ce Breakers can be an effective way of starting a training session or team-building event.

As interactive and often fun sessions run before the main proceedings, they help people get to know each other and buy into the purpose of the event. If an ice breaker session is well-designed and well-facilitated, it can really help get things off to a great start. By getting to know each other, getting to know the facilitators and learning about the objectives of the event, people can become more engaged in the proceedings and so contribute more effectively towards a successful outcome. But have you ever been to an event when the ice breaker session went badly? Just as a great ice breaker session can smooth the way for a great event, so a bad ice breaker session can be a recipe for disaster. A bad ice breaker session is at best simply a waste of time, or worse an embarrassment for everyone involved. As a facilitator, the secret of a successful icebreaking session is to keep it simple: Design the session with specific objectives in mind and make sure the session is appropriate and comfortable for everyone involved. This article helps you think through the objectives of your ice breaker session, and then suggests various types of ice breaker you might use. As a facilitator, make sure your ice breakers are remembered for the right reasons as a great start to a great event!

When to Use Icebreakers

As the name suggests, an ice breaker session is designed to "break the ice" at an event or meeting. The technique is often used when people who do not usually work together, or may not know each other at all, meet for a specific, common purpose. Consider using an ice breaker when: Participants come from different backgrounds. People need to bond quickly so as to work towards a common goal. Your team is newly formed. The topics you are discussing are new or unfamiliar to many people involved. As facilitator you need to get to know participants and have them know you better.

So What's the "Ice"?

When designing your ice breaker, think about the "ice" that needs to be broken. If you are bringing together like-minded people, the "ice" may simply reflect the fact that people have not yet met. If you are bringing together people of different grades and levels in your organization for an open discussion, the "ice" may come from the difference in status between participants. If you are bringing together people of different backgrounds, cultures and outlooks for work within your community, then the "ice" may come from people's perceptions of each other. You'll need to handle these differences sensitively. Only focus on what's important to your event. (Remember, you want to break some ice for your event, not uncover the whole iceberg, or bring about world peace!) And as you move on to design and facilitate the event, it's always best to focus on similarities (rather than differences), such as a shared interest in the event's outcome.

Designing Your Icebreaker

The key to a successful ice breaker is to make sure the ice breaker is specifically focused on meeting your objectives and appropriate to the group of people involved. Once you have established what the "ice" is, the next step is to clarify the specific objectives for your ice breaker session. For example, when meeting to solve problems at work, the ice breaker objectives may be: "To establish a productive working environment for today's event with good participation from everyone involved, irrespective of their level or job role in the organization." With clear objectives, you can start to design the session. Ask yourself questions about how you will meet your objectives. For example: "How will people become comfortable with contributing? "How will you establish a level playing field for people with different levels and jobs? "How will you create a common sense of purpose?"

These questions can be used as a check list once you have designed the ice breaker session: "Will this ice breaker session help people feel comfortable. establish a level playing field. etc" As a further check, you should also ask yourself how each person is likely to react to the session. Will participants feel comfortable? Will they feel the session is appropriate and worthwhile?

Example Ice Breakers

There are many types of ice breakers, each suited to different types of objectives. Here we look at a few of the more popular types of ice breakers and how they can be used.

Introductory Ice Breakers

Introductory ice breakers are used to introduce participants to each other and to facilitate conversation amongst the participants. The Little Known Fact: Ask participants to share their name, department or role in the organization, length of service, and one little known fact about themselves. This "little known fact" becomes a humanizing element that can help break down differences such as grade / status in future interaction. True or False: Ask your participants to introduce themselves and make three or four statements about themselves, one of which is false. Now get the rest of the group to vote on which fact is false. As well as getting to know each other as individuals, this ice breaker helps to start interaction within the group. Interviews: Ask participants to get into twos. Each person then interviews his or her partner for a set time while paired up. When the group reconvenes, each person introduces their interviewee to the rest of the group. Problem Solvers: Ask participants to work in small groups. Create a simple problem scenario for them to work on in a short time. Once the group have analyzed the problem and prepared their feedback, ask each group in turn to present their analysis and solutions to the wider group. Tip: Choose a fairly simple scenario that everyone can contribute to. The idea is not to solve a real problem but to "warm up" the group for further interaction or problem solving later in the event. The group will also learn each other's styles of problem-solving and interaction.

Team-Building Ice Breakers

Team-building ice breakers are used to bring together individuals who are in the early stages of team building. This can help the people start working together more cohesively towards shared goals or plans. The Human Web: This ice breaker focuses on how people in the group inter-relate and depend on each other. The facilitator begins with a ball of yarn. Keeping one end, pass the ball to one of the participants, and the person to introduce him- or her-self and their role in the organization. Once this person has made their introduction, ask him or her to pass the ball of yarn on to another person in the group. The person handing over the ball must describe how he/she relates (or expects to relate) to the other person. The process continues until everyone is introduced. To emphasis the interdependencies amongst the team, the facilitator then pulls on the starting thread and everyone's hand should move. Ball Challenge: This exercise creates a simple, timed challenge for the team to help focus on shared goals, and also encourages people to include other people. The facilitator arranges the group in a circle and asks each person to throw the ball across the circle, first announcing his or her own name, and then announcing the name of the person to whom they are throwing the ball (the first few times, each person throws the ball to someone whose name they already know.) When every person in the group has thrown the ball at least once, it's time to set the challenge to pass the ball around all group members as quickly as possible. Time the process, then ask the group to beat that timing. As the challenge progresses, the team will improve their process, for example by standing closer together. And so the group will learn to work as a team. Hope, Fears and Expectations: Best done when participants already have a good understanding of their challenge as a team. Group people into 2s or 3s, and ask people to discuss their expectations for the event or work ahead, then what they fears and their hopes. Gather the group's response by collating 3-4 hopes, fears and expectation from pairing or threesome.

Topic exploration ice breakers

Topic exploration ice breakers can be used to explore the topic at the outset, or perhaps to change pace and re-energize people during the even. Word association: This ice breaker helps people explore the breadth of the area under discussion. Generate a list of words related to the topic of your event or training. For example, in a health and safety workshop, ask participants what words or phrases come to mind relating to "hazardous materials". Participants may suggest: 'danger,' 'corrosive,' 'flammable,' 'warning,' 'skull and crossbones,' etc. Write all suggestions on the board, perhaps clustering by theme. You can use this opportunity to introduce essential terms and discuss the scope (what's in and what's out) of your training or event. Burning questions: This ice breaker gives each person the opportunity to ask key questions they hope to cover in the event or training. Again you can use this opportunity to discuss key

terminology and scope. Be sure to keep the questions and refer back to them as the event progresses and concludes. Brainstorm: Brainstorming can be used as an ice breaker or re-energizer during an event. If people are getting bogged down in the detail during problem solving, for example, you can change pace easily by running a quick-fire brainstorming session. If you are looking for answers to customer service problems, try brainstorming how to create problems rather than solve them. This can help people think creatively again and gives the group a boost when energy levels are flagging. You can learn 600 similar skills elsewhere on this site. Click here to see our full toolkit. If you like our approach, you can subscribe to our free newsletter, orbecome a member for just US$1.

Did you find this article helpful?

No Yes

inSha re1

Where to go from here:

Next article

Free newsletter

Download and print

Join Mind Tools Return to top of the page

Free eNewsletter
Learn new career skills every week, plus get ourCommunicate at Your Best workbook, worth $19.99, free when you subscribe!
Top of Form

First name

Email Privacy

Subscribe
Bottom of Form

Plan For Lasting Success in 2012!

Become a Mind Tools member for just US$1, and access600+ career-boosting toolslike this. Plus, get our 2012 edition Life Evaluation and Life Plan workbooks, worth $46, FREE if you join before January 12! Transform 2012 for $1

Get Mind Tools on your iPhone or iPad

Learn on the move with the free Mind Tools iPhone and iPad Apps. Short bursts of business training ideal for busy people. Get a Mind Tools App

Related Resources
Mind Tools Ebook

Useful free tools from the Mind Tools site, brought together into easily downloadable, easily printable PDFs. Find out more

What Bugs You?

