Making (and using) a storytelling chair: a guest blog post, by Maria Doulgeri

Why storytelling?

Storytelling for kindergarten (and, of course, primary school) children is highly beneficial. Not only does it ignite imagination, but it’s also highly engaging. It captivates young learners’ attention, acts as a language booster, and inspires a love for literature. 

Using puppets, props (even the simplest ones can have a tremendous effect on the little ones! – try pressing all your fingers to the front, using your hand as a beak, and then engaging in a dialogue with it), body language and animated voice can encourage imagination and creativity and foster social interaction: children empathize with characters and engage in discussions, developing, thus, their critical thinking, a much sought-after skill not only for their personal growth but also for their academic success. Sometimes nothing else is needed when telling a story other than imagination: creating mental pictures and getting the children physically engaged through movement can do the trick (‘imagine being the wind that blows the leaves off the tree, or being the leaf thrown out of the tree by the wind!’, ‘imagine climbing up the beanstalk, careful not to slip and fall, looking down as we climb’).

 Finding the age-appropriate book for our students is of paramount importance. Books that contain simple language (or you can simplify it yourself as you read), and repetitive patterns are very helpful: fun aside, repetition can boost students’ confidence and consolidation of new vocabulary and sentence structures.

A storytelling chair???

And how should you narrate (or read) a story? Standing or – better– sitting in the middle of a designated storytelling area is a good idea. A storytelling chair can serve as a focal point for teacher-student interaction during storytelling sessions, fostering a positive learning atmosphere. It can enhance engagement, create a sense of anticipation, and provide a comfortable and focused environment for children, making the storytelling experience more memorable and enjoyable.

Get a chair with ample writing space (mine is plastic), a pencil (for the sketching), a rubber, and some permanent markers, books, or pictures from your favorite stories, and let your imagination guide you! 

You can see the story of my chair unfold here:

https://blogs.sch.gr/mdoulgke/2024/01/06/making-and-using-a-storytelling-chair/

Ways to use your Storytelling Chair

Tell stories and repeat them often. Children feel more confident listening to stories when they know them inside out and know exactly what comes next.

When children become very familiar with them invite them to sit on the storytelling chair and recount (or repeat) a part of the story. Anyone who sits in it becomes the storyteller with the power to enter their listeners!

Have students identify another character on the chair. What would happen if the hero of the story met another hero (and became good friends with them – time for some critical thinking and communication development.

Food for thought

How about you?

How would you use a storytelling chair?

Can you find the stories that appear on my chair?

How many can you find?

(here is something that will help you: PUT THE PDF ‘Books that appear on the storytelling chair’ HERE)

How many have you used in your teaching?

Most importantly, have fun and enjoy the process yourself: approach storytelling with enthusiasm and joy. Your genuine passion for the story will be contagious, and the child will sense your enjoyment and engagement.

Have a look at the complete post here:

https://blogs.sch.gr/mdoulgke/2024/01/06/making-and-using-a-storytelling-chair/

Short Bio

Maria Doulgeri is an English language teacher. She holds a BA in English Language and Literature (AUTh), a BA in History and Archeology (AUTh), and an MEd specializing in Educational Technology (Hellenic Open University). She has worked both in private and public sectors, both in secondary and primary education (and recently in pre-primary education). She is currently working in a State Primary School and a Kindergarten in Northern Greece. She is passionate about teaching young and very young learners, employing engaging and enjoyable tools, such as digital tools, drama, Art, crafts, and most of all the compelling power of storytelling.

Class Games, Songs, Arts and Crafts to Teach English in the Greek Kindergarten

PART A-Teaching English in Kindergarten: Some thoughts and ideas that have worked in our class

Teaching English to kindergarteners in Greece can be an exciting and enriching experience. Incorporating interactive games, catchy songs, and creative arts and crafts into your lessons can make learning English engaging and memorable for young learners. In this blog post, we’ll explore some fun and effective activities I have personally tried to teach English in the Greek kindergarten classroom, promoting language acquisition and cultural appreciation. They have worked in my class. They may, as well, work in yours!

1. Language Games:

Integrating language games into your English lessons adds an element of fun and encourages active participation. Play games like “Simon Says” to practice vocabulary and actions, “What’s Missing?” to reinforce memory and observation skills, or “Hot Potato” to practice passing objects while using English phrases or vocabulary. These games promote language development and social interaction among the students.

2. Sing-Along Songs:

Songs are a powerful tool for teaching English to young learners. Incorporate sing-along songs that introduce vocabulary, grammar, and pronunciation in an engaging way. Choose songs that cover topics such as greetings, numbers, colors, and daily routines. Encourage students to sing along, perform simple actions or gestures, and even create their own movements to accompany the songs. This helps reinforce vocabulary and language patterns while making learning enjoyable.

