Job Discussion Forums

[go_ABs]

I teach at a private extra-curricular primary school.

I have one class of five students, aged between 5 and 9. They are all half way through the first beginners level.

One boy, David, is 5 years old. He's been with this class since it started - and 15 or so lessons into it he can still barely make an understandable noise. My problem with him is that he doesn't even try.

He's coming to English not because he wants to, but because his mother does. But here's the kicker: I don't think he even knows whether he wants to come or not.

He's basically a 5-year-old that acts like a 3-. He doesn't try to learn, doesn't pay any attention unless we're playing a game, and when called upon in the game to say the English we've just been learning says some vague noises that bear a very slight resemblance to the target language.

I make a point of making my classes interesting, and other student enjoys themselves.

Now so far he doesn't sound so bad - just too young for the class' level. But today the very good girl he normally sits next to was away on holiday. David caused such a distraction to the other students that I almost lost it...

Teaching kids requires patience and I normally have it, but David tested my limits tonight. Arrived late. Didn't open his mouth the entire lesson. Faced the wrong way through much of it. Led the boy behind him astray. Couldn't say any of the language by the end of class. Spent a significant portion of class doing nothing.

I don't know how to get through to him. Or at least have him trying to learn.

Even if he pretended to pay attention, I'd be happy.

How do you teach a 3-year-old in a 5-year-old's body?

Cheers all.

PS The replies "That's why I don't teach at a private school" and "Just make your classes more interesting" are not helpful, so don't bother.

[kev7161]

"Student of the Week"

Make a chart with each child's name on it. Think of certain goals students should be mastering that week. Each time a student manages to attain said goals, award "x" amount of points (whether it be pronunciation of a certain word, forming a simple sentence, writing a word or words correctly - - whatever is going on in your class). Using a number graph, chart the points students are earning. At the end of the week, award a "Student of the Week" prize. You can make simple ribbons out of colorful paper, have small prizes such as pencils, gum, stickers, etc.

The first week may be a little "so what?" for the students, until that prize award comes along. Week two should see more competitiveness. Maybe the 5 year old boy will perk up once he sees his classmates getting little prizes while he gets nothing. (this probably works better for larger classes, actually, but you can give it a shot if you like the idea)

Reverse Psychology: "I'll bet David can't say the word sheep" Try this on another student first - - make sure and beam and have all students clap when they say the word correctly. Then try it on David and see what happens.

Positive reinforcement: Kinda works like the Student of the Week. A lot of "very good"s and applause and praise (and, yes, little treats from time to time) can do wonders.

"Store": Have little fake money or colored chips or something. At the end of a lesson, give students a certain amount that you feel they've earned. Students should save their money (or you can have little containers where they can place their money) and about every two weeks or so, you have store. Try to have things they already know the words to: pencil, pen, candy, gum, toy, etc. Students get a chance to buy things at the store. If they can, they can actually ask for it: "Can I buy a pencil, please?" Make the really cool items worth a lot of money. Students really have to work for it and save their money. If David can only buy a stick of gum and others are buying a cool toy, he may work harder to earn more money.

Just some ideas to encourage students to work harder. Five years old is tough to motivate - - you have to think like a five-year old. Will your school support you if/when you decide to talk to the parents about this?

[go_ABs]

Cheers guys, some good ideas there.

Yunqi - your idea is in many ways similar to lots of the games I play. The game itself has nothing to do with English, but before you can play / roll the die / whatever, you have to say the target language. They do work well.

The only problem is that the rest of the class can move on more quickly than David can. So games like this sometimes actually slow up the rest of the class. And to make sure it's fair, everyone gets a turn. Which means that the actual benefit to David might not be huge, but the hindrance in slowing up the class is quite big.

I guess all teaching is a balancing act, but in this case David is a dead weight...

Kev, "student of the week" is a good idea. Unfortunately (I should've said this in the OP, sorry) I only see the kids once a week. I teach them speaking and listening for 45 mins and the Chinese English teacher teaches them reading and writing for 45 mins while I sit at the back and make sure the pronunciation etc is normal (I don't actually need to be there, but have nothing better to do). Have you ever tried "student of the month"? My inclination is to say that it'd seem like so long between prizes that they'd lose interest?

I already do the positive reinforcement thing. It seems to have no effect, but then I've not tried not doing it, so I have nothing to compare it to..!

The "store" idea sounds like a goer, though.

Thanks for responding, and keep the suggestions coming! I'll find a way that works for him yet.

[Roger]

Remember school was a straitjacketing of your mind; you learnt to obey in spite of yourself. What did you care for - certainly not the subjects but the marks and the reports your parents read about your behaviour!

Kids are spontaneous, and school is a concrete overlayer on their soft body that inhibits all spontaneity; that's a major reason why they won't talk. What should they talk about? Their own thoughts matter nothing to their teachers and, worse - their parents.

