Teacher Discussion Forums

Hello. I am starting to teach elementary esl next week. I have university credits in esl and tutoring experiance. I would like to get an idea of what type of instruction is commonly being used. For example: Audiolingual Method, Natural Approach, TPR, Role Playing, Problem Posing, Content Based, games, computer games etc.
Also, I would like to know if there are any cultural issues envolved in rewarding students occaisionally with candy. Thanks very much for your advice.

My advise is to use whatever style works for you and your students. Games will definitely be useful with elementary students--less so for older students. If you have a computer, use it (for games, writing projects, webquests, etc.).

As for candy...
Personally I wouldn't recommend it. Not for cultural reasons, but for health reasons. If you want to give out food, why not make it a healthy snack instead? For example, I knew one teacher in Boston who gave out pieces of fruit (grapes & bananas are less messy). The kids in that school loved it; they never got fruit at home, according to them. The other problem with candy is that it gives kids a sugar high for up to 20 minutes, and then a sugar low after that. Why deal with the mood swings? It's annoying in a classroom setting. Plus, if any kid has diabetes (diagnosed or as yet undiagnosed) you may be putting the kid's health at risk. In addition, candy with nuts or dairy or wheat can cause allergic reactions in a growing number of kids, and candy with preservatives, particularly sodium benzoate, can cause temporary hyperactivity. Really, junk food in the classroom is a mess you don't want to get into.

I usually give stuff like pencils, erasers, stickers, achievement certificates/ribbons, or little cheap toys as special rewards, myself. These things never melt, never go past their expiration date, are not choked on, and do not occupy the speaker's mouth during classroom discussions.

Good luck,
-EH

First, I would test the students to find their level.
Second, group them as best you can.
My district uses the Woodcock-Munoz Language Survey for level
designation.
Check your research on the internet. You need to teach the ESL student as you would an English speaking student. Begin with the basics, the alphabet, numbers, sounds, use the phonics program your school has supplied you with. That should get you going!!!

Get Real. I work in elementary in Korea; I would be surprised if anyone knew the words: "Audiolingual Method, Natural Approach, TPR, Problem Posing, Content Based." The system here is free-lance. First, establish (physical) dominance over your class. Second, students like drill. Drill them five different ways and then drill them some more. Forget all your MA-ESL theory, once you have taught a few thousand classes it will become very evident what works and what doesn't. Hoops and pony shows just confuse kids. Every class should be a clone of the class before it with different content. Unless you want to be called Mr. Chaos (or Ms.), forget games and anything that even hints at confusion. It's hard enough for students with a dim understanding of English to follow instructions (never mind staying calm or listening for thirty seconds), so don't expect them to perform complex activities. Keep free behavior at zero; i.e. no free-talk, no games, no moving about the class. Don't waste a second, move directly from role-call to one drill to the next; in this way, chatting, rebellion and a thousand obnoxious behaviours are prevented.

As an experienced inner city public school teacher, I knew this already but thanks for the response. A lot of what you get in ESL school is bs. Just wanted to get some input from this site.
Well said.

This is not what I have been taught. To answer the question about candy; I agree with EH - no candy, no nuts, no sugar. Cheap rewards or toys are great. Check out www.orientaltrading.com for items in bulk. I plan to create a sticker chart for my elementary students. Students listed on the left, a series of books listed at the top (flow from easy to difficult). Students get a sticker when they have read the book, then another sticker when they have passed a test on the content of the book.

As for approach, I have not been taught any methods. I plan to have "centers" set up: computer station, listening center, content-specific station (get information from science, math, and social studies teachers), and a 3-d display (common items with labels for each item that the kids can "play" with, like a place-setting - plate, napkin, cup, etc.). Depending on how long I will have the students each day, they may have up to 30 minutes in "centers."