3. Arts and Crafts:

Arts and crafts activities provide hands-on learning experiences that enhance creativity and language development. Engage children in English-themed arts and crafts projects such as creating collages using pictures of English vocabulary words, making puppets to act out English stories, or designing posters featuring English phrases or quotes. These activities not only reinforce vocabulary but also encourage fine motor skills and artistic expression.

4. Role-Play and Drama:

Role-playing and drama activities are effective in teaching English while fostering creativity and confidence. Encourage children to engage in simple role-plays or dramatic skits using English phrases ONLY.

These activities develop language fluency, communication skills, and cultural understanding.

5. Storytelling and Puppetry:

Storytelling is a timeless method for teaching English and igniting children’s imagination. Choose age-appropriate English BIG storybooks and engage the students in interactive storytelling sessions. Use props, puppets, or finger puppets to bring the stories to life and encourage student participation. You can even have students create their own puppets or finger puppets related to the characters or themes in the stories. This helps develop listening skills, comprehension, and oral language proficiency.

6. Cultural Exploration Activities:

Introduce Greek kindergarteners to English-speaking cultures through cultural exploration activities. Teach them about different countries ( I often use my big inflatable Globe to do so), traditions and celebrations, by incorporating activities such as making crafts inspired by the English culture, celebrating English holidays or festivals, or even having virtual exchanges with English-speaking classrooms through the class mascot, video calls or online platforms/videos. These activities promote cultural appreciation and global citizenship.

7. Language Treasure Hunts:

Engage students in language treasure hunts to reinforce vocabulary and language comprehension. Create clues or riddles in English, and hide them around the classroom or outdoor play area. Students work in teams or individually to solve the clues and find hidden treasures. This activity encourages critical thinking, listening skills, and collaborative learning.

8. Picture-based Activities:

Use picture-based activities to enhance vocabulary and comprehension. Provide students with sets of flashcards or picture cards and engage them in activities like categorizing, matching, or describing the pictures in simple English. For example, they can sort the cards into groups of animals, food, or objects, or they can describe the pictures using adjectives or a couple of prepositions. These activities promote vocabulary expansion, critical thinking, and language expression.

9. Multisensory Learning:

Incorporate multisensory learning techniques to cater to different learning styles and engage all the senses. For example, use textured materials like sandpaper or fabric to create tactile flashcards, incorporate scented markers or stickers to associate smells with vocabulary words, or play soft background music during activities to create a positive and immersive English-learning environment. Multisensory activities enhance memory retention and overall learning experience.

10. Language Learning Apps and Websites:

Supplement your classroom activities with interactive language learning apps and websites designed for young learners. Many educational apps and websites offer engaging games, quizzes, and exercises that reinforce vocabulary, grammar, and pronunciation skills. Make sure to choose age-appropriate and reputable resources that align with your curriculum and learning objectives.

What I personally do is post everything I need to use on our e-me hive, our online class. Students don’t have access to that e-class but, other school teachers or ELT colleagues may have. It’s also a great idea if you use it for parent updates and contact, as well.

I believe that incorporating technology can enhance English learning in kindergarten. Utilize age-appropriate educational apps, interactive websites, or digital storytelling platforms that provide engaging English language activities. Use videos or multimedia resources to introduce new concepts, songs, or stories. However, it’s important to balance screen time and ensure that technology is used as a supplement to hands-on, interactive learning experiences.

All in all, we should remember, that when teaching English to kindergarteners, it’s crucial to create a positive and supportive learning environment. Therefore, encourage participation, celebrate progress, and provide ample opportunities for practice and reinforcement.

By incorporating interactive games, catchy songs, creative arts and crafts, and various other engaging activities, you can make the English learning journey enjoyable and fruitful for our Greek kindergarten students.

Sources:

Kids’ Pages: Teaching Resources for English Language Learners. (n.d.). Retrieved from https://www.teachingenglish.org.uk/…/kids-pages…

Gaies, S. J. (2017). Play-Based Learning in the Primary School. In Encyclopedia of Educational Philosophy and Theory (pp. 1-6). Springer.

Spolin, V. (1999). Improvisation for the Theater: A Handbook of Teaching and Directing Techniques. Northwestern University Press.

PART B-Teaching English in Kindergarten: Some more thoughts and ideas that have worked in our class

1. Create a Language-Rich Environment:

Immerse the classroom in English by creating a language-rich environment. Label objects with their English names, display visual aids, posters, and charts with vocabulary words, and incorporate English into daily routines and activities. By surrounding children with English language stimuli, you provide constant exposure and encourage language absorption.

2. Utilize Songs and Rhymes:

Songs and rhymes are powerful tools for teaching English in kindergarten. Children are naturally drawn to music and rhythm, making it an effective way to speak English, naturally. Let’s incorporate songs and rhymes into our lessons, focusing on topics like greetings, numbers, colors, and basic conversations. Encourage movement and gestures to enhance engagement and facilitate language acquisition.