Let us know about anything wrong, or anything you don't like about this site, and you could win a US$50 Amazon voucher! Click here

Sponsored Links

40 Ice Breakers and other Warm-ups Free from Training-Games.com This collection of Ice Breakers was compiled from various sources. All of these were anonymous or had multiple claims of authorship. Some were created by the staff of Training Games, Inc. In any case, they are all provided free with no claims of authorship. For Our Customers Training Games, Inc. has assembled this small list of Ice Breakers as a courtesy to our customers. Our hope is that you will also consider one of our Ice Breaker games available on our site. These are inexpensive and a whole lot of fun to play at your next meeting adding participants names and a level of complexity to create involvement.Three Questions Game Everyone in the group writes down 3 provoking questions they would like to ask others in the group. Not the normal whats you name type questions but something like, "Where is the most interesting place you have ever traveled" or "Name a topic you feel absolutely passionate about". Give them time to mingle, and to ask three different people in the group one of their three questions. Get back together and have each person stand and give their name. As they say their name, ask the group to tell what they know about this person. The Pocket/Purse Game Everyone selects one (optionally two) items from their pocket or purse that has some personal significance

to them. They introduce themselves and do a show and tell for the selected item and why it is important to them. The Talent Show Everyone selects one talent or special gift that they possess and can demonstrate for the group. They introduce themselves, explain what their special talent is, and then perform their special talent for the group. Toilet Paper Game Pass around a roll of toilet paper to the group and ask them to take what they need. No further explanation. When done. Tell the group that as they go around the room, each person must tell a fact or something about themselves for each square of TP they took. Birthday Game Have the group stand and line up in a straight line. After they are in line, tell them to re-arrange the line so that they are in line by their birthday. January 1 on one end and December 31 at the other end. The catch is that they must do all this without talking or writing anything down. Map Game Hang a large map of the world. Give everyone a pushpin. As they enter, they pin the location of their birth on the map. Paper Airplane Game Everyone makes a paper airplane and writes their name, something they like and dislike on it (You may also want to add additional questions). On cue, everyone throws their airplane around the room. If you find

an airplane, pick it and keep throwing it for 1-2 minutes. At the end of that time, everyone must have one paper airplane. This is the person they must find and introduce to the group. The Shoe Game When entering, everyone must take off one shoe and leave it in a pile at the door. They keep the other shoe on. After everyone is in. The host will distribute the shoes to people not wearing the same shoe. When instructed, everyone must find the mix and find the person who belongs to the shoe and get some info about them. They then introduce their new friend to the group. The Artist Game Give everyone a piece of paper and a pencil. In 5 minutes theymust draw a picture that conveys who they are with out writing any words or numbers. At the end of 5 minutes the host collects the pictures. Show the pictures to the group one at a time and have them try to guess who drew it. After this allow each of the artists to introduce themselves and explain how their work clearly conveys who they are.Three in Common Game Break the group into 3s. Their objective is for each group to find 3 things they have in common. But not normal things like age, sex or hair color. It must be three uncommon things. After letting the groups converse for 10 - 15 minutes, they (as a group) must tell the rest of the groups the 3 things they have in common. Dream Vacation Game Ask participants to introduce themselves and describe details of the ideal, perfect dream vacation. Polaroid Game As participants arrive, take their picture with a Polaroid type camera. Hand out the pictures to the group

with each participant getting a picture of another member of the group. Give them 15 minutes to find and talk to the people matching their picture. When the group reassembles, have each member introduce their new picture pal to the group and talk about what they learned about them. Favorite T-Shirt Game Ask attendees to bring (not wear) their favorite T-shirt to the meeting. Once all participants have arrived, ask each person to show the shirt to the group and explain how the T-shirt best resembles their personality. Famous People/Cities Game As each participant arrives, tape a 3 x 5 index card on their back with the name of a famous person or city. They must circulate in the room and ask questions that can ONLY be answered with a YES or NO to identify clues that will help them find out the name of the person or city on their index card. EXAMPLES: Paris, Madonna, Santa Claus, John Wayne, Casablanca Favorite Animal Game As the guests arrive, and before you write their names on a name card, ask them to tell you their favorite animal and three adjectives to describe the animal. As they tell you, write the three adjectives on a name tag BEFORE their name (omit the name of the animal). Ask them to mingle with the crowd, sharing why these adjectives best describe their own personality. EXAMPLES: Loyal, cuddly, playful Dan Creative Name Tags Give everyone 15 minutes to make their own name tag-they can list hobbies, draw a picture, give a selfprofile, etc. Circle of Friends Game This is a great greeting and departure for a large group who will be attending a seminar for more than one

day together and the chances of meeting everyone in the room is almost impossible. Form two large circles (or simply form two lines side by side), one inside the other and have the people in the inside circle face the people in the outside circle. Ask the circles to take one step in the opposite directions, allowing them to meet each new person as the circle continues to move very slowly. If lines are formed, they simply keep the line moving very slowly, as they introduce themselves. Marooned Game You are marooned on a island. What five (you can use a different number, such as seven, depending upon the size of each team) items would you have brought with you if you knew there was a chance that you might be stranded. Note that they are only allowed five items per team, not per person. You can have them write their items on a flip chart and discuss and defend their choices with the whole group. This activity helps them to learn about other's values and problem solving styles and promotes teamwork.The Interview Game Break the group into two person teams (have them pick a partner that they know the least about). Have them interview each other for about twenty minutes (You can also prepare questions ahead of time or provide general guidelines for the interview). They need to learn about what each other likes about their job, past jobs, family life, hobbies, favorite sport, etc. After the interviews, reassemble the group and have each team introduce their team member to the group. This exercise helps them to learn about each other. Story Time Game The facilitator starts a story by saying a sentence. It then goes in a circle, each person adding a sentence onto the story-after repeating each sentence that's already been added.

Ball Toss Game This is a semi-review and wake-up exercise when covering material that requires heavy concentration. Have everyone stand up and form a resemblance of a circle. It does not have to be perfect, but they should all be facing in, looking at each other. Toss a nerf ball or bean bag to a person and have tell what they thought was the most important learning concept was. They then toss the ball to someone and that person explains what they though was the most important concept. Continue the exercise until everyone has caught the ball at least once and explained an important concept of the material just covered. Positive Reinforcement Cards Game Whenever a participant arrives to class on time from breaks, lunch, etc. give them one playing card. You can also hand out cards to people who volunteer for activities, are helpful, answers a difficult question, etc. At the end of the day, play one hand of poker. Give a small prize to the best hand (you can also pick the top two or three hands if you want to give away more prizes). Note that the more cards a person has, the better the chance of winning. Human Bingo Game Before the meeting, make a bingo matrix and at the top of each square put something that someone in the group might have done-for example, voted for Ross Perot, served in the Peace Corps, etc. Everyone gets a copy and is asked to circulate, getting other group members to sign one square that is true of them. The first person to get "bingo" wins the prize (a candy bar or some other small thing). Out on the Town Game If you have a two-day meeting and need a quick warm-up for day two, ask everyone to pantomime

something they did the night before. Individuals or groups can act out a movie they went to, describe a meal they ate, or recreate a scene witnessed at a bar. Lucky Penny Game Each person takes a penny or other coin out of their pocket and looks at the date. When it's their turn, they tell the year that's on their coin and recall something spectacular that happened that year. Straw & Paperclip Game Give each group a box of straws not flexible straws) and a box of paperclips. Check that the paperclips can fit snuggly into the end of the straws. Give each group a task (you can use the same one for each group if you want) and let them go. Sample tasks: Build the structure as a group. tallest strongest longest most creative most functional etc. Debriefing included describing teamwork and situational leadership skills used as well as how different models are needed to accomplish different tasks. Four Facts Game Each person writes down four facts about themselves, one of which is a lie. Each person takes turns reading their list aloud and the rest of the team writes down the one they think is the lie. When all are done reading the lists aloud, the first person reads their list again and identifies the lie. The team sees how well they did. A to Z Freeze Game Ask participants to recite the alphabet in unison. Let them go on for a while until you yodel Stop! At that point, identify the letter they stopped on and ask everyone to share something they are looking forward to at school that begins with that letter. For example, if the letter is R, they might say ravioli in the dining hall or rooming with someone cool. Once everyone has shared, have them recite the alphabet again. Stop

them on a different letter and ask participants to share a personality trait they possess that begins with begins with that letter. If the letter is D they might say things like diligence or doofiness. Come up with different questions to ask for each letter and repeat the process. Reception Line Game Divide everyone into 2 groups. Have them stand facing each other. Each person talks to the person across from them until signaled (flash lights). At signal, person at end of one line moves to other end. Consequently everyone has a new person to talk to. Autograph Sheets Game Prepare a sheet listing traits or facts about people with a line for them to sign their name next to the trait if it applies to them (i.e.: someone who wears contacts, someone who has been to Europe, etc.). People then mingle around the room with their sheets seeking to find people who are eligible to sign their sheets. A person can only sign once on any sheet. The process may also be reversed by having people seek out the autograph of people to which they think the category applies (i.e.: someone who looks like they enjoy the outdoors, someone who is from the east, etc.) Puzzles Game Give participants a blank piece of puzzle (cut up a sheet of index card stock). Each person writes on the piece one skill which they contribute to the group. The puzzle is then assembled to show that everyone contributes to the whole. Human Knot Game Divide into groups of 6-10 people. Each group forms a tight circle., standing and facing each other. Everyone extends their hands into the circle and by intermingling their arms, grasps hands with other

members of the group. Instruct people to be sure that the two hands you are holding does not belong to the same person. The groups goal: untie the knot which results. Member of the group physically climb over/ under/ through each others arms to untie the knot of bodies. Note: Its RARE but it is possible for a knot to be unsolvable or end in two separate circles. Find Someone Game Each person writes on a blank index card one to three statements, such as favorite color, interest, hobby, or vacations. Pass out cards so everyone gets someone else's card. Have that person find the person with their card and introduce themselves. Get in the News Game Divide your group into teams of four or five persons each, and make sure each team has the necessary supplies--scissors, tape, pins, and plenty of old newspaper. You'll also need a separate room or corner in which each team can work with privacy (and hilarity). Each group selects one person to be the model. After deciding what kind of costume to make, the team goes to work--cutting, crumpling, bunching, rolling, piecing, pinning, taping. After an appropriate amount of time, call everybody together for a costume show. (And don't forget to recycle your newspaper when you're finished!)Kangaroo Court Game Try this if there's an incident that irritates members of your group. Announce that a kangaroo court will be held to properly try and prosecute all guilty parties. After you make the announcement, everyone will begin to view the incident in question with a contagious sense of humor. Name the defendants. Select a lawyer for the defense, as well as a prosecuting attorney. Write up formal charges and submit them to the judge.

