ten top tips 4 terrific teachers

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Post on 05-Apr-2017




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Elena MerinoTen top tips 4 terrific teachers

Intro: who am I (teaching all levels). When working with kids, I always found that my classes should be dynamic and student-centered. I think you always need new ideas for classes, even you are an experienced teacher, thats why Im inviting you to listen to this talk where we will look at ten top tips for you.



Get the start right!

What sort of things do you do at the start of the lesson? Warm-up activities?


Well, before doing any activity, you can get the start right by managing your classroom, for example with routines.There are many ways of creating routines, but this is a good way. Use songs.As the students enter the classroom, play a song from a previous lessonStudents have the duration of the song to hang their coats, place their bags, get out their pencil cases, take their seats and be readySo they will be listening to something they know, they will recognize the stuff, etc.4


Share learning objectives (lesson and unit) & refer back to themMention what the students are aiming at (eg. A project)

Share lesson objectives for unit / for lesson. Lesson you can refer back to them over the course of the lesson as you tick them off. You are signposting the learning that is taking place and making it expicit to your students this can help with their sense of achievement. Unit Ideally at the end of the unit the students will have a fun, motivating task to present what they know (such as our video speaking tasks later). We can mention this at the start of the unit so that the students know that they are working towards something.


The Memory Box6

Recall previous knowledge(Spaced Repetition)

Recall previous knowledgeFrom previous lessons. I have previously spoken about a mistakes box where students write down the main mistakes they make with corrections and then put them in a box. Periodically we go back to the box to see if we can still correct them. Marta said in Pere Verges they put questions they had learned how to answer in the box and a box monitor picked some out every lesson to ask the class. So lessons dont exist in isolation, less likely to forget etc


The Target7

Recall previous knowledge(Related to a lesson)

Recall previous knowledge relating to this lesson cooperative brainstorm anyone? With all the usual explanation cooperative learning students become aware of what they can learn each other, they may predict content which will come up in class, student-centred not teacher-centred etc.



Be a vocabulary virtusoso

715Provide a clear model and lots of opportunities for practice with an increasing cognitive challenge

Vocabulary needs to be encountered between 7 and 15 times to be learned

Use spaced repetition (remember the box!)

A clear model were going to look at presenting vocabulary.

Practice. Research shows students need to encounter a word between 7 and 15 times to truly learn it. But that doesnt mean listen and repeat 7 times, we should be encountering the Word in different contexts and ideally the encounters should become more cognitively challening well look at examples of that later in the section. Its also important to bear in mind that spaced encounters help retention, rather than having them all at once remember the box idea at the start of the talk? So we should revisit vocabulary from lesson to lesson.


Presenting and practising the vocabularyFlashcards

Digital Flashcards

Actions, Simon says

Ways of presenting vocabulary.


Using Flashcards

Listen and repeat (pupils!)

True or false / A/B/C

Jump the line

Pass the parcel

Guess whoRepetition


Making decisions

Producing the word

Using the word in a sentence

We could do these activities with flashcards, maybe animals to tie it into the previous section. Whenever I have got primary teachers to do things with flashcards / do actions Ive had great success.

Listen and repeat. Speaks for itself. Make the point that later on (when weve done more activities with the flashcards), students can come up to be the teacher a fantastic motivator.

Teacher shows a flashcard. Its a tiger. True or false or Which ones the tiger? Is it A/B/C. Increasing cognitive challenge as students have to make a choice. We can bring in TPR here eg sit down if its false rather than saying true/false. Brings me to the next one.

Jump the line. This is like true / false, but students stand in a line. The teacher has a flashcard which the students cant see. They say a Word and turn the flashcard around. Immediately, the students have to take one step forward if the Word corresponds with the picture and one step back if it doesnt.

Pass the parcel. Like the party game. Put the students in a circle. Give one a flashcard. Play music. Flashcard needs to be passed round. When music stops the student who has it needs to say what it is / put the Word in a sentence etc. You can add more into the circle they get repeated but new ones are added. Can do one really big circle or Split it up so more pupils get a chance more quickly.

Guess who. One student is at the front. The teacher holds up a flashcard to the class and they need to give the student clues so they guess the card. Making sentences now: describing, synonyms, more challenge.


Digital Flashcards13

Many ways to go around them: show the picture, SS say the name, hide what it is, just say the word, SS mimic or draw it, etc.

Similar to what you can do with printed flashcards, but at least you dont have to look for them and you have them organized.13

Simon says (with a twist!)14

A common game and Ive found it successful for students of all ages. Were connecting a word to a gesture which makes it more memorable and the game involves movement - as adding variety to the lesson - good lessons dont have the students sat down from start to finish and this is even more true at primary.

The activity is motivational, students love to play it - its a game but its also vocabulary drilling - -- link to the gamification point.

INSTRUCTIONS (Do this with teachers?)You say Simon says touch your nose AND you touch your nose. Students need to copy you. If you say Touch your nose (touch it too) without saying Simon says the students shouldnt do it. If they do, they are out (they sit down).Theyll get the hang of this fairly quickly. You can add variation

To start testing them on the vocabulary, you say Simon says touch your nose but you dont physically do it. The students need to touch their nose. If they dont do it, or touch another part of their body, they are out. If you just say Touch your nose they are out if they do it too.This step makes it more complicated. You can say Simon says touch your nose and touch your nose too. They should do it (as in step 1). BUT, if you say Simon says touch your nose and touch a body part which is NOT your nose, then they should not do it, even if Simon has told them to. They are out (they sit down). Again, youre testing them on the vocab - does the word and action match up? Of course you can also say Touch your nose (and physically do it) and they shouldnt do it here either because Simon didnt tell them to.Points to consider - You gradually get faster as students get used to it. After a while (to get a winner) youll find yourself playing really quickly, which the students find a lot of fun. - Some students may try to cheat (not sit down when theyve made a mistake) or try to point out others mistakes. So when explaining the rules, you underline the importance of honesty (or we cant play anymore) and say that YOU are the only judge of whether someone is out.



Feel the rhythm, feel the rhyme

What types of material do we use for listening in primary? ASK TEACHERS(Songs, stories, dialogues, videos, etc.)


Today we are going to look at songs, as listening material.

Why is it effective?All songs build confidence in young learners and even shy children will enjoy singing or acting out a song as part of a group or whole class. Children are often proud of what they have learnt and will like having the opportunity to show off' what they have learnt to friends or family.This activity is great because it gets the SSout of their seatsand lets them get some excess energy out! As well as develop physical coordination.It is a good way of learning and practicing new words (plus working with sounds, without even noticing), memory and concentration.

For the teacher, songs can be a wonderful starting point for a topic and can fit in well with topics, skills, language and cross-curricular work



What kind of listening activities would you do here?

This is a song for students in 5th of primary.

How do we normally work with the listening material? What kind of activities do we do?GIVE THE TEACHERS 1 MIN TO LOOK THROUGH THE LYRICS, MAYBE IN PAIRS COME UP WITH A FEW IDEAS (THIS SHOULD BE DONE VERY FAST).

ASK A FEW TEACHERS. We would hope someone says something about pre-listening (if not, comment on it), while-listening and post-listening. Then, show next slide where there are a few ideas.

Why? We all know the benefits of songs: they tend to repetitive and have a strong rhythm.they are fun and motivating for children. they allow language to be reinforced in a context, both with structures and vocabulary


19Listening activitiesPre-listeningPredicting, pre-teaching, reviewin