3. Engage in Storytelling and Reading:

Stories and books are invaluable resources for teaching English in kindergarten. Choose age-appropriate picture books, fairy tales, or simple stories that align with the children’s interests. Use props, puppets, or felt boards to make the storytelling interactive and captivating. Encourage active participation by asking questions, allowing children to predict outcomes, and retell the story in their own words.

4. Play Language Games:

Learning through play is crucial in kindergarten, and incorporating language games makes the learning experience enjoyable and effective. Engage children in games like Simon Says, Bingo, or “I Spy” to practice vocabulary, follow instructions, and reinforce listening skills. Use flashcards, puzzles, or memory games to introduce and reinforce new words. These games promote language development while fostering social interaction and collaboration.

5. Incorporate Hands-on Activities:

Kindergarteners thrive on hands-on, experiential learning. Integrate English into various activities, such as arts and crafts, cooking, or science experiments. Label materials or ingredients with English words, have children describe their creations using simple English words or phrases, or engage in role-play scenarios related to the activity. These interactive experiences enhance vocabulary acquisition, comprehension, and creativity.

6. Encourage Speaking and Communication:

Creating a supportive and encouraging environment is vital for promoting speaking and communication skills. We should provide ample opportunities for children to practice English through show-and-tell activities. Foster a safe space where learners feel comfortable expressing themselves. Use prompts, or visual aids to scaffold their language production.

7. Celebrate Diversity and Cultural Exchange:

Teaching English in kindergarten offers a unique opportunity to celebrate diversity and foster cultural understanding. Introduce children to different countries, traditions, and languages through multicultural activities, games, and stories. Encourage them to share their own cultural backgrounds and experiences, promoting inclusivity and appreciation for diverse perspectives, even in their own mother tongue.

9. Involve Parents and the Community:

Engage parents and the community in the English learning journey.

This is on my bucket list, for next school year, by the way.

Share ideas, resources, and updates with parents, and encourage them to support their children’s language development at home. Organize special events or performances where children can showcase their English skills to their families and the wider community. Collaborate with local organizations or native English speakers to provide additional language exposure and cultural exchange opportunities.

10. Assess Progress and Provide Feedback:

Regularly assess children’s progress and provide constructive feedback to support their language development, even in kindergarten!

We can use informal methods such as observations, simple conversations, and checklists to gauge their comprehension and language skills.

Our class mascot can celebrate achievements and provide specific feedback to guide their improvement. Ideally, keep parents informed about their child’s progress and suggest activities they can do at home to reinforce learning.

To sum up, we should always remember, that each child learns at their own pace, so we should embrace their individuality and provide tailored support to ensure a successful language learning journey.

Sources:

Enever, J., & Moon, J. (2011). Young Learner English Language Policy and Implementation: International Perspectives. TESOL Quarterly, 45(4), 765-771.

Harmer, J. (2007). The Practice of English Language Teaching (4th ed.). Pearson Education Limited.

Pinter, A. (2006). Teaching Young Language Learners. Oxford University Press.

Ljungdahl, L. (2013). Supporting Language Development in the Classroom: A Guide for Teachers and Parents. Trentham Books.

Tic-Tac-Toe Games in the English Primary Class

INTRODUCTION

Introducing games in the primary classroom can be an effective way to engage students and make learning enjoyable. One popular and versatile game that can be utilized to enhance English language skills is Tic-Tac-Toe. Known for its simplicity and strategic thinking, Tic-Tac-Toe offers opportunities for practicing vocabulary, grammar, and critical thinking.

When it comes to teaching young learners, incorporating interactive and hands-on activities can significantly enhance their language learning experience. Floor Tic Tac Toe, a modified version of the classic game, offers a dynamic and engaging way to teach English language teaching (ELT) concepts. By utilizing a large floor-sized board, children can actively participate in language learning while having fun. In this blog post, we will explore creative ways to use Floor Tic Tac Toe in ELT classrooms to teach young learners effectively.

1. Vocabulary Tic-Tac-Toe:

Tic-Tac-Toe can be adapted to reinforce vocabulary learning. Create a grid with vocabulary words related to a specific topic or unit of study. Divide the class into pairs or small groups and have them take turns selecting a word from the grid. In order to mark a square, students must correctly use the word in a sentence. Encourage students to think creatively and use the vocabulary words in context. This game not only strengthens vocabulary retention but also encourages peer collaboration.

2. Grammar Tic-Tac-Toe:

Tic-Tac-Toe can also be used as a fun way to practice grammar concepts. Create a grid with different grammar rules or sentence structures, such as verb tenses, parts of speech, or sentence types. Again, divide the class into pairs or small groups and have them take turns selecting a square and constructing a sentence that exemplifies the corresponding grammar rule. By actively applying grammar rules in a game-like setting, students become more comfortable and confident in their language use.

