Classroom Management Tool

Classroom Management Tool: 
Climbing the Walls (so kids and teachers don't climb them first.)

Ages: 5-8 3rd graders usually know how to behave or have chosen not to behave before I have to decide if I should employ this technique.

Print characters. We had rockets, then I rotated the rockets to the other teacher. In fall we started squirrels, I wanted to change for winter but never did. The students get to choose their color or I choose if I think a battle of wills might take place but most the kids accept what they get. Sometimes they just want a magnet. If they break classroom rules then their rocket falls. If they are participating readily most rise to the top. This motivates the little kids great, and starts to loose effect for second and third graders who manipulate their rocket. However, they get a point for a point card if they reach the top, and when the points add up they can have a present from my prize box. That happens after six times. I've been using it about a year and a half now with great results, though students with certain behavior problems will need a different motivator. 

Teaching Wild Classes

"Oh look, I've been impaled" *insane laugh*



This is how I feel during classes where the little kids just get... well... rowdy. And little. Like today, they were spanking me and running around like little gremlins. They grab everything from out in front of you that you did not have the forsight to lock and stow before takeoff, and if you do not lock and stow before take off, they take off with it faster than you can say... put that thing back where it came from or so help me!

Classroom Activities 6: Teaching Phonics to ESL Preschoolers

Teaching Phonics to ESL Pre-schoolers

And Beginning Phonics

When are children ready to begin phonics? They are ready to begin phonics when they have a decent attention span, awareness of written language, and a good working recognition of many capital (and some lowercase) letters. Perhaps best is to work on letter recognition of lowercase letters before beginning. My students from age 5-6 are able to do this (in the ESL classroom) but children may be able to start this as early as age 3 or 4 depending on attention span, exposure, and memory.

Start with a solid structure, this also helps keep track of what letters and blends you have introduced. I use the Sounds Fun series. Level 1 teaches recognition of letters and individual sounds. Students at my school already have this basic recognition before we start phonics, so I start them right from level 2. Before we begin phonics we sing alphabet songs and a phonics sound song, and students have experienced tracing most to all letters of the alphabet on activity sheets. 

A unit looks like this. This is Unit 5, and some target words students should be able to put together. But preschoolers may find this activity dull in the group setting, so I created this game for each unit. One unit takes us about 4 lessons, which is about a month to a month and a half at the school I work at.

I keep the letters in a little marked envelope like this. then I know clearly the target sound, and in this unit we especially want to work on recognition of small I. 

                          I create copies of the target letters of the unit, enough for each student to have 1 of each target letter and sound for the unit. Better than writing by hand is arranging fun arrangements of letters they already know, and finding out the sound! Most students take to this version of spelling very easily and feel great achievement when they arrive at words they have already learned: this unit contains the word p i g. Previous units with the short a sound, students were very happy to create the word c a t. Even if they are not perfect spellers or readers, this exercise is great to reinforce awareness of written words and phonemes.

This is what the letters look like, prepared for a class of maximum 4 students. Perfect small group activity. Great in eikaiwa, or home schooling young children.

Classroom Activities 5: No Face His and Her All Ages

Classroom Activities 5

No Face Multi-Language Practice Exercise

And what's great about this activity is that it can be applied to a wide range of language! 


You Will Need: 
-paper, a drawn face

 This could be printed off the internet. Boy/Girl Human/Nonhuman Princess/Pauper... your imagination is the limit! 
-facial features for the face for target words eyes, ears, nose, mouth, 
-tape
-a wall or surface to mount the faces on
-a blindfold if one student or yourself will use it, or multiple blindfolds if you plan on allowing other students to participate for hygiene purposes

  Anyway, this face will also need features. So if you have any way to make a blank canvas... my classroom set has the facial features removable down to the hair! That's right, everything can be put on if you design your activity just so. And the principles of this activity can be applied to any vocabulary set, but the activity I'm featuring here focuses on face parts and his/her he/she and boy/girl. This would even work like the pirates I have previously featured. 

How to do the activity:
 -Think pin the tail on the donkey, with tape and face parts and students must use English
 -Use this activity as review, students must have a good working knowledge of the words, give them a brief refresher before beginning.
 -Students should know boy and girl, and for older students you can also introduce his/her with this activity
 -For the first round through you can blindfold yourself if you trust your class, and if you're good blindfolded and know your classroom spatially you can further clarify the meaning of his and her if your class has never been exposed to the words before
   Students are to say "his/her nose" as they hand the face parts to you one by one
   If they know right and left, you can allow them to say that as well
-For really advanced students, maybe they can learn "turn it" or "it's upside down" etc... a lot of practical spatial words come out when students are doing this activity
 -When all the pieces have been attached, announce "finished", have students tell you "finished" or "that's all" and unblindfold yourself or the student, and admire your work! 