Appoint a bailiff and court recorder. Screen and swear in your jurors. Make a Date Game Give each participant a paper plate. Have them draw the face of a clock on their plate with a line next to each number (no digitals!). Then have participants walk around a find a "date" for each hour, writing their name by the hour. The catch is, no one can make a "date" with more than one person per hour. After everyone has made their dates, speed up time and allow 1-3 minutes for each hour. The facilitator then asks a question for discussion on each date. The pairs will have a chance to get to know one another. People Knots Game Everyone sits on the floor in a circle with legs extended toward the middle. Each person grabs two others' hands and holds them. The hands cannot be those of either person sitting on your sides and also cannot be the two hands of the same person. Now, everyone stands up and untangles each other into a single circle, without letting go of the hands you have. Quick Change Artist Game PQuick Change Artist Game Pair off into partners facing each other. Each player is to observe his or her partner's appearance. Then the players turn around back-to-back and make two or more changes in their dress, hair accessories, etc. When they face each other again, each partner must identify the changes made by his or her partner. This game can be repeated several times by changing partners and increasing the number of changes made. The Quiet Game The instructor explains that this exercise will take self control. Members pair back to back. On the count of

three, everyone must face their partner, look each other in the eyes, and then try to remain solemn and serious. No speaking! The first to smile or laugh must sit down. All who remain standing then take a new partner and the activity continues until only one person has not smiled or laughed. (Second round of playing can involve two teams competing to outlast each other.) If you get a pair at the end who are both keeping a straight face, the rest of the group can act ask hecklers to disrupt them. Sunshine Cards Game Everyone writes their name in the center of a piece of paper and draws a sun around their name. Pass your paper around to the person on your right. That person will write something positive about you and they do not have to sign their name. Continue to pass your name around until everyone has written something on all the papers. Finish the Sentence Game Write the start of a question on the board (i.e. My Favorite job was..,My Hobby is..) and go around the room with each person finishing the sentence. When the group is finished, post another question and start again. In Conclusion We hope you use and enjoy some of the Icebreaker games listed above. We also invite you to look at the TGI Icebreaker and Team Builder games on our website. In addition you may want to consider purchasing any of the TGI Games listed on our Homepage. Input general trivia questions into the game to play an exciting and fun Quiz Show, Board Game or other TGI offerin

lanning 1
Submitted by TE Editor on 5 March, 2002 - 12:00

Planning is one of those essential skills of the competent teacher. This article looks at some general lesson planning questions: What should go into an English language lesson? What is a lesson plan? Why is planning important? Do you need to plan if you have a course book? What are the principles of planning?

What should go into an English language lesson?

Every lesson and class is different. The content depends on what the teacher wants to achieve in the lesson. However it is possible to make some generalisations. Students who are interested in, involved in and enjoy what they are studying tend to make better progress and learn faster. When thinking about an English lesson it is useful therefore to keep the following three elements in mind - Engage - Study - Activate Engage This means getting the students interested in the class. Engaging students is important for the learning process. Study Every lesson usually needs to have some kind of language focus. The study element of a lesson could be a focus on any aspect of the language, such as grammar or vocabulary and pronunciation. A study stage could also cover revision and extension of previously taught material. Activate Telling students about the language is not really enough to help them learn it. For students to develop their use of English they need to have a chance to produce it. In an activate stage the students are given tasks which require them to use not only the language they are studying that day, but also other language that they have learnt.

What is a lesson plan?

A lesson plan is a framework for a lesson. If you imagine a lesson is like a journey, then the lesson plan is the map. It shows you where you start, where you finish and the route to take to get there. Essentially the lesson plan sets out what the teacher hopes to achieve over the course of the lesson and how he or she hopes to achieve it. Usually they are in written form but they don't have to be. New or inexperienced teachers may want to or be required to produce very detailed plans showing clearly what is happening at any particular time in the lesson. However in a realistic teaching environment it is perhaps impractical to consider this detail in planning on a daily basis. As teachers gain experience and confidence planning is just as important but teachers develop the ability to plan more quickly and very experienced teachers may be able to go into class with just a short list of notes or even with the plan in their heads. Whatever the level of experience, it is important that all teachers take time to think through their lessons before they enter the classroom.

Why is planning important?

One of the most important reasons to plan is that the teacher needs to identify his or her aimsfor the lesson. Teachers need to know what it is they want their students to be able to do at the end of the lesson that they couldn't do before. Here are some more reasons planning is important: gives the teacher the opportunity to predict possible problems and therefore consider solutions makes sure that lesson is balanced and appropriate for class

gives teacher confidence planning is generally good practice and a sign of professionalism

Do you need to plan if you have a course book?

Many teachers will find themselves having to use a course book. There are advantages and disadvantages to having a course book - but although they do provide a ready-made structure for teaching material, it is very unlikely the material was written for the teachers' particular students. Each class is different and teachers need to be able to adapt material from whatever source so that it is suitable for their students. A course book can certainly help planning, but it cannot replace the teacher's own ideas for what he or she wants to achieve in a class.

What are the principles of planning?

Aims - considering realistic goals for the lesson, not too easy but not too difficult. You may find the following checklist useful: What do the students know already? What do the students need to know? What did you do with the students in the previous class? How well do the class work together? How motivated are the students? Variety - an important way of getting and keeping the students engaged and interested. Flexibility - expect the unexpected! Things don't always go to plan in most lessons. Experienced teachers have the ability to cope when things go wrong. It's useful when planning to build in some extra and alternative tasks and exercises. Also teachers need to be aware of what is happening in the classroom. Students may raise an interesting point and discussions could provide unexpected opportunities for language work and practice. In these cases it can be appropriate to branch away from the plan. Effective lesson planning is the basis of effective teaching. A plan is a guide for the teacher as to where to go and how to get there. However - don't let the plan dominate - be flexible in your planning so that when the opportunities arise you can go with the flow.

Callum Robertson, BBC English

Top of Form

Cancel rating

C ancel rating P oor O kay G ood G reat A wesome

Average: 4.2 (47 votes)

Bottom of Form

0 7Email9Share17
Tag

Any age Core teaching Course and Lesson Planning Flexibility Methodology/approaches Motivation Teaching competencies Articles methodology

Login or register to post comments

Printer-friendly version

Comments

Diana_M

Lesson plans
Submitted on 14 March, 2011 - 06:11

As the article says planning is essential for the teacher to always be aware of the aims of the lesson, however, in the real practice the lesson cannot be always carry out as planned and the teacher has to know how to deal with the setbacks or problems during the lesson and even though the lesson is not exactly as how was planned the teacher must keep in mind the aims and reach the goal of the course; here is when the efficiency and creativity of the teacher has to stands out.

Login or register to post comments

Walaa' Ahmed

Lesson plans
Submitted on 18 May, 2011 - 15:24

I agree that sometimes the lesson plan can not be carried out as planned and it depends on the students knowledge and discussions,however it is essential for the time management and the teacher self-confidence.

Login or register to post comments

Top of Form

Search

Bottom of Form

Home Teaching resources Teacher development Training courses Articles

Methodology Resources Pronunciation Vocabulary Speaking Reading Listening Writing Literature Culture

Community User Profile

Top of Form

Username: *

Password: *
Log in

Create new account Request new password

Bottom of Form

Follow TeachingEnglish

Cambridge Dictionaries Online

Top of Form

Look it up!

Bottom of Form

Copyright | Privacy | Accessibility | Site map | Contact us | Help | About us British Council, 10 Spring Gardens, London SW1A 2BN, UK BBC World Service, Bush House, Strand, London W

lassroom layout
Submitted by TE Editor on 22 January, 2008 - 12:00 The layout of your classroom can have a serious impact on the way you teach and the way your students learn. This article looks at some of the basic points that you can consider regarding the way you arrange your classroom. The importance of layout Some considerations Classroom layouts Conclusion

The importance of layout

When you're planning your lessons do you ever think about the layout of the classroom? Sometimes it may be impossible and impractical to move the furniture around at all for many reasons including the fact that in some schools the tables are bolted to the floor! However, even if the furniture is immobile, remember that your students aren't, so you can think about how you want to group students and how you can use the space you have to your advantage. This may involve using spaces at the front, or down the side of the classrooms, letting students stand up or to sit on the tables to do certain activities.