3. Spelling Tic-Tac-Toe:

Spelling is another area that can be reinforced through Tic-Tac-Toe games. Create a grid with words that students have been practicing or words that follow a specific spelling pattern. Each player takes turns selecting a square and correctly spelling the word associated with it. To make it more challenging, you can require students to use the word in a sentence or provide its definition. This activity not only improves spelling accuracy but also encourages students to expand their vocabulary and understanding of word meanings.

4. Reading Comprehension Tic-Tac-Toe:

Tic-Tac-Toe can be adapted to promote reading comprehension skills. Create a grid with different comprehension questions related to a story or text that the class has read. Students take turns selecting a question and providing an answer. Encourage them to support their answers with evidence from the text. This activity encourages critical thinking, encourages students to engage deeply with the reading material, and improves their ability to extract information and infer meaning.

5. Writing Prompts Tic-Tac-Toe:

Tic-Tac-Toe can also be used to inspire creative writing. Create a grid with different writing prompts, such as “Write a story about a magical adventure” or “Describe your dream vacation.” Students take turns selecting a square and writing a short piece based on the prompt. This activity encourages imagination, storytelling, and the development of writing skills. Students can share their written pieces with the class or in small groups, fostering a supportive and collaborative writing community.

6. Interactive Whiteboard Tic-Tac-Toe:

To add a technological twist, you can use interactive whiteboards or digital platforms to play Tic-Tac-Toe games as a whole class activity. Divide the class into two teams and project a Tic-Tac-Toe grid on the board. Students take turns coming up to the board and selecting a square by answering a question, providing a definition, or completing a sentence. This interactive approach adds an element of excitement and competitiveness to the game while promoting active participation from all students.

7. Vocabulary Match Tic-Tac-Toe:

Create a grid with vocabulary words on one side and corresponding definitions or pictures on the other side. Students must match the word with its definition or picture to mark a square. This game reinforces vocabulary comprehension and helps students make connections between words and their meanings.

8. Conversation Tic-Tac-Toe:

Instead of using words or sentences, create a grid with conversation prompts or discussion topics. Students take turns selecting a square and engaging in a conversation based on the prompt. Encourage them to ask follow-up questions, express their opinions, and actively listen to their partner. This activity develops speaking and listening skills while promoting communication and interpersonal interactions.

9. Phonics Tic-Tac-Toe:

For younger primary students, adapt Tic-Tac-Toe to focus on phonics skills. Create a grid with letters or phonemes. Students take turns selecting a square and coming up with a word that starts or ends with the corresponding sound. This game reinforces phonics knowledge, letter-sound relationships, and early reading skills.

10. Theme-Based Tic-Tac-Toe:

Design a Tic-Tac-Toe grid around a specific theme, such as animals, food, or transportation. Each square represents a different aspect of the theme. Students take turns selecting a square and providing relevant information or descriptions. This activity expands vocabulary, encourages research, and deepens understanding of the chosen theme.

Remember to adapt the game rules and grids according to the age and proficiency level of your students. Tic-Tac-Toe games offer a versatile and interactive way to reinforce various English language skills while promoting active participation and enjoyment in the classroom. Incorporate these games into your lessons, and watch your students’ engagement and language proficiency soar!

11. Sentence Formation Challenge:

Floor Tic Tac Toe can be adapted to promote sentence formation skills among young learners. Create a large Tic Tac Toe grid on the floor, with each square containing a word or a phrase related to a specific grammar concept or vocabulary theme. Students take turns stepping on a square and using the word or phrase in a grammatically correct sentence. To claim the square, the player must form a complete sentence within a given time limit. This game enhances sentence construction abilities, encourages creativity, and reinforces grammar and vocabulary usage.

12. Grammar Relay Tic Tac Toe:

To reinforce grammar concepts, design a large Tic Tac Toe grid on the floor, with each square containing a sentence with a missing grammatical element. Divide the class into two teams and assign them different colored markers. Students take turns running to the board and filling in the missing element correctly to claim the square for their team. This game promotes grammar accuracy, encourages quick thinking, and reinforces grammar rules in an engaging way.

CONCLUSION

Incorporating Tic-Tac-Toe games into the English primary classroom brings a new level of excitement and engagement to language learning. Whether it’s reinforcing vocabulary, practicing grammar, enhancing spelling, promoting reading comprehension, inspiring writing, or fostering conversation, Tic-Tac-Toe provides endless opportunities for students to develop their language skills in a fun and interactive way. By adapting the game to different language areas and incorporating technological tools or theme-based grids, teachers can create a dynamic learning environment that encourages active participation and enjoyment. Let’s bring out the grids, let the X’s and O’s mark the path to language proficiency, and watch our students thrive in the world of Tic-Tac-Toe language learning.

I have realized that these floor-based activities offer an opportunity for physical movement, multisensory learning, and active participation, ensuring that young learners have a memorable and effective language-learning experience. So, gather the tape, mats, and markers, and let the floor Tic Tac Toe games begin!

