Teach English in Houying Zhen - Liaocheng Shi

My objective & responsibility in teaching EFL to Kindergarten was to provide a variety of activities and experiences which will able each child to participate in the learning process, which is not only the acquiring of knowledge, but developing the growth of the whole child. All growth is continuous and goes on at varying rates of speed for individual differences and needs of participating children, the special needs of disabled children, the needs of specific educational priorities of the local population and the community. Kindergarten EFL activities will be carried out in a matter to avoid sex or cultural stereotyping. Also to provide training for parents and volunteers using instruments for evaluating each child and determining his stage of development in the EFL area. My Philosophy in teaching EFL in a Kindergarten is to implement the belief that human beings have equal values, and that each and every child is unique and precious individual. I present that his/her unique qualities are gifts which should be valued and nurtured. To be enriched by the arts of EFL and technology, is to develop confident, successful learners by providing a challenging, developmentally appropriate academic, social, and emotional foundation. Allowing a nurturing, creative, and cooperative environment where diversity is celebrated by empowering both children and families to become self-sufficient using quality services and resources. An EFL experience where “Everybody is Somebody”! Young learners must have a guidance. My 3 main focus points on guidance are redirection:guiding the children to make sure I have less behavior problems, health practice to help to promote healthy habit so that it would limit sickness e.g. hand washing, eating properly (nutrition) and toileting, and last but not least is manners: two promote healthy social & emotional skills such as sharing, using kind words, & helping others. Social and emotional skills is the most important aspect in EFL teaching to kindergarteners because this is what allows them to adapt and focus on the given knowledge in their daily learning. Young Kindergarten learners will have conflicts and you must learn to resolve them. I have broken the process down into six steps. 1. Approach calmly, stopping any harmful actions or language. You must observe as you approach; prepare yourself for a positive outcome. Be aware of your body language; it says a lot about your intentions and feelings. Gently reach out to children who are upset or angry. Use a calm voice to communicate a positive and neutral attitude. Resolve to respect all points of view. 2. Acknowledge feelings Give recognition to the feelings the children are expressing by using simple, descriptive words (“You seem angry/sad/upset’) Use words that also reflect the intensity of their emotions (“You are very,very upset.”). This will ultimately help the children to “let go” of the feelings, although the feelings briefly increase in intensity before they subside. This “emptying out” is an important step that must occur before children can think clearly about solutions. Once children have “let go” of their feelings, let them know that you think they can figure out a way to solve their problem. 3. Gather Information Tell children you want to hear from each of them. Ask open-ended questions that help them describe the details of the actions or materials that are part of the problem. (not “Why did you do this?” or “How do you think he/she feels?” ---- such questions are too abstract). Listen carefully for the details and needs children are describing; they are the key to finding the solution. 4. Restate the problem Using the details and needs children have described, restate the problems, clarifying any issues by asking for more detail and reframing any hurtful language. (For example, “You can't play ‘cuz I hate you” can be reframed, “You are very angry and you want to play alone?”) Check with the children to see if they agree that you have identified the problem. 5. Ask for ideas for solutions and choose one together. Give children plenty of time to think of solutions. (If they can't agree on a solution, you may ask them if they would like to hear your idea.) Respect and explore all of children's ideas, even if they seem unrealistic, considering how each might work. Help children think through the specifics of cause and effect so that complicated or general solutions become concrete and possible to carry out. Children may suggest for e.g. “They can share”. A suggested solution like this needs further exploration so that the actions that will happen are clear to all concerned. 6. Give follow-up support as needed. When children have agreed on a solution, make a simple statement, if possible, to recognize this accomplishment: “You solved the problem.” Children may need help in implementing the solution, or difficulties may arise because one of the children is still carrying angry feelings that need further acknowledgement. Check with each of the children to see if the problem has been solved, especially children who have been very upset. In conclusion, the conflict resolution process helps children learn to: -Express needs and strong feelings -Hear and respect others’ points of view -Express ideas and experience the give-and-take of relationships -Develop a desire to engage in positive social behaviors -Feel in control of the solution and outcome -Experience successful cooperative solutions -Develop trust in adults and other children -Understand how to make constructive choices -Experience feelings of competence It will take time for children to understand that this process can help them find “win-win” solutions. Once they do, they will trust the process and be more willing stay engaged in finding solutions.