Some considerations
In an ideal world the classroom furniture would be light and mobile so you could come in and quickly rearrange it to your liking. Unfortunately, in the real world it is often heavy and the rooms themselves are too small to make too many changes. Having said that I do think it's worth

thinking about the classroom layout and doing what you can to make it as appropriate as possible to your lesson. Here are some questions to consider: Can I see the faces of every single student and can they see me? Can everyone see the board (if you're planning on using it)? Can the students see one another? Can I move around the room so that I can monitor effectively? For me, the first question is really important. I substitute a lot of classes, so I don't necessarily know all the students' names so it's vital to be able to see them all. Although it can seem like an extra effort and a waste of time I find that spending the first two minutes of a class moving the furniture so that I can see every single face is time well invested. You can usually get the students to help you and as long as you give the instructions in English it's all good language practice! Now, I'd like to look at a few typical classroom layouts.

Classroom layouts

The horseshoe Tables in a horseshoe or three sided square shape. This is great if you're doing board work and speaking activities. All the students will be able to see you, the board and each other and you will have a lovely space in the middle of the horse shoe and around the outside to monitor. If you have a very large class you can get a similar effect by having one horseshoe inside another and using double rows. Chairs in a circle Tables pushed to the walls and just the chairs in a circle. You can sit in the circle with your students. If they need to write at certain times of the lesson they can either go to work at the tables facing the walls around the outside or they can rest a folder on their knees and stay in the circle. The circle formation is great for many games, group discussions, welcoming your students at the beginning of the class, doing the register and really talking to your students. Traditional rows Although many schools still use traditional rows, as you can pack in lots of people in a small space, there are very few advantages for a language teacher. If students are sitting in twos you have immediate pairs made for pair work but as you will probably want to change the pairs at some point this is only a limited advantage. If you can't get around behind the students to look at their work it can be really difficult to monitor. If you have to work in this layout think about the spaces at the front of the class and the aisles between the rows. For mingle tasks make use of these. Look for alternative spaces for certain group tasks, such as the corridors, playground or halls. Nested tables in groups Nested tables are obviously great for small group work and project work. It can be difficult to start classes when students are already sitting on small tables as some students will have their backs to you. If possible have the students sit so they're side on to you and remember to move around the classroom when you need to give instructions or change activities. Surprise your class by popping up at different places around the class.

Conclusion
I suggest you try as many classroom layouts as you can to see how you feel most comfortable. Experiment with the layout if possible. If you really can't change how your classrooms are set up, then do spend time thinking about how you can vary where your students sit and where you position yourself in the room too. The classroom dynamics can improve dramatically when you change the layout, it's a matter of experimenting and seeing what works best for you and your students and it's something that you may want to take into consideration at the lesson planning stage. This article was first published on the British Council's Language Assistant website Written by Jo Budden, British Council, Spain

Top of Form

Cancel rating

C ancel rating P oor O kay G ood G reat A wesome

Average: 3.7 (39 votes)

Bottom of Form

5 42Email16Share65
Tag

Any age Core teaching Methodology/approaches Presentation/input Teaching competencies Understanding Your Learners Articles methodology

Login or register to post comments

Printer-friendly version
Top of Form

Search

Bottom of Form

Home Teaching resources

Teacher development Training courses Articles

Methodology Resources Pronunciation Vocabulary Speaking Reading Listening Writing Literature Culture

Community User Profile

Top of Form

Username: *

Password: *
Log in

Create new account Request new password

Bottom of Form

Follow TeachingEnglish

Cambridge Dictionaries Online

Top of Form

Look it up!

Bottom of Form

Copyright | Privacy | Accessibility | Site map | Contact us | Help | About us British Council, 10 Spring Gardens, London SW1A 2BN, UK BBC World Service, Bush House, Strand, London WC2B 4PH, UK

invigRB 0074ESL Canadian Cataloguing in Publication Data Main entry under title: ESL learners : a guide for classroom teachers Includes bibliographical references : p. 32 ISBN 0-7726-3653-2 1. English language - Study and teaching as a second language - British Columbia.* I. British Columbia. Ministry of Education. Special Programs Branch. PE1128.A2E84 1998 428.340710711 C98-960238-9E S L Introduction .......................................................................................... 5 Using this Guide ........................................................................................... 5 The ESL Learner ..................................................................................... 6 Adjustment Challenges Facing ESL Students ................................................... 7 The Nature of ESL Programming......................................................... 11 Identification ...................................................................................... 13 Formal Assessment and Placement .............................................................. 14 Classroom Planning with ESL in Mind.................................................. 16 Instructional Tips and Strategies................................................................... 17 ESL Students with Special Needs .................................................................. 22 ESL Students with Other Requirements ......................................................... 23 Assessing, Evaluating, and Reporting on Student Progress .............................. 24

Finding and Using Resources .............................................................. 30 Instructional Materials ................................................................................ 30 The Role of the ESL Specialist ........................................................................ 31 Useful Print References ............................................................................... 32 Acknowledgments .............................................................................. 34 Table of ContentsESLE S L Introduction S tudents for whom English is a second or additional language (or dialect) are a growing segment of British Columbias K-12 school population. Over the past ten years, the number of students identified as needing ESL services in BC has more than tripled. Lower Mainland school districts have been especially affected, and educators in those districts have had to develop skills and processes to address the growing need. With continuing growth in the numbers of ESL students provincewide, however, the need to provide appropriate ESL services is becoming an issue for districts in all areas of BC. This guide, which draws upon recent research and the advice of BC educators with experience in this field, is intended to provide help for those who have become involved in working with ESL students in their classrooms. Using this Guide This document is designed for K-12 classroom teachers who have had limited experience working with ESL students. Produced with the input of both specialist and classroom teachers, this document reflects the view that while the ESL specialist should be involved

in providing ESL services for any student who needs them, the classroom teacher also has an important role to play in educating such students. The ESL specialist is an important source of assistance for classroom teachers. Typically the classroom teacher is called upon to work with ESL students in a mainstream setting (i.e., with peers for whom English is a first or native language). While recognizing the very real challenges associated with this task, this document provides some useful orientation and some practical suggestions (based on the experience of colleagues) that can be immediately applied to undertake it successfully. The primary focus of this resource is on grade-level classroom practice and on sources of assistance for classroom teachers. Information on characteristics of ESL students, on the goal and principles of ESL programming, and on identification of ESL need is also provided. Issues such as placement, provincial funding and policy, initial orientation for ESL intake, and school organization, which are of particular concern to ESL specialists and administrators, are not addressed here to any significant extent. The basic premise underlying the suggestions provided in this document is that a studentcentred approach works best with ESL students, as it does with all students. To convey some sense of the diversity within the ESL student population, a section on The ESL Learner, has been included at the beginning and fictional profiles of individual students have been placed throughout the document.ESL

The ESL Learner T here are no typical ESL students. They come from many linguistic and cultural backgrounds and have had a wide variety of life experiences attributes that can significantly enrich the life of the school and help enhance learning for all students. Not all require the same types of support: Some are Canadian-born, but enter school having had varying degrees of exposure to the language and cultural norms of the majority of English-speaking Canadians. They may need to complement their early childhood experiences and home languages with extensive ESL support, including a variety of cultural-bridging experiences, if they are to be successful in the English-speaking school system. Some have immigrated to British Columbia with their families after having received some formal education in their home countries. In some cases, they have learned English as a foreign language in school. Given appropriate ESL support, including cultural-bridging experiences, these students usually progress well in their new schools, particularly if their parents support their academic efforts and their evolving bilingualism. Some arrive in Canada as refugees. These students may have received little or no schooling in their home country. They may also have experienced the traumatic conditions caused by political, social, and economic upheaval. They have often left their country involuntarily, perhaps leaving key members behind. In addition to ESL

support, these students may need specialized counselling and literacy training in their home language(s). Some who require ESL support also have special needs associated with mental challenges, physical challenges, behavioural difficulties, and/or giftedness (having English as a second language or dialect does not in itself make a student special needs). ENGLISH AS A SECOND LANGUAGE i students are those whose primary language(s) or language(s) of the home, is other than English and who may therefore require additional services in order to develop their individual potential within British Columbias school system. Some students speak variations of English that differ significantly from the English used in the broader Canadian society and in school; they may require ESL support ii . from ESL Policy Framework Ministry of Education, 1999 i In some literature, this is referred to as English as an Additional language (EAL) ii In some literature, this is referred to as English as a Second Dialect (ESD)E S L Adjustment Challenges Facing ESL Students Students who have a limited command of standard English and who are new to British Columbias culture and school system require a period of adjustment. A sense of dislocation, or the trauma that new arrivals sometimes experience upon leaving their homeland, can cause some ESL students to

appear withdrawn, fatigued, or uninterested. Teachers need to be alert to this possibility, if they are to make accurate assessments of students. While individual circumstances and personal responses will vary enormously, students who have newly arrived in Canada typically experience some form of culture shock. It is in fact common for new arrivals to go through four stages of adjustment: 1 1. The Honeymoon Stage: This stage takes place when people first arrive. It is characterized by extreme happiness, even euphoria. This is especially prevalent with refugees who have finally arrived safely in North America. For them, this is truly the land of milk and honey. 2. Hostility: After about four to six months, reality sets in. Newcomers know a bit about getting around and have begun learning the ropes, but this new place is not like their home: they cant get the food they are 1 adapted from Law, Barbara and Mary Eckes, The More Than Just Surviving