BONUS: Floor Tic Tac Toe ELT Grammar Games for Young Learners

Introduction:

Teaching grammar to young learners can often be a challenging task. However, by incorporating interactive and hands-on activities into English Language Teaching (ELT) classrooms, educators can make the learning process enjoyable and engaging. Floor Tic Tac Toe, a modified version of the classic game, offers an excellent opportunity to reinforce grammar concepts in a dynamic and interactive way. In this part of the blog post, I will explore creative grammar games using Floor Tic Tac Toe, designed specifically for young learners, to make grammar learning an exciting adventure that I have either tried or I am willing to try, ASAP.

1. Verb Tense Race:

Floor Tic Tac Toe can be adapted to reinforce verb tenses and their usage. Create a large Tic Tac Toe grid on the floor, with each square containing a verb. Divide the class into teams and give each team a set of verb tense cards (present, past, future, etc.). Students take turns racing to the correct verb tense card and placing it on the square they wish to claim. To win the square, the student must explain why the chosen verb tense is appropriate for the given verb. This game enhances understanding of verb tenses, encourages critical thinking, and strengthens grammar accuracy.

2. Sentence Structure Challenge:

Floor Tic Tac Toe can also be used to teach sentence structure and word order. Create a large Tic Tac Toe grid on the floor, with each square containing a word or phrase. Students take turns stepping on a square and using the word or phrase to form a grammatically correct sentence. To claim the square, the student must arrange the words in the correct order and deliver a coherent sentence within a given time limit. This game promotes sentence construction skills, reinforces grammar rules, and encourages creativity in using vocabulary.

3. Preposition Pathway:

Teaching prepositions becomes an engaging adventure with a Preposition Pathway game. Design a large pathway on the floor, including various prepositions such as “under,” “over,” “between,” and “behind.” Divide the class into teams and provide each team with a set of picture cards representing different objects. Students take turns choosing a picture card and placing it on the pathway, correctly using the corresponding preposition to describe the object’s location. To claim the square, the team must accurately position the picture card according to the preposition. This game enhances preposition usage, spatial awareness, and critical thinking.

4. Grammar Relay Challenge:

Incorporate teamwork and friendly competition with a Grammar Relay Challenge using Floor Tic Tac Toe. Create a large Tic Tac Toe grid on the floor, with each square containing a sentence with a missing grammar element (e.g., articles, subject-verb agreement, or pronouns). Divide the class into teams and assign them different colored markers. Students take turns running to the board, completing the missing grammar element correctly, and claiming the square for their team. This game promotes grammar accuracy, encourages quick thinking, and reinforces grammar rules in an exciting and dynamic way.

CONCLUSION:

Floor Tic Tac Toe ELT grammar games provide young learners with an engaging and interactive approach to mastering grammar concepts. By adapting the traditional game to focus on parts of speech, verb tenses, sentence structure, prepositions, or grammar elements, we can create a vibrant learning environment that fosters participation, collaboration, and grammar proficiency. These floor-based activities offer a multisensory experience, enhance critical thinking, and make grammar learning enjoyable for young learners.

CLASSROOM HELPER SYSTEMS

Teacher’s HELPERS, who rock!

In my English classes, some pupils are given various responsibilities, different students each day. I call them ” Helpers” -but they can also be called monitors/assistants if you wish and they have certain responsibilities.

Classroom jobs can help build a sense of excitement, community, and interdependence in a classroom from the very start of the school year. Classroom jobs also teach children responsibility. 

This way, the students learn that they are expected to take care of our classroom to ensure it is a safe and neat place to learn each day, even if they don’t love their weekly job. This is so important for students to see that they are an integral part of our class community and every job is important. They learn about responsibility and accepting responsibility even when it’s not a job they really want. When they do have a job they really want, they appreciate it even more!

Weekly, my students love class jobs, as my “helpers” and feel a sense of pride when they are allowed to complete them.

When meaningful tasks are assigned to these student-helpers, students, understand and are capable of my expectations, and classroom jobs become a fundamental part of our classroom. These students can be of tremendous assistance to us, teachers! 

Sometimes I hear from teachers who dislike having classroom jobs and feel like they’re just a big hassle. 

The primary purpose of classroom jobs is to transfer responsibility to students for keeping the classroom running smoothly, resulting in uninterrupted instruction. If your classroom job system is effective, you will never again have five kids waving their arms and shouting, “Ooh!  Ooh!  Can I do it?” because your answer will always be the same: “Are you my helper today?”

Any regular classroom task which you want to be performed automatically without your direct supervision should be assigned to the class helper of the day.

