares, I ask (or have the class ask) a few questions about the item. Then after sharing orally, I ask the student to write a few words to describe their item, in a one-on-one session. I help the student remember the words used in sharing, as needed. Next I have the student put those word/words into one or two sentences that describe th...

Discussion Task #2 - Introducing puppets and engaging learners To introduce my puppet, Ruby, I created anticipation about who was inside the trash can! I said that a friend was in the trash can and showed the trash can to the students.Then I peeked under the lid of the trash can, and I whispered to Ruby the Raccoon to tell her to wait.   Next, I told some clues about her, using gestures as much as possible:   “We have a new friend who will be with us during our storytime! She can’t wait to meet all of you! She has a bushy striped tail (gesture for tail) and a mask upon her face (gesture for mask). She’s a good climber (pretend to climb) and an excellent swimmer (pretend to swim). She’s usually awake at night. (point a picture of ‘night’) Who is she? Do you know who she is?”   Actions 1. Gesture to show a tail by pretending to pull your hand along your ‘tail’ behind you. 2. Gesture to show a mask by holding fingers in two circles around your eyes. Then moving my hands apart back towards...

Discussion Task #1: Getting Ready for Story-telling I think it’s important to create an atmosphere in which the students are comfortable and eager to listen. I also believe that it is important to help the children engage with the story by having them gesture and make sounds to go with the story. After a story, it’s best to follow-up with songs and rhymes and other activities done in a circle that relate to the story   For a toddler story-time, I believe it is best for them to sit on the floor in a semi-circle in front of the story-teller. (with their moms, as needed).   Begin each story-time with fun finger plays and rhymes that the children know:  (Where is Thumbkin?; Itsy, Bitsy Spider; If You’re Happy and You Know it;  etc.). Using the same rhymes each week helps them become more familiar with the story-time routine, and they also become comfortable with the rhymes and language patterns.   To get young students to settle, use ‘Open, Shut Them’. This rhyme helps them learn to place ...

I mentioned about my puppet, Ruby, the Raccoon with her garbage can in our Week 3 session. Here she is in two photos! (Sorry I don't have a close-up photo of her.)  In the first, she's talking to the children and in the second, she's pulling the letter of the week from her garbage can (with a little help from me :). This class was an International Story-time for Toddlers who speak many different languages. They loved to come up to interact with Ruby! :-)

Task #3 These photos show my student who is engaged and very happy to be using his favorite cars, trucks and planes in the lesson. He loves my flannel poster of a city scene and makes many sentences to describe the different scenarios he creates. We started with just verbal sentence creating and then gradually moved into using word cards and his vehicles to practice reading the sentences.  This photo was taken in a tutoring session, but it could be adapted to a classroom, too. :) Have your students bring in 1-3 of their favorite small toys. Provide them with a template of a fun place (a city, a park, a play room, etc.) that they can color and personalize. Then have them practice making sentences together with a partner. 

Task #1  Goal: To practice reading sight words in a way that utilizes and encourages student creativity.  Target Language:  I am ____________ (practice names, boy/girl, age, feelings, etc. I can see/want/have a _________ (car, plane, doll, etc.)  Instructions: Use popsicle sticks and small pieces of heavy paper. Cut index cards or heavy paper into small cards. Students write sight words on the small cards. Students glue word cards to the popsicle sticks , leaving space at the top to personalize. Students can draw a picture or use favorite stickers at the top of the stick to help them remember what the word is on the stick. Use the popsicle stick words together with small picture cards, photos, or toys to create sentences. Use these popsicle sticks to focus on reading basic sentence patterns, one pattern at a time.  This activity allows students to make their sight word practice more fun and personalized. It encourages creativity in making sentences!

Task #3 I really enjoyed watching the Circle Time video. Throughout the video, I kept thinking of the song and story time I led with toddlers, and how I could use some of the techniques in the video with the very young language learners. In circle time, the students get to know each other better as they share what they are thinking and feeling. It helps a bond grow among the students. It encourages understanding and a caring atmosphere at the beginning of the class so that the students and the teacher understand how everyone is feeling that day. This leads to a better learning environment as the students feel safe with each other and the teacher. When the students feel safe, they are not as worried about making mistakes. They will look forward to learning together. Some problems that can occur during circle time include: 1) a student, who is very shy, might not want to share anything. 2) a student might be unwilling to sit and listen to others and then could cause a distraction. 3) one...

Hi to everyone! I'm Karen, and I am from southern California. I've worked as an English teacher and a language and culture advisor for children, youth and adults for many years in both Taiwan and the U.S. Most recently I worked in Seattle with international toddlers and their mothers to help the children learn English through songs, finger plays, rhymes and other playful activities. I love working with, and learning from, other teachers. So, I'm very excited to learn more about Teaching Affectively from Juan, along with all of you! I know that Juan and Buddy the Frog are going to share a lot of useful ideas with us!