I wouldn't make much of a fuss about a kid not repeating those few words the rest of the class have acquired; progress is realised when the kid obeys your Ennglish instructions!@ Make them fun! GIve them orders to act rather than to speak! Finally, it is more important to make him understand you than for him to speak your lingo (which he will soon enough forget again!). And, he might take a liking to the language!

By saying "make your roders fun" I mean: think outside the box of a classroom! Don't think of a set of new vocables! Think of action that the kids can emulate, later tell in English.

It is nonsense to crowd 5year olds together with 8-year olds! A vast developmental difference!

[Brian Caulfield]

Read Steven Krashen . It is called the Silent Period. It is like native children . Some start talking at 2 and some start talking at five . It means nothing . Do some total physical response with them TPR. You have to be careful with classroom dynamics . Schools don't care as long as they make money .

[clarrie]

obviously - one might think! - different speed of learning. positively reinforce don't negatively reinforce!

[go_ABs]

I accept and understand what y'all are saying: mixed ages are not ideal. However, that's the situation and I can't change it.

The point is: I believe this kid could make SOME progress if only he'd TRY. I am positive he can do some of the things we're doing, but he chooses not to.

[Alex_P]

I have been the little ones ESL for nearly twenty years so here are my thoughts.

1. From your post, it is obvious to me at least that you are dedicated, conscientious teacher and that you are organized.

2. In such instances, I do not use regressive discipline nor regressive corrective methods at all -- that is -- I don't...but I step and I like the other students involve the child in the class.

3. Remember -- little children will always react more promptly to peer pressure and to peer prompting that to leader pressure and leader prompting. It is easy to "frighten" a little child or "bully" a little child but on the other hand children are essentially fearless in many cases but the innate concept of fear, and what to fear, and how to fear is beyond their rationale at that age.

4. But the little ones respond very favorly to peer level stimulii very easily and very quickly, especially when handled with a great deal of laughter. When I teach Primary 1, 2, 3, 4, etc., and I love them all to death, if there is a slow-learn, first I quickly try to determine whether the slower learner is really a slow learner, whether they may be a motor skills problem, whether the child may be hearing-or-visually impaired to a degree, etc. If the child is simply recalcitrant, then I make use of a variety of peer-to-peer group pressure tacticts to bring the child into the classroom atmosphere.

5. Truthfully, in China, I find teaching the little ones extremely emotionally and professionally rewarding, but then again, that is my profession skill set.

6. If you haven't already, I would consider using either Montessori-approach or a Walden-approach. Both tend to generate extremely good results with little children.

7. Any additional questions, please ask.

Kind regards.

[latefordinner]

He's in your class, go_ABs, so you'd know better than any of us what he can or can't do. I'm just a little hesitant though with that age range to put it down to character. (Middle school, I have no trouble calling someone lazy, but that's another story) Have you considered possible physical reasons for this 3yo in a 5yo body behaviour? I don't want to sound alarm bells, but there are a lot of undiagnosed and uncared for problems out there. Autism, dyslexia, abusive home environments, hearing and sight impairments; you name it, its out there. Sometimes if you can get some professional testing done and get some help for the kid (big bloody IF) it can give you a handle on the problem. Lots of luck though, however it works out.

[latefordinner]

He's in your class, go_ABs, so you'd know better than any of us what he can or can't do. I'm just a little hesitant though with that age range to put it down to character. (Middle school, I have no trouble calling someone lazy, but that's another story) Have you considered possible physical reasons for this 3yo in a 5yo body behaviour? I don't want to sound alarm bells, but there are a lot of undiagnosed and uncared for problems out there. Autism, dyslexia, abusive home environments, hearing and sight impairments; you name it, its out there. Sometimes if you can get some professional testing done and get some help for the kid (big bloody IF) it can give you a handle on the problem. Lots of luck though, however it works out.

[englishgibson]

[quote="go_ABs"]I teach at a private extra-curricular primary school.

I have one class of five students, aged between 5 and 9. They are all half way through the first beginners level.

One boy, David, is 5 years old. He's been with this class since it startedquote]

With all due respect to you and to the school, the age mixture in your class is not educationally acceptable. Even though there are 5 year olds that might be able to cope with or be competetive with the 9 year olds and the pace of the class it is not as common and I would never suggest it to the parents. I'd rather warn the parents not to have their kids join that kinda class. The age group workable with is most likely 7-9 or 10 and not 5-9. One issue is the capability of learning and the other issue is the capability to focus/concentrate in the classroom. How long are your lessons with this group of kids? That might be one issue since the 5 year olds are psychologically able to be focused for only up to 20-30 minutes the most. I would suspect the parents of that kid are pushing the hell out their luck with their kid and frustrating the sh*t out of him/her.

Cheers and beers