A few examples:

Paper Collector

Attendance Taker

Door Holder

Homework tasks Inspector

Windows/Blinds Monitor (opens and closes as needed)

Trash Monitor

Board Eraser

Calendar Helper

Computer Helper (turns off/on; could also be in charge of trouble-shooting for kids)

Bulletin Board Helper (helps changes displays)

Dictionary Helper (passes out/collects)

Lights Monitor

Door Monitor (makes sure it’s locked, lets visitors in when they knock)

Hall Monitor

Stickers Helper (if you use the System)

Recess Helper (carries materials out to the playground or the teacher’s material and/or bag to the teachers’ office)

Homework Helper (makes sure kids have the right assignments copied)

I like for my helpers to keep the same jobs for the whole lesson and day, wearing their special badges, of course.

I always explain what this role entails as part of my introduction to routines and procedures, during our first lesson.

Explaining the system to students on the first day of school is important, but it’s even more important to teach students how to do their jobs in whole-class modeling/practice sessions. 

I regularly make changes based on my needs and the abilities of my children. 

But the main idea is that each time we have a lesson the next student in that certain seat arrangement becomes my helper and wears the special HELPER’S badge, for everybody to know.

Before the lesson finishes, the day’s helper is asked to tell us the date and if they do that right they have the privilege to receive a special STICKER, to add to their collection!

They really look forward to that moment!

There are many occasions in our English class when a sticker may be a great reward idea. When a child has completed a module or project, they can be rewarded with a sticker to show off their new skills or knowledge. Being a successful teacher’s assistant is another occasion!

The real key to effectively motivating young learners, through reward stickers and helper’s special badges, is finding ways to motivate them all, especially those who have difficulties learning English. By offering special privileges to all the class assistants, in other words, all the students, this task is accomplished.

All in all

Research has demonstrated that engaging students in the learning process-the use of class “helpers” is one way to do so- increases their attention and focus and motivates them to engage in higher-level critical thinking. Instructors who adopt a student-centered approach to instruction increase opportunities for student engagement, which then helps everyone more successfully achieve the course’s learning objectives.

Learning ,by acting and doing! #Experiential learning.

Ι assume,all teachers recognize that children learn best through direct experience ,simply by providing them abundant opportunities for experiential learning—experiential learning is the process of learning by doing. By engaging students in hands-on experiences and reflection, they are better able to connect theories and knowledge learned in the classroom to real-world situations.

To me, the way we learn is the way we approach life in general. It is also the way we solve problems, make decisions, and meet life’s challenges. Learning occurs in any setting and continues throughout our life. 

“There are two goals in the experiential learning process. One is to learn the specifics of a particular subject, and the other is to learn about one’s own learning process.”
— David A. Kolb

At the core of my classes, self-directed play and exploration of materials allow for cooperative social interaction and support my students’ construction of knowledge about the world around them and this is crucial!

SOME THEORY

THE EXPERIENTIAL LEARNING CYCLE

According to research, learners retain 75% of what they do compared to 5% of what they hear or 10% of what they read (study). In a world where there are many distractions amongst the learning environment (think cell phones and other forms of technology), experiential learning keeps students engaged and attentive to the learning goal .

David Kolb’s work on the experiential learning cycle is among the most influential approaches to learning I have read about.

The experiential learning cycle is a four-step learning process: Experience – Reflect – Think – Act.

While verb drills and memorisation may have their places in language acquisition, taking a more interactive approach can offer students a wide range of important benefits when learning English.

All in all, by practicing their language skills through fun activities like cooking, photography, arts and crafts, music, drama, and sports, students can develop their skills much more quickly than they would through less active teaching methods.

“Learning by doing” can also boost students’ motivation and desire to learn, help them develop practical language skills that can be applied in their daily lives, and boost their confidence in their own English language abilities.

When students are learning a new language, it’s important not only to equip them with the basic grammar and vocabulary they’ll need to progress, but also to spark their interest and keep them motivated.

Therefore, learning English through fun activities makes second language acquisition an engaging, joyful, and interactive experience, building students’ motivation and ensuring they’re always looking forward to their next English lesson.

Benefits of Experiential Learning

There are many benefits to experiential learning.For example, students are able to receive a deeper understanding of the content being taught. Experiential learning also increases engagement and participation. 

By incorporating experiential learning into our curricular learning, we can result in a real mindset change, through learning skills such as leadership, empathy, collaboration, and communication through meaningful opportunities to practice.

If these benefits have not convinced you on this teaching and learning method, below there are a few experiential learning activities that have worked in my classes and  you can use in your class to help solidify the use of more hands-on activities in your classroom.

A growth mindset embraces learning by doing.

In my experience, students respond better when being engaged in practical activities, rather than reading from textbooks.

So, getting the children involved in practical activities that teach them English, among other subjects, is a highly effective way of engaging them in their learning.

Gone are the days when I was a student and where we were seated in rows and listened, for what seemed like hours, to the teacher on a particular topic.  It was as if the students were considered empty vessels to fill up. There was no time for trial and error for us to ‘play’ with various concepts or to learn a particular concept further. 