Most students of mine have gotten a big kick out of this exercise! 

The blank face canvases. The hair is also removable. Not the prettiest but at least it gets the kids giggling.

This was my later evening class. I lost my touch.

My first time, the students gave me pretty good guidance. 

Underneath the star this little boy is smiling! 

This one too, the thumbs down is actually a good thing little boys love to be disgusted! 

Changes to my Classroom Spring 2013 (March)

Changes to my Classroom: Spring 2013

Now: Days of the Week at center, birthday poster to the side of the white board. 

The space where the blank faces are is reserved for decorations pertaining to current material we're covering and enrichment activities. I will explain the blank faces later.

Decorations from our new preschool curriculum "PLAYTIME" by Oxford University Press.

They came on flimsy, uninspiring and hard to fit to my classroom posters so I cut them up to suit my room and laminated the pieces. 

More Playtime items visible to the right of the Days of the Week poster. we have a weather wheel from something else, but the numbers look really nice and I have shapes and weather too. Counting has become part of our routine. 

BEFORE 

Gross old dry erase poster, days of the week poster was too close to the bookshelf and this became a problem in my larger classes, old posters which hadn't been changed out for a while which I rarely used in the lessons, and didn't seem to engage the kids well to begin with. Overall the decorations have become much more functional to the lessons and are making a marked difference for me in engaging my students of all ages.

Classroom Activities 4: The Prepositions Table

Classroom Activities 4: The Prepositions Table

What you need: a large table drawn on any surface, can be done in front of a large group or in a private lesson, writing utensil 

What to do: You can practice any prepositions: on, in, under, between

Usually I ask students what foods or things they like and don't like, the things they like I tell them to draw on the table. Then I tell them to draw a toilet under the table and they get really shocked. Some of them break out laughing because it is unexpected. Then they are allowed to draw their disliked foods in the toilet. You can give students the option of giving each other the commands of what to draw and where, using correct usage of prepositions! Easy as pie and effective! 

Corresponds to: English Land 3 Unit 4 

Classroom Activities 3: Practicing Can

Classroom Activity 3

Nonsense Animals and Actions

Type of activity: small group activity for practicing animals and verbs, and the grammar "Can it (action)?", "Yes it can" or "No, it can't", ideal for elementary students, for intermediate students

Text correspondence: English Land 3 Unit 5 

"Can a koala drive a car?", "Can a baby quail push a car?" 

What you will need: a stack of animal cards, the more interesting the appearance the better, and a stack of frequently used verb cards. I use animal cards from a set of Go Fish cards we had in the school, and the verb cards from the Great Verb Game, although the pictures on the Great Verb Game were a little ridiculous. Some students love it and some will refuse to look at the cards, saying they are simply too ugly. So strike a balance between interesting and repulsive.

What to do: have enough sets of cards for small groups. My classes are small so I only need one set of action cards and one set of animal cards, but this game is appropriate for groups of 3-4

    -give each group their stacks, after modeling the target phrase "Can it (a bear) drive?" Students usually take to this right away and start having fun. 

Classroom Activities 2: Prepositions Treasure Hunts

Classroom Activity 1

Prepositions Treasure Hunts
Corresponds to English Land Level 3, Chapter 4
OR
Good for: beginning prepositions (Elementary School Age) 

You will need:

- Paper, Scissors, laminator (if you want to make a long lasting treasure hunt set)

-An item representing treasure, or real treasure to give to the students if they gather all the cards for their assigned treasure hunting quest

What To Do: 

-Number the Cards 

The Treasure Hunt can be as long or as short as you'd like, each card describes the location of the next item, and should be unique to your environment or classroom

(ex. #6 is under the clock) 

-Hide them before the class, retaining the first card as a hint

-For Larger Classes: Prepare color coded treasure hunts for small group hunting: groups are only allowed to take the cards for their color           

                                                                and should do it in order

For more practice: 

Do this as a warm-up activity or an extension of the lesson. I feel it really engages them and gets elementary age students thinking about the structure of preposition sentences, as they often mutter the locations under their breath as they search. Students can take turns reading the cards or a reader can be assigned. However, I have seen even shy students take to this activity. 