Handbook: ESL for Every Classroom Teacher (Winnipeg: Peguis, 1990), p. 58. Research indicates that the more highly developed a students first language, the more success that student will have acquiring a second.ESL accustomed to; things dont look the same; they miss the life of their home country, the familiar places and faces and ways of doing things. Gradually they begin to feel that they hate North America and want to go back to their home country, no matter how bad things were there. This stage is often characterized by: complaining wanting to be only with others who speak their language rejecting anything associated with the new culture (the food, the people, even the new language) feeling depressed and irritable or even angry having headaches or feeling tired all the time. 3. Humour: Gradually, the newcomers work toward resolution of their feelings, and their sense of being torn between the new and the old. They begin to accept their new home. They begin to find friends, discover that there are good things about where they are living, and adjust to their lives by coming to terms with both the old and the new ways of living. This is a long process, fraught with feelings of great anxiety in some, because to many, accepting the new means rejecting the old. 4. Home: Finally, the newcomers become native in the sense that where they live is their home and they accept that they are here to stay. This last stage may be years in coming, and for some will never take place. Teachers working with newly arrived ESL students should also be aware that they

may sometimes respond in unexpected ways to particular classroom situations or events, due to cultural conditioning or to the fact that their cultural values and beliefs differ from those of students with whom the teacher has previously worked. The following chart identifies possible cultural explanations for behaviours that ESL students sometimes exhibit.E S L Perceived Behaviour Possible Cultural Explanation The student avoids eye contact. Keeping eyes downcast may be a way of showing respect. In some cultures, direct eye contact with a teacher is considered disrespectful and a challenge to the teachers authority. The student tends to smile when disagreeing with what is being said or when being reprimanded. A smile may be a gesture of respect that children are taught to employ to avoid giving offense in difficult situations. The student shrinks from or responds poorly to apparently inoffensive forms of physical contact or proximity. There may be taboos on certain types of physical contact. Buddhists, for instance, regard the head and shoulders as sacred and would consider it impolite to ruffle a childs hair or give a reassuring pat on the shoulder. There are also significant differences among cultures with respect to peoples sense of what is considered an appropriate amount of personal space. The student refuses to eat with peers. Some students may be unaccustomed to eating with anyone but members of their own family.

The student does not participate actively in group work or collaborate readily with peers on cooperative assignments. Cooperative group work is never used by teachers in some cultures. Students may thus view sharing as giving away knowledge and may see no distinction between legitimate collaboration and cheating. The student displays uneasiness, expresses disapproval, or even misbehaves in informal learning situations or situations involving open-ended learning processes (e.g., exploration). Schooling in some cultures involves a strict formality. For students who are used to this, an informal classroom atmosphere may seem chaotic and undemanding, while teachers with an informal approach may seem unprofessional. Such students may also be uncomfortable with process-oriented learning activities and prefer activities that yield more tangible and evident results. The student refuses to participate in extracurricular or in various physical education activities (e.g., swimming, skating, track & field). Extra-curricular activities may not be considered a part of learning or may even, along with some physical education activities, be contrary to a students religious or cultural outlook. Some students may also be required to use after-school hours to generate income.

Cultural Differences in Student Behaviour The student is unresponsive, uncooperative, or even disrespectful in dealing with teachers of the other gender. The student seems inattentive and does not display active listening behaviours. In some cultures, the learning process involves observing and doing or imitating rather than listening and absorbing (e.g., through note-taking). Performance following instruction reveals that the student is not understanding the instruction, even though she or he exhibited active listening behaviours that suggested understanding and refrained from asking for help or further explanation. In some cultures, expressing a lack of understanding or asking for help from the teacher is interpreted as a suggestion that the teacher has not been doing a good enough job of teaching and is considered impolite. Separate schooling for boys and girls is the norm in some cultures. Likewise, in some cultures the expectations for males and females are quite different. The idea that females and males should have the same opportunities for schooling and play comparable roles as educators will therefore run contrary to some students cultural conditioning. The student appears reluctant to engage in debate, speculation, argument, or other processes that involve directly challenging the views and ideas of others.

In some cultures, it is considered inappropriate to openly challenge anothers point of view, especially the teachers. In other cases, there may be a high value attached to being prepared, knowledgeable, and correct when one opens ones mouth. The student exhibits discomfort or embarrassment at being singled out for special attention or praise. To put oneself in the limelight for individual praise is not considered appropriate in some cultures, where the group is considered more important than the individual. The student fails to observe the conventions of silent reading. Some students may be culturally predisposed to see reading as essentially an oral activity and will therefore read aloud automatically. For others reading aloud is associated with memorization.ESL The situations described in the chart indicate the need for teachers to revisit their assumptions about the meaning of students behaviour and adjust their responses accordingly. Often the most effective response is to be clear and explicit about their own expectations or those prevalent in Canadian society. ESL services should be provided in a manner that respects students language and culture of origin and builds on students existing abilities. The chart situations also indicate that as ESL students become part of a mainstream class, everyone in the class must be prepared to adapt and broaden their understanding.

There are times when the adjustments made to address the needs of ESL students will affect and make demands of their English-speaking peers.E S L The Nature of ESL Programming E SL services are designed to further the intellectual, social, and career development of ESL students by helping them: strengthen their ability to communicate fluently in English at school and in the wider community acquire the English needed to make academic progress within the BC school system and develop their potential develop their other skills (e.g., numeracy, media awareness, scientific understanding, group participation) experience and affirm a sense of selfworth rooted in pride in their heritage develop an understanding of the similarities and differences between their home culture and the value system upon which their schooling is based. The principles of learning that have been identified for all students apply to ESL students. These are: Learning requires the active participation of the student. People learn in a variety of ways and at different rates.

 Learning is both an individual and a group process. Policies and principles that relate specifically to the provision of ESL Programming are set out in the Ministrys English as a Second Language Policy Framework. In addition, effective, high-quality ESL service delivery takes account of the following realities: Becoming proficient in the use of a second language takes time 2 . Unreasonable expectations of progress (on the part of parents, teachers, or students themselves) can be counterproductive. Language learning is a complex and gradual process. Language learning is not linear, and progress rates can appear to vary enormously for two apparently similar students. 2 for more details see Collier, Virginia. How long: A synthesis of research on academic achievement in a second language. TESOL Quarterly, 23, 1989, 509-531.ESL ESL students learn English better when there is a meaningful and purposeful context for communication, and a holistic approach to instruction is used. Research and experience have shown that studying language in bits and pieces is not a very effective way of learning it. English language proficiency and knowledge of Canadian culture are important for the success of students. Supported integration of ESL learners into age-appropriate

classes is the ideal. ESL students cannot afford to wait until they have fully mastered the language to pursue their development in other spheres. There are clear educational benefits to maintaining a studentss first language(s): student learning is enhanced by judicious use of two or more languages. To facilitate learning, students should wherever possible see their history, literature, and cultural experiences in general reflected in the classroom. Parents play a vital role in the education of their children by working in partnership with educators. Effective reporting should recognize language and cultural differences.E S L Identification A lthough it is frequently obvious which students require ESL services (and thus qualify as ESL for funding purposes), this is not always true. It is sometimes difficult to recognize that second language support is needed by students who speak English as a second dialect or students who already have acquired some communicative competence in English. With very young students too, the need for ESL support is not always evident, partly because rates and patterns of early development can vary significantly from one student to another, and partly because an accurate assessment of a students English language proficiency needs to take account of all language modes (listening, speaking, reading, writing). Some ESL students can display a reasonable command of oral English as they enter

school, only to experience difficulties as reading and writing are introduced. With others, the frustration of being unable to cope with limitations that language difficulties can impose may manifest itself in the form of behavioural problems. The challenge for the teacher is to recognize that these difficulties may be indicative of a need for ESL support rather than of a real learning disability or behavioural disorder. Indications that a student requires ESL support usually emerge from the kinds of formative assessment that classroom teachers are able to undertake. Teachers who use varied approaches to performance assessment will usually recognize when students are having difficulty with language-dependent activities. For more information on approaches that can be used to expand their repertoire of assessment strategies, 3 teachers are advised to consult the following documents published by the Ministry of Education as part of the Assessment Handbooks Series: Performance Assessment (XX0246) Portfolio Assessment (XX0247) Student-Centred Conferencing (XX0248) Student Self-Assessment (XX0249) 3 see also OMalley, J. Michael & Lorraine Valdez Pierce, Authentic Assessment for English Language Learners: Practical Approaches for Teachers, (Toronto: Addison-Wesley Publishing Co., 1996)