Course material would be taught in a predetermined way . With little ‘play’, one approach to learning and a fixed way of looking at the learning process, this could only lead to a very limited mindset to what each individual student could achieve.

Contrary to this view and at the heart of what makes the “growth mindset” ( please, click on the link to read all about it in an older blog post of mine) so winsome, Dweck found, is that it creates a passion for learning rather than a hunger for approval.

 

 

Experiential Learning Activities to try ,that have worked in my class

Scavenger Hunt

Scavenger hunts are great experiential learning activities that get students moving and thinking. These hunts often involve having students solve riddles and clues, and students must work together to get to the next stop. Make the hunt lead to a reveal of the class field trip, incentive party, or as a study guide before the next test. The options are limitless and sure to excite our learners!

Put on a Play

What better way for our students to work on their cooperation, leadership, and creativity skills than by practicing and presenting a play. Maybe our students have just learned a new topic.. Use a pre-found script (a simple Google search is sure to provide many), or have older students create their own. You can also use the course book dialogues or a picture book as a starting point for a play. Theater is a great hands-on experience, and my students do love showing off their acting skills!

Engineering and ELT?

Giving students the opportunity to build is appealing for so many. These sorts of experiential learning activities can be used as part of the curriculum, for brain breaks, for projects or as fun school-wide competitions. You can have students use straws and other recyclable materials to build practically anything related to any topic! The competitive atmosphere of these sorts of building competitions creates excitement and fosters class unity.

Games students play

Games or gamification of courses can be a way of keeping students engaged and motivated while achieving the learning goals in a way that is fun and low risk. Points ,stickers or badges can be awarded for satisfactory participation or completion of the game or goals in the game. Allowing repeat play of games also enables students to see failure as  indication that more work is needed to master the skill or knowledge at hand.

As educators, we can incorporate gaming elements (gamification) into other components of our course, include gaming activities or even structure the entire course like a game!

Games or gaming elements can be designed to be competitive or non-competitive. A competitive element, such as an individual-based or team-based point system, can facilitate friendly competition to make activities or the course fun and active. Games can also be non-competitive and have students work towards achievements and badges in class that signify proficiency with a learning outcome or goal. I have tried both, I can recommend both.

Ask students to bring in their own realia

If you want to get to know students better you can ask them to bring in several items from home that they feel represent them. If you’re teaching online, students can hold objects up to their camera instead. Have them present these items to the class and explain why they chose each object. For a variation of this activity, have classmates guess how the objects represent their fellow students. Students love to share things about themselves and are usually excited about activities that involve getting to talk about their own lives.

 Incorporate realia into a writing prompt

To make writing assignments come to life, I often bring in random objects and place them at the front of the classroom. I have students write a short story (usually with a prompt) incorporating all or a certain number of the objects. This activity gets students to think outside of the box and reflect on how we use the vocabulary they’ve learned in everyday life. It’s a great one for both the physical and virtual classroom as well, as you can simply hold the objects up to the screen if you’re teaching online.

Memory

I in a virtual classroom, quickly pass objects by the screen, one after the other. See if students can recall which objects they saw and whether they can name them in the correct order. If you’re in a physical classroom, you can set the items out on a desk and hide each object under a cloth ,in a box or in a paper bag. Then, lift the bag/cloth/box for a few seconds to reveal the object. You could also play “Memory” with hand-made vocabulary cards or use any items available such as cups, maps, toys, to help students boost their memory .

To me, if you’re wondering how to teach/revise vocabulary, this is a great activity, as you can choose items from a specific theme/category (ABC,food, sports, objects that are different shapes or colors, etc.).

 What is it?

I suggest that you fill a bag/box with realia and have students take turns trying to guess what one of the objects is by putting their hand in the bag/box and feeling it. They can use vocabulary to describe the object to their classmates as they guess. This game can be adapted to the virtual classroom by hiding an object in a bag or under a cloth. Students can have a look at the shape and listen to you describe the object (e.g., it’s heavy, it’s round, etc.) while they try to guess what it is.

CONCLUSION

We all know that,every child learns in a way that is unique to themselves. Experiential learning activities help to take all students’ learning styles and make the activity suitable for a diverse group of learners. The benefits make experiential teaching worth a try. So do a scavenger hunt, put on a play, plant some seeds, rot an apple, or build a tower. Students are sure to walk away with powerful and memorable learning experiences.

Here is a link to visit and find out a lot more about experiential learning activities and useful tables such as this one, below.

Traditional learning activities	Experiential learning activities
Teacher-centered/focused	Student-centered/focused
Learning outcomes are prescribed to a fixed rubric or scoring system	Learning outcomes are flexible and open
Aim to explain knowledge and/or skills by transferring information	Aim to develop knowledge and skills through experience
Fixed structure, high degree of facilitation	Flexible structure, minimal facilitation

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Me, behind the mask!

It all started with…. a mask, the day the schools reopened, after the lockdown!