This could be used for any foreign language.

Classroom Activities 1: Missing Parts Characters

This is my classroom. That is basically all of it. The table can be pushed back a few feet if it's standing. Like three feet maximum. Or, the table is collapsible and allows for more space for little kids class or active class. But it's still a small room and keeping those kiddos engaged week after week becomes a priority, and yet, no easy task at all.

I recall my predecessor telling me that the best part of the job is that no work comes home. That is not true. Even if I am not working I am always thinking of students: the good, the bad, the engaged, and the disengaged. Oh, genius-kid would love this. Or, I wonder if I can involve this problem student if I did such-and-such in class. My classes are small enough that I have all their names memorized, and even then, all my students have nicknames in my mind.

At any rate, this post is the first in, hopefully, a series that can help out other teachers of activities I have created for my classroom to help spice up classroom work for students who come see me week after week, some who have now been with me for upwards of a year and a half. 

Today's Activity: Classroom Activity 1

Missing Parts Characters

What you will need: 

-clipart of characters, a simple google image search will do you just fine

  some topics which may be of interest: pirates, zombies, princesses, One Piece, Pokemon, blow up the image during printing

  (You are not selling this, you are merely using it to engage student, let your imagination go wild or your target vocabulary drive this search, if you are studying clothes choose an image with interesting and complicated clothes and accessories. If you are teaching body parts, choose something a little more exposed.  When students are engaged and curious about other items they might see, such as the pirate's sword or the zombie's brain, I find they become motivated to ask the vocabulary and retain it pretty well. )

-cardstock cards

-optional: laminator, laminator sheets

-scissors

-printer

This is the set I made for "Pirates", it reviews clothes, "bird", and face parts.

What I did: 

-print out enough copies for your class plus one to show as the model image as the students try to piece the character together: I have maximum three students so I chose to go with three, plus one 

-cut out the student characters, and then cut out various parts which clearly show target vocabulary, laminate the bodies and the cut out parts, the cut out parts are now game pieces which students will race to find under the card stock cards (you will need 8-10 cards, to have 8-10 items in play at a time) 

-cut up cardstock for a size which generally fits over the body parts you cut out

The Game: 

How to have fun with this in class

-elicit or teach new vocabulary with the full body image before beginning the activity and review I have/I don't have, or He/She/It has, doesn't have 

-pass each student, or each group of students, their altered copy of the goal image. Encourage them to shout out "He/She/It doesn't have... (x)!" or "He/She/It has (x)!" 

-tell students to close their eyes, and hide the various cut out parts, 8-10, depending on how many cards you cut out

-students only get one chance to look under a card, and must decide "He has/He doesn't have", each player or team gets a chance. When the game starts to reach its end some of the cards will be "empty"

-The first team to gather all it's missing parts wins! Routinely check in with students by eliciting what they still DON'T have so that they will know the vocabulary word to draw their card! 

Some of my kids were scared of this one.

                                        One of my Pirates, close up

                                         

 One of my classes requested a "Stinky Baby" character

Zombie edition

Don't stress finding the perfect size image, they can easily be blown up and the kids will have fun with the game, not how perfect the image is
. The better you know your kids, the better you can make a game that will engage them!  Just go wild. 

Happy Teaching! 

Corresponds to: English Land Level 2 Chapter 5
English Land Level 3 Chapter 3

The Back Seat (Story for Discussion)

The Back Seat

One night a woman went out for drinks with her girlfriends. She left the bar fairly late at night, got in her car and onto the deserted highway. She noticed a lone pair of headlights in her rear-view mirror, approaching at a pace just slightly quicker than hers. As the car pulled up behind her she glanced and saw the turn signal on-- the car was going to pass-- when suddenly it swerved back behind her, pulled up dangerously close to her tailgate and brights flashed.

Now she was getting nervous. The lights dimmed for a moment and then the brights came back on and the car behind her surged forward. The frightened woman struggled to keep her eyes on the road and fought the urge to look at the car behind her. Finally, her exit approached but the car continued to follow, flashing the brights periodically.

Through every stoplight and turn, it followed her until she pulled into her driveway. She figured her only hope was to make a mad dash into the house and call the police. As she flew from the car, so did the driver of the car behind her-- and he screamed, "Lock the door and call the police! Call 911!"

