Teach English in Change Islands - TEFL Courses

34 – Teaching efl in a Kindergarten Informed by online research and personal experience, this article outlines the learning characteristics shared by kindergarten students and the associated effective teaching practices. Studies reveal that following a settling-in period of 3-5 minutes, kindergarten students continue to be attentive, primarily at the start of a lesson, for a maximum of 15 minutes. The main consequence of this short attention span is that learners quickly become bored and retreat to the comfort of their racing thoughts and distractions. Gaining and maintaining students' concentration is therefore a major challenge for kindergarten teachers. teachers need to be well prepared and in possession of a wide variety of exercises and materials to quickly engage students in interesting and interactive classes. teachers are required to conduct varied lessons, not just in terms of content but also in regard to language delivery so that students are always alert, ready to react to dynamic shifts in class direction. Kindergarteners are primarily kinaesthetic and tactual learners. teachers must therefore be able to satisfy their students' curiosities through, for instance, frequent use of realia and by endeavouring to facilitate all activities, irrespective of how rudimentary or routine they may be, with some element of movement or application of the human body. This practice becomes even more important when considered in reference to Total Physical Response theory (TPR), whereby studies have indicated that young learners require the application of movement when learning a new language. When considering the success of classroom songs such as ‘Head, Shoulders, Knees and Toes' as a physical means of reinforcing new language, TPR theory becomes particularly important. It has been proven that Kindergarteners learn by playing games. It is therefore imperative that teachers conduct joyful learning activities, including games and songs, to constantly reinforce this language acquisition process. Aside from communication games and puzzles, teachers can organise lessons with reference to the Audio-Lingual Approach whereby students develop spoken language proficiency by identifying and mimicking language patterns. Choral song singing and pronunciation drilling via the completion of phonics exercises are examples of how to put this theory into practice. To reinforce creative language use and promote trial and error ideology, students are also encouraged to alter song lyrics and so create authentic language as per their own design. Skits, drama and other types of performance are also opportunities for students to defocus from the academic learning process and unlock natural, free language. When considering child psychology, it is clearly essential that kindergarteners are made to feel comfortable in their new school environment. Similarly to their home-lives, students crave attention, care and encouragement from their teachers who now take on the responsibility of in loco parentis. Younger learners are consequently very sensitive and aware of all aspects of a teacher's class room approach. With these facts in mind, teachers must be aware of attitude, body language and vocal delivery whilst making every effort to overtly exude qualities of affection, encouragement (even in the case of mistake), empathy and understanding. In addition, teachers must not only make an effort to be at the same physical level of their students, i.e. sitting or standing, but also try to relate to them psychologically by ,for instance, actively involving themselves in their students' learning. Kindergarteners possess an innate joy of learning due to their curiosity which results from a need and desire to understand the unknown, new and exciting world around them. teachers can take advantage of this quality by implementing activities based on the principles of Communicative Language Teaching (CLT). CLT emphasizes that new language is successfully acquired when it is taught in a real world context, whereby useful functions can be fulfilled as a result of using language. Kindergarteners, for instance, can be given the opportunity to explore their personal interests and desires when using new language and so explore the many possibilities of language proficiency; much like how they also desire to explore the world outside of the class room framework. Kindergarteners tend to lack confidence at this early age, especially when learning a new language. Extra efforts have to therefore be made to build students' self esteem. Student confidence can be improved by frequently conducting group work activities or uniting the class in communal games or song. teachers need to emphasize that making error or mistake is an integral part of the learning process. Instead of punishment, students should be commended for brave attempts at trying their best. The development of student-teacher rapport and mutual understanding is also a way of combating the prevalence of withdrawn, submissive students as with the correct relationship, lessons can almost be devoid of anxious or stressful situations. Anxiety and stress suppress the development of student confidence and so should be avoided at all costs. I also believe that students should feel as though they are being treated equally, irrespective of their class room or examination performance. Kindergarteners should also be frequently praised or awarded for their successes.