You see, in the beginning of the school year, I always give my class helpers, a simple badge that can be laminated or put in a badge holder so that children can take it in turns to be a classroom helper. A great resource that the children love and show great pride in being picked as a classroom helper.

But, this is a different school year! Therefore, my helpers had to wear helpers’ masks, instead of …badges!

And this is when I ran into this article and this video, got inspired and instantly decided to create a new project for my students, titled :

“ME, Behind My Mask”.

The project ,in a nutshell

When my students came back to school ,in September,they were asked to mask-up. We always seem to start out school year with a selfie and a class photo, so I was bummed when I thought of the idea of my students drawing themselves with their best facial feature hidden…I was really puzzled, till the moment I read the article, mentioned above, where the idea of this surprise drawing came from.

We simply used paper, permanent marker, coloring markers and crayons.

First, I posted the video and simple instructions ,in our asynchronous class platform and I asked the students to create their Me-behind-the-mask selfies, at home and bring them back to class !

That was a typical example of flipped classroom, of course.

FLIPPED CLASSROOM ,IS HERE TO STAY

Thanks to a handful of educators who care more about their students and their success than keeping the school’s general status quo, the flipped classroom model is no longer a theory, and keeps spreading across more and more educational institutions.

What does a flipped classroom look like? Well, physically, the same as a normal classroom.

But instead of paying attention to lectures while in class and applying the new knowledge in their homework after school, students will watch or listen to the lectures at home, before the class starts, and use the time in the classroom to do their homework. Instead of telling students what to learn, how to learn, when to learn and how to prove that they learned, teachers support them in becoming self-directed learners. I personally, love this!

In our case, my students could submit assessments using online tools, I could send assessments to students via our e-me asynchronous platform. Other online assessment tools, we used included Google Forms, Kahoot, and Quizlet.

Additionally, your students could be encouraged to submit video recordings of themselves using applications like Flipgrid. Sadly, our parents were reluctant to allow me use any video recordings.

Last, but not least, I made sure that I provided timely, specific, and instructionally focused feedback.

All in all, no one is excited about wearing a mask but…it’s for our safety! And the best thing we can do for our students is to put a positive spin on it, right?

The project, step-by-step

The first thing I decided to do was to teach them the adjectives they would use on their selfies, in order to be able to describe themselves.

I used one of my most favourite online tools: Quizlet.

I used Quizlet to introduce them to adjectives to describe CHARACTER AND PERSONALITY , asynchronously.

I also used youtube videos, such as this one, to teach them about the vocabulary they would need, to describe their APPEARANCE.

Additionaly, I used more youtube videos, such as this , to help them learn how to describe their personalities, asynchronously.

On top of that, I used another of my favourite online tools : edpuzzle. A great tool to create amazing video lessons ,in a minute! Edpuzzle is the missing piece for remote learning! We can also track students’ progress with Edpuzzle’s hassle-free analytics as we flip our classroom!

“The ABC’s of YOU” is probably, my most favourite Alphabet kids song, of all! Please, visit to see for yourselves.

The next step, was to ask them to write a paragraph ,presenting themselves to their classmates. After they had done so in their notebooks , I decided to create a PADLET WALL to have them share their paragraphs, in our asynchronous e-me hive, as well.

My amazing students’ self-portraits BEHIND THE MASK, have been displayed, in a book creator tool, for sometime now! My students, were regularly encouraged to visit it , from home, as well.

Finally, I decided to add all the links we had used both synchronously and asynchronously, in one presentation tool ,which I truly love: Microsoft SWAY ! Highly recommended!

Games we played

To be able to practice all the new words and put theory into practice in class, we have tried several games, in the school classroom.

The games listed below may require some modification to meet the social distancing restrictions but should give any big class a great starting point for coming up with fun games to play.

1.​Name Game

Every member of the class chooses an adjective that starts with the same letter as the first letter of their first name. They put that adjective in front of their first name, and they have their new name. So for example: Joyful Jill. For an added challenge, you can see if people can remember everyone’s names throughout the conversation. 

2.Guess who

The Guess Who ESL game is a fun way to practise describing people adjectives with young students, in-class or as a warmer. I encouraged my students to use the adjectives which describe personality more than the ones which describe appearance.

Specifically, it’s great for question formation and practising the different auxiliary verbs that may be used (e.g. Is she old? Does she have brown hair? Is she wearing glasses?).

A similar game for large kids classes (that doesn’t require any special resources) is Classroom Guess Who.

3.Two Truths and a Lie

This is a fun, classic game that allows students to share some little known facts about themselves while trying to stump their classmates too. Each student will write down two true statements and one lie about themselves. In my class, they were asked to include personality and appearance adjectives in all their statements.

We let them know that they can put these statements in any order as the goal is for the class to try to figure out which one is the lie. Although this can be done without writing it down, I have found that with elementary-aged students it is very beneficial to give students thinking time first. Otherwise, you end up with students who try