When the police arrived the horrible truth was finally revealed to the woman. The man in the car had been trying to save her. As he pulled up behind her and his headlights illuminated her car, he saw the sihouette of a man with a butcher knife rising up from the back seat to stab her, so he flashed his brights and the figure crouched back down.

What's the moral of the story?

Image source doobybrain.com

Story source: unknown, but I think maybe it came from Dave's ESL or similar website.

ESL With Young Learners

That's pretty much what I do with the little ones. I try to change up the names and also incorporate storytime. Really high level students can already basically read and we practice activities that mimic spelling. They're capable of so much, it's just a matter of finding out what level the little ones are at, I feel. It's still really new to me but I think I'm doing basically the same as the guy in the video. :D

Other Helpful Sites About ESL for Young Learners:

Everything ESL.net

http://www.everythingesl.net/inservices/pre_school_information_99051.php

ESL Songs and Ideas for Young Learners

Good for ideas but the sitemaster is promoting her book and CD

http://www.teachingenglishgames.com/eslsongs.htm#CD1

Rong-Chang.com, ESL, EFL For Children

http://www.rong-chang.com/kids.htm

ESL: Why Games, Stories, and Movement Activities Work

http://www.teachingenglishgames.com/Articles/Teaching_ESL_Preschool_Ideas_and_Tips_for_Successful_Classes.htm

Malia Earns her Flight Wings (or Desk Apple)

I think the previous teacher wrote "Bai Bai" Actually...

And then the little black marker was a student writing...

Then I wrote (Heart) you too!

I must say, before I left the U.S. I was pondering what other jobs might be open to a Japanese speaking person with a lot of people-experience through teaching. One job I considered was Japanese speaking flight attendant for Delta. That may have been exciting, but I decided I would rather have something a little more settled that would still allow me to be in touch with Japan and seeing the world (or Japan, at least) rather than just the world's airports in the world's biggest cities.

I'm very happy with my decision.

My work started at long last, just over one week ago. (Although I came to Japan 3 weeks ago) So far so good. Funds are tight but the necessities of life are pretty affordable. I should be able to start saving in no time if I stop train-traveling around, which I find is my biggest expense.

I work at a casual small-business language school, not a chain or corporation. I'm not an ALT. So my experience is different than other bloggers out there. I'm very happy. Of course, no place is perfect, but I've found myself an excellent fit. I get to see all ages and all personalities, every one of my students is so different- there is never a dull moment at my school. I'm on my feet all day. I don't get the vacations of ALTs, or the down time in the teacher's room... And even though although maybe one day I would still like the immersion into a Japanese school, but for now I am ever grateful to my school and to the city I'm living in. It was good to me in high school when I was an exchange student and it is good to me now when I am working-same city! I'm going out with one of my host family's tonight. Their ages are very close to mine... maybe 10 years old. Only 5-7 years older than my husband. We're in the same age group. Even though I'm in eikaiwa it's not corporate. Like I said, it's a small business and exchanges with my boss and co-workers are warm. We're paid fairly and it's good to be working with happy people.

For the first week I was training under the teacher who's leaving. Since I have experience with returnee students, middle, high, college, and adult students I was able to start out in those classes on my own from the beginning. All they require is patience and skill in moving from subject to subject and keeping the students talking (and knowing when to nix the Teacher Talking Time... because Teacher already knows English ;) ) All that ended yesterday when I took the reigns and did six classes or so... all age ranges. It was just fine. First week was a lot of planning and going to school early and staying late, but I think I've more or less got the hang of it. Just need to expand my repetoire of games for the kiddos. Usually we spend the last 5 minutes of our classes playing a game to leave them with a positive memory of English class.

Anyway, one of my little girls wrote "Bai bai" to the last teacher and "Malia-Teacher" on the white board in front of our school. It was a d'aww moment and my first little kiddo note about me. The picture is in the blog.

Peace.

Big Recruiting Companies

These are bigger: what that means, more structure and more organization for someone who doesn't have that much experience on their own in Japan yet, good support with getting documents in line for working visa sponsorship. However, it also means more competition.

ALT

INTERAC, nationwide provider of ALTs

https://www.interacnetwork.com/recruit/

EIKAIWA

AEON, nationwide

http://www.aeonet.com/aeon_index.php

AMITY, a division of AEON focused on children

http://www.amityteachers.com/

EPION, Oosaka

http://epion.mabuchi.co.jp/english/index.html

must be residing in Japan