In the course of learning a new language, comprehension often precedes production. Beginner ESL students may initially be silent for a period, as they listen and internalize.ESL The provincial reference sets for reading and writing can also help teachers identify student performance difficulties that may be attributable to the fact that English is a students second language or that the student uses a dialect of English that differs significantly from the standard English used in the broader Canadian society and in school. These reference sets are: Evaluating Reading Across Curriculum (RB 0034) Evaluating Writing Across Curriculum (RB 0020 & RB 0021) Teachers who suspect, on the basis of a students performance difficulties, that he or she requires ESL support may be able to confirm this by obtaining further information from parents, from guardians, or, indeed, from the student about: the students educational background the cultural community of which the family is a part the extent to which the home language(s) and English are supported by the family the expectations of the student and

the family regarding the school system and its culture (e.g., homework, disciplinary measures, core subjects, field trips). If it seems that the student should be formally designated as needing ESL services, an ESL specialist should ideally be consulted to confirm this and conduct a formal needs assessment. Formal Assessment and Placement Any assessment used as a basis for making placement or planning decisions for ESL students should be carried out under the direction or with the assistance of trained ESL specialists. The process for conducting the initial assessment of language proficiency should involve the use of informal techniques and criterion-referenced instruments (e.g., oral interviews, writing samples) rather than standardized tests. Results obtained using commerciallyE S L produced standardized tests may be misleading since these are seldom designed to specifically assess ESL students, and tend to be written for, and normed on, Englishspeaking populations. The assessment instruments used will typically take account of all language modes. They will likely present the student with tasks that integrate these skill areas and include at least some pragmatic assessment (how well the student can do something with the

language that is presented). Provincial policy stipulates that a record of each students initial assessment should be recorded. The assessment information included in the record should relate to the placement decisions that are made. The record should also identify the amount and type of ESL support service needed (e.g., pullout, inclass). The initial assessment should subsequently be reviewed on a regular basis (at least once a year), and placement and programming adjustments made as necessary. Time constraints often limit the amount of data that can be obtained during an initial assessment. It is also not unusual for a student from another area or country, particularly if there are cultural differences, to freeze when faced with an initial formal assessment in English. Initial assessment results should consequently not be viewed as comprehensive or definitive. With support, ESL students who have a developing grasp of English fare best if given an opportunity, for most purposes, to participate with appropriate support in mainstreamed classes with non-ESL peers. Given appropriate instructional practice (see Classroom Planning with ESL in Mind), their needs can be met without detriment to other students. Subsequent assessments may suggest alternate placements, but generally

speaking, research suggests that holding students back until they have better mastery of language is seldom appropriate. 4 4 Collier, Virginia. How long: A synthesis of research on academic achievement in a second language. TESOL Quarterly, 23, 1989, 509-531.ESL Classroom Planning with ESL in Mind A s ESL students are integrated into age-appropriate classes, teachers face the challenge of meeting their needs as well as those of their English-speaking peers. It is common for teachers to ask themselves questions such as: How can I address all of the prescribed learning outcomes in the curriculum when I have to make haste slowly with the ESL learner? How can I get the ESL student(s) to grasp the subject matter, understand instructions, and participate in classroom activities? Do I try to teach grammar? ... phonics? How much should I attempt to individualize instruction? What use, if any, should students be allowed or encouraged to make of their first language as part of classroom learning? When first bringing ESL students into a mainstream class, some degree of special preparation is helpful. This can include: familiarizing yourself with the students individual profiles (cultural background, prior education, current skills in English, etc.) by reviewing their initial assessment

records and meeting with the ESL specialist conducting your own quick assessment of students knowledge as appropriate for their grade level (e.g., for Primary students, vocabulary related to colours, numbers, shapes, directions, school facilities; for Secondary students, vocabulary related to science or math conceptssee the section on Assessing, Evaluating, and Reporting on Student Progress) acquiring visual instructional aids or other materials and supplies that are particularly useful for enhancing or complementing verbal explanations (see the section on Finding and Using Resources for suggestions). Experienced teachers have found that ESL students make better, faster, progress in the long run if they are given sufficient time to absorb new input and are not pressured to complete work or meet the usual age-level performance expectations right away.E S L Instructional Tips and Strategies ESL students who have been placed in a mainstream learning environment typically face a threefold challenge. They are simultaneously working to develop: a grasp of the knowledge, skills, and attitudes specific to various subjects a better command of the English language an ability to interact with others and function within the social environment of the school. There are many possible ways in which teachers can adjust their instructional practice to help ESL students meet these challenges, without jeopardizing the learning of other students. Several adaptations are suggested here.

5 These are based on the recognition that: for ESL students, even teachers who do not think of themselves as teachers of language have an important role to play in facilitating linguistic development (teaching in any subject area consequently needs to involve some focus on language) teachers need to use varied forms of presentation and encourage students to represent their knowledge and understanding in a variety of ways in order to respond effectively to diversity within the student population. Teachers will find that many of the strategies and approaches suggested here also help enhance the learning achievement of English-speaking students in their class(es). While most can be applied or adapted for use in any classroom that includes ESL students, teachers will need to select from these strategies and approaches on the basis of their students needs. It is important to note that, for funding purposes, where the only additional services provided to the students are adaptations within the mainstream classroom, there must be documentation of adaptations specifically designed to address the needs of the ESL student which are distinct from those that would normally be provided to address student differences. Some of the suggestions may work best with younger (e.g., primary and intermediate) students, while others might be more readily implemented with older students.

For ease of reference, the approaches and strategies have been grouped into two broad categories: those pertaining to how the teacher uses language to present information or interact with the students, and those pertaining to classroom procedures or instructional planning (i.e., provision of contextual supports to facilitate the learning of ESL and English-speaking students alike). 5 material in this section has been adapted from Curriculum & Instructional Services ESL/ESD Students in Your Classroom (North York: North York Board of Education, 1992), pp. 2-3.ESL The Teachers Use of Language provide additional wait time for student responses to questions When asked a question, ESL students typically translate it into their first language, formulate an answer in their first language, and translate an approximation of the answer into English, before giving their response. They accordingly need more time to respond than do students whose first language is English. be conscious of the vocabulary you use In English, everyday words of Anglo-Saxon origin are generally the easiest for ESL students to comprehend, because they hear and read these words frequently. However, speakers of Romance languages (Spanish, Italian, etc.) comprehend many of our Latinate words more readily because their own languages have the same etymological roots. For example, most ESL students wont understand comprehend, but Spanish speakers will understand that word sooner than understand.

 teach the language of the subject In some subjects students not only encounter specialized vocabulary (e.g., photosynthesis in biology), but also language structures that occur with high frequency in that subject. For example, passive construction, though not frequently used in everyday discourse, is extensively used to describe processes in subjects such as Science and Social Studies (e.g., the experiment was carried out, the logs are felled and floated downstream, the ballots are counted). Subject-specific vocabulary also includes many words that have different meanings in specific contexts (e.g., mass has more than one meaning, including its very specific and precise meaning in physics). ESL students need to have these words explained in context, as the dictionary generally lists common meanings of words first, which tends to increase the learners confusion. Cloze exercises based on lesson content (i.e., passages with important key words omitted for students to fill in) are a good way to reinforce ESL students grasp of content and new vocabulary. simplify sentence structures and repeat sentences verbatim before trying to rephrase Short, affirmative sentences (no negatives) are easiest for new learners of English to understand. Complex sentences and passive verb constructions pose a greater challenge and should be used judiciously. ESL students will gradually become familiar

with these more challenging constructions, if they are given help processing them. Explanations can be useful, but it is often a good idea to repeat verbatim difficult sentences containing important information and ideas. This gives students a second chance to process the same structure something they dont get if they are presented too quickly with a rephrased version that may be just as challenging as the original sentence. rephrase idioms or teach their meaning ESL students often translate idiomatic expressions literally. For example, a teacher might say Take a stab at it, to encourage a student; the ESL students would be very confused by their literal interpretation of this. If someone uses an expression likeE S L this, rephrase it so that ESL students can attach meaning to it. Post a list of the weeks idioms for students to see. clearly mark transitions during classroom activities To avoid confusing ESL students when changing topic or focus, explicitly signal the changes (e.g., first we will..., now its time for...) periodically check to ensure ESL students are understanding ESL students may be reluctant to ask for clarification or to admit that they dont understand something, if asked directly (some may feel that it is disrespectful or an affront to the teacher to admit that they dont understand). To check for understanding, focus on students body language, watching for active listening behaviours or for expressions or posture that indicate confusion or frustration. Bear in mind, however,

that sometimes only later performance provides an accurate indication of the extent of students understanding (see the earlier section on Adjustment Challenges Facing ESL Students). Contextual Supports for Linguistic Development write key words on the board and use visual and other non-verbal cues, wherever possible, to present key ideas Concrete objects, charts, maps, pictures, photos, gestures, facial expressions, etc. form an important complement to oral explanations for ESL students. Advance organizers are sometimes useful cues for upcoming activities. provide written notes, summaries, instructions, and prereading ESL students may not be able to process oral information quickly enough to understand fully or to make their own meaningful notes; your notes can highlight key ideas, new words, etc.; written instructions are particularly useful to students when homework or major projects are assigned. use the students native languages to check comprehension and clarify problems If you or some of your students speak some of the native languages of your ESL students, use the first language to clarify instructions, provide translations of key words that are difficult to explain in English, and find out what the students know but cannot express in English. Most ESL students will only need this additional support for a limited time or in rare situations. Research indicates that the more highly developed a students first language, the more successful they will be in acquiring a second. In fact, bilingual learners who continue to develop their first language have more success than those who focus

Explanations and expectations need to be articulated explicitly and completely. Dont simply expect ESL students to pick up on assumptions, unstated premises, or subtle nuances of meaning.ESL entirely on acquiring English; there are also many benefits for students selfesteem when they know that their primary language is valued. communicate interest in students linguistic development and set expectations Recognizing that all students use language to both grasp and formulate ideas, let ESL students know that their progress in learning the language is important to you. Give feedback and evaluation on this as well as on the other aspects of their learning related to particular subjects. respond to students language errors When students produce incorrect grammar or pronunciation, rephrase their responses so as to provide feedback on the content of what they say as well as a model of correct usage, without drawing specific attention to the error (e.g., Canada have many natural resource. Yes, Canada has many natural resources. Can you name some of them? or Whose own pen is this? Im afraid I dont know whose pen this is.). In responding to students written errors, try to focus on consistent errors of a specific type (e.g., lack of plural endings) and concentrate on modelling or correcting only that error. If you target each and every error, the student cannot easily see the logical rule that must be applied in particular situations and may become confused and overwhelmed. Always remember to focus on content first, however.

 use directed reading activities Many students hope careful reading of the textbook will make up for what they failed to understand in class. Guided or directed reading assignments will help them read purposefully and to better effect than if they simply attempt to wade through a chapter with the help of a dictionary. With ESL students it is often better to discuss before they read, rather than the reverse. Consider: previewing the text (focusing on chapter headings, illustrations, glossaries, etc. so that students have a sense of the organization and content before they begin to read) providing a pre-reading question about the main idea(s) in the text as a focus for reading having students locate key words (e.g., technical terms) in the passage and use contextual clues to explain their meaning having students keep vocabulary notebooks to record subject-related words and explanations along with contextualized usage examples (these can be checked and evaluated two or three times during the year) providing follow up questions that refer students back to the text to find details that support an argument or to draw inferences from their reading use audiotaped texts to combine aural and visual cues Some teachers have created audiotapes of their own selected texts.E S L establish a supportive environment for language learning Talk to the whole class about the need for language learners to feel comfortable speaking English without fear of ridicule. In most subject areas, ESL students should be able to grasp

essential concepts, if these are presented carefully, emphasized through repetition, and clearly distinguished from finer points that the students are less able to fully assimilate. use cooperative learning strategies Some ESL students may be unfamiliar with cooperative learning strategies or even culturally predisposed to reject them (see the earlier section on Adjustment Challenges Facing ESL Students). The rationale for cooperative learning may consequently need to be explained, and the related strategies may need to be explicitly taught. Cooperative learning groups provide opportunities for ESL students to interact orally with their peers in a small, non-judgmental forum. ESL students are able to hear others use the language of the subject to review key points. They are also able to ask questions they might be reluctant to pose in front of the whole class. Research studies show that the use of carefully structured learning groups has many positive outcomes in terms of academic achievement, communication skills, race relations, the development of socially responsible and cooperative behaviour and attitudes, and self-esteem. encourage students to rehearse information or instructions orally Students can work in pairs or small groups to explain or reinterpret instructions to each other. In this way, peers help ensure that everyone in the group understands. use peer tutoring

Use of peer tutors is especially helpful for integrating new arrivals and helping orient them to school and classroom routines. The approach works best if the students being paired are compatible, if specific responsibilities are assigned, and if some training and recognition are provided for those who undertake the tutoring. For example, a supportive student (perhaps a well integrated ESL student whose language skills are already quite developed) can be assigned to work with an ESL peer on a set of math problems, verbalizing each step of the process aloud. If the ESL student can verbalize the process at the end of a specified period, both students receive recognition. establish a homework club A homework club is usually a safe, quiet environment for students to complete homework assignments.ESL ESL Students with Special Needs ESL students have the same spectrum of abilities as any other cross section of the population. The fact that they may require extra assistance to learn the language of instruction does not exclude the possibility that they may need assistance in other areas as well. Some may have visual impairment, hearing deficiency, lack of psychomotor skills, or particular talents and gifts that demand consideration. These students have special needs, as defined by the Ministry of Education and will require IEPs of the sort described in Individual Education Planning for Students with Special Needs A draft resource guide to support teachers (Ministry of Education, 1995). When engaging in educational planning for a Special Needs student for whom English is

a second language, it is important to include an ESL specialist teacher on the IEP team. It may also be necessary to include on the team a bilingual individual who can facilitate home-school liaison. As participants in the planning process for ESL students who have special needs, these individuals may be able to help provide information or perspective on: the students family situation (What is the immigrant status of the student and the students family? Does the student have siblings?) the language(s) used in the students home (What command of the English language do the students parents or guardians have?) the students first-language proficiency (Has the students level of first language proficiency been assessed? Is the student literate in a language other than English? When did the child begin to speak the first language?) the students proficiency with English (What is the extent of the students interpersonal communication proficiency? What is the extent of the students cognitive academic language proficiency?) the students educationally relevant health records (Are the records available/complete? What pertinent information do they reveal?) the students previous educational experience (Has the student experienced interruptions in schooling?) and past learning history (Has the student ever experienced difficulties acquiring his or her first language?) the students learning style and preferences (What type of instructional approach is

the student used to? For example, does the student work comfortably in cooperative groups? How does the student view his or her responsibility as a learner?) the nature and extent of family support (Are the students parents or guardians actively involved in the students day-to-day life and education? Are other members of the family playing an important caregiving or supportive role? What constructive role can they be expected to play?)E S L the parents or guardians goals for the child (What may be the expectations with respect to the childs future career or life role? Do the parents or guardians goals for the child differ from the students own aspirations?) culturally based behaviours in the classroom (Are there possible cultural explanations for behaviours that seem unusual or problematic?) ESL Students with Other Requirements Some students who are not formally designated as special needs, nonetheless have personal circumstances that make learning difficult . These students include: refugees who may have been traumatized by past experiences satellite children who may have been left on their own in Canada by parents who have returned to their country of origin students who are not progressing

academically and require Learning Assistance students who have gaps in their formal education. These students may require additional support and counselling.ESL Assessing, Evaluating, and Reporting on Student Progress Generally speaking, the best evidence of an ESL students real, developing language proficiency comes from performance in class. Teachers who do not have extensive experience with ESL students need to keep in mind, however, that functioning all day in a second language is exhausting and demanding, especially for beginners. Homework can take these students two to three times longer to complete. Assignments should therefore be carefully chosen to emphasize important concepts and knowledge. More work isnt always better. Short in-class tests can also yield useful information about students understanding of both subject matter and language, provided teachers: avoid heavy reliance on multiple-choice and true/false assessment instruments with ESL students (these involve a lot of reading and often depend on comprehension of subtle shades of meaning) provide extra time on tests for ESL students to process the questions in English, think about them in their first language, and respond in English. Functioning all day in a second language is exhausting

and demanding. Homework can take these students two to three times longer to complete. Evaluating ESL students linguistic development on the basis of evidence gathered from class performance, homework assignments, and short in-class tests requires teachers to have some sense of the range of performances they can expect (i.e., a set of performance descriptors indicating different levels of linguistic ability). Teachers are free to use any system of performance descriptors they feel is appropriate, consistent with district policy and the practice of their colleagues in the school. The descriptors should address the four aspects of language development speaking/listening, reading, and writing. Two sample rating instruments listing performance descriptors for language development have been provided on the following pages. Classroom teachers may find these helpful in identifying students who may require ESL services or in tracking the progress of designated ESL students who have been placed in their mainstream classes. Some districts have also developed their own rating instruments for teachers to use. Teachers can find out about these from their district offices.E S L It may help to keep in mind that the classroom teachers assessment and evaluation of students language progress is mainly designed to: complement assessment/evaluation related to subject-specific learning outcomes serve as a planning tool, enabling the teacher to better decide which language skills

or capacities to focus on with a particular group of students and in what order to proceed provide information that can be used to communicate with the parents or guardians of ESL students concerning their sons or daughters progress Although the classroom teachers assessment/evaluation of students language progress can help inform placement and service decisions for ESL students, these decisions benefit from the input of an ESL specialist. This individual will typically conduct a complementary assessment at least once a year (see the section on Identification Formal Assessment and Placement, as well as the section on Finding and Using Resources Role of the ESL Specialist). The ESL specialist should also be involved in preparing formal communication with ESL students and their parents or guardians concerning student progress in using the language. The specialists input is especially important if the school intends to use letter grades for reporting on student progress with respect to language learning, since letter grades are appropriate only where the ESL students are expected to meet the provincially prescribed learning outcomes for a particular subject, or expected to meet the learning outcomes for courses in a locally developed program.ESL Student name: Age: Grade: Length of time in Canada:

Length of time at school: FOCUS Emerging Beginning Developing Characteristics of Students Oral/Listening Skills6 (What they Indicate about Proficiency Level) SPEAKING FLUENCY STRUCTURE VOCABULARY LISTENING repeats words understands little or no English begins to name concrete objects begins to communicate personal and survival needs speaks in single-word utterances and short patterns uses functional vocabulary understands words, phrases requires repetition begins to initiate conversation retells a story or experience asks and responds to simple questions speaks hesitantly, rephrasing and

searching for words uses predominantly present tense verbs demonstrates errors of omission (leaves words out, endings off) uses limited vocabulary understands simple sentences in sustained conversation requires repetition 6 adapted from Figure 4.5 in OMalley, J. Michael and Lorraine Valdez-Pierce, Authentic Assessment for English Language Learners: Practical Approaches for Teachers (Reading, MA: Addison-Wesley, 1996), which in turn is based on a rating scale developed by ESL Teachers Portfolio Assessment Group (Grades 1-12), Fairfax County Public Schools, VirginiaE S L Date: Teacher(s): First language or languages other than English: Expanding Proficient Fluent Characteristics of Students Oral/Listening Skills (What they Indicate about Proficiency Level) can sustain a conversation begins to communicate in classroom settings speaks with occasional hesitation uses some sentence variety

 inconsistently applies rules of grammar (e.g., runned, mans, not never, more higher), especially with verbs uses adequate vocabulary some errors in word usage understands classroom discussions with repetition, rephrasing, clarification can participate in social and class discussions errors do not interfere with meaning speaks with near-native fluency (hesitations do not interfere with communication uses a variety of structures with occasional grammatical errors uses varied vocabulary understands most spoken language, including class discussion communicates competently in social and class settings speaks fluently uses a variety of grammatical structures correctly and easily uses extensive vocabulary may

lag behind native-speaking peers understands class discussion without difficultyESL Student name: Age: Grade: Length of time in Canada: Length of time at school: Characteristics of Students Reading/Writing Skills7 (What they Indicate about Proficiency Level) listens to read-alouds can repeat recognizes sound-symbol relationships READING WRITING can do choral reading can retell simple texts uses some phonics and/or other decoding skills can retell a complete story beginning, middle, end recognizes plot, character, and events uses single words, pictures, and patterned phrases copies from a model

 exhibits little awareness of spelling, capitalization, or punctuation writes predominantly phrases and patterned or simple sentences uses limited or repetitious vocabulary uses temporary (phonetic) spelling writes in present tense and simple sentences; has difficulty with subject-verb agreement; run-on sentences are common uses high-frequency words; may have difficulty with word order; omits endings or words uses some capitalization, punctuation, and transitional spelling; errors often interfere with meaning FOCUS Emerging Beginning Developing 7 adapted from Figure 5.8 and Figure 2.5 in OMalley, J. Michael and Lorraine Valdez-Pierce, Authentic Assessment for English Language Learners: Practical

Approaches for Teachers (Reading, MA: Addison-Wesley, 1996), which in turn are based on materials drafted by ESL Teachers Portfolio Assessment Group, Fairfax County Public Schools, VirginiaE S L Date: Teacher(s): First language or languages other than English: Characteristics of Students Reading/Writing Skills (What they Indicate about Proficiency Level) can read independently can read aloud can read between the lines (i.e., draw appropriate inferences) reads independently relates reading to personal experience uses a variety of reading strategies recognizes literary elements and genres reads for enjoyment reads and completes a wide variety of texts responds personally and critically to texts matches a wide variety of reading strategies to purpose

 able to write an entire paragraph writing exhibits inconsistent use of a variety of verb tenses, subjectverb agreement errors, and limited use of transitions, articles, and prepositions vocabulary is appropriate to purpose, but sometimes awkward uses punctuation, capitalization, and mostly conventional spelling; errors sometimes interfere with meaning writes multiple paragraphs, as necessary is generally able to present a main idea with supporting detail uses appropriate verb tenses; errors in sentence structure do not detract from meaning

 uses varied vocabulary appropriate fro the purpose makes few mechanical errors (errors of spelling, punctuation, and capitalization) and seldom any that detract from meaning writes single or multiple paragraphs with a clear introduction, fully developed ideas, appropriate transitions, and a conclusion uses appropriate verb tenses and varied sentence structures uses varied, precise vocabulary makes only occasional mechanical errors, none of which detract from meaning Expanding Proficient Independent Finding and Using Resources K nowing about the resources available to help meet the needs of ESL students FluentESL

and gaining access to these resources will enable any classroom teacher to provide more effective instruction for ESL learners. These resources include instructional materials for use with students, the expertise of ESL specialist teacher, and the numerous publications providing research updates, methodological suggestions, curriculum outlines, or other information related to the teaching of English as a Second Language students. Instructional Materials Teachers who have experience working with ESL students recommend having available in the classroom: dictionaries specifically designed for learners of English (this type of dictionary provides pronunciation keys, simple explanations, and contextualized examples rather than the precise definitions and information about part of speech given in standard dictionaries) bilingual dictionaries picture and visual dictionaries alphabet letters (print and cuorating drawing, painting, and modelling supplies (e.g., plasticine) catalogues, magazines, or other heavily illustrated reading material games (including board games, card games, and computer games that require or focus on language use at an appropriate level) manipulatives realia As a resource person, the ESL specialist may act as an advocate for ESL students, for multicultural understanding in the school and community, and for the idea that continued growth in students

first languages should be supported.E S L The Role of the ESL Specialist The ESL specialist 8 is an important source of assistance for classroom teachers. While this individuals role is many faceted, it typically has three aspects: Language Teacher As a language teacher, the ESL specialist: instructs ESL students (including special needs students with particular gifts or challenges) whose English proficiency ranges from beginner to advanced teaches English as an additional language using strategies to improve listening, speaking, reading, and writing introduces ESL learners to basic concepts (and the language that accompanies understanding) in various subject areas Resource Person As a resource person, the ESL specialist may: assess the needs of ESL students, using appropriate means (see the section on Identification Formal Assessment and Placement) suggest appropriate placement, programming, and service delivery alternatives in consultation with classroom teachers and administrators (this may include assisting with overview planning to determine how best to support students achievement of learning outcomes in a broad range of subjects mathematics, science, fine arts, social studies, etc.). suggest adaptations to the classroom environment or the curriculum, if requested to do so

 assume the role of case manager for ESL students, keeping records of their background, support by specialists, and progress help resolve any apparent behavioural problems that arise (difficulties may sometimes reflect a cultural misunderstanding) coordinate support and interagency services for ESL students act as an advocate for ESL students, for multicultural understanding in the school and community, and for the idea that continued growth in students first languages should be supported advise or provide referrals for students who may be under extreme pressure, suffering trauma, or at risk for other reasons 8 adapted from Whitehead, Marilyn. Supporting Language Learning: An ESL Resource Book for Classroom Teachers (Nanaimo/Ladysmith: School District #68, 1995), p. 18ESL Family Liaison Contact As an initial and ongoing point of contact for the ESL students family, the ESL specialist can: ensure a warm welcome to new ESL students and their families facilitate communication with parents or guardians through interpreters and translations facilitate the involvement of ESL parents or guardians in school activities help interpret cultural and educational practices and expectations for parents (or guardians) and students (and reciprocally for school personnel, as needed). Useful Print References A representative sample of useful resources for those w

ow to Teach an English Learner's Vocabulary to Children

By MayankJ, eHow Contributor

updated January 19, 2011

Print this article

Teaching children language vocabulary helps the children through the future.
Learning a second language is always a challenge. Among the challenges non-English speaking children might face while in an English-speaking country is understanding the vocabulary. Even children who are starting to learn and understand English need help with vocabulary. Teaching the English learner's vocabulary can help children understand words spoken around them and pick up the language faster. Related Searches:

Difficulty:

Business Vocabulary Kids Games

Moderately Easy

Instructions
1.

Show flashcards with pictures on them. Pictures help the children understand the meaning of the word in the beginning, which makes it easier to understand the word without the picture later. The flashcards should have the word written either above or below the image.

2
Provide the children with worksheets for practice. The more practice the child has, the better she will understand the vocabulary. Worksheets allow the children to match up words with images and make mistakes without the embarrassment of speaking aloud.

3
Speak the word aloud and have the children repeat. Knowing the written word and understanding is no substitute for hearing and speaking the word. Speaking the word allows the children to learn how to pronounce the word, and hearing the word allows the children to understand the spoken word.

4
Make the vocabulary into a game. Vocabulary games not only improve the language skills and vocabulary of the children, but they also keep the child's interest in the lesson and prevent wavering attention.
Sponsored Links

K12 Online Schoolwww.K12.com

Award-Winning Online Curriculum. Last Chance to Start in February!

EFL Bus. English Coursewww.tlcsprachschule.ch

Qualify to teach Business English. Cert. IBET, July 2012, Switzerland.

SRM Entrance Exams 2012SRMuniv.ac.in/download_application

Apply for SRM University's Courses. Download Online Applications Now!

Memory Improvement Gameswww.lumosity.com

Improve Your Memory with Scientifically Designed Games

References
The ESL Kids: Flashcards, Worksheets, Games and Songs Teach Children ESL: Flashcards Teach Children ESL: Worksheets Rong Chang: English For Children TEFL Games: Why Use Games For Teaching English as a Second or Foreign Language? Photo Credit chldren teaching image by Julia Britvich from Fotolia.com Read Next: How to Teach American English Pr

Read more: How to Teach an English Learner's Vocabulary to Children | eHow.com http://www.ehow.com/how_7813269_teach-english-learners-vocabularychildren.html#ixzz1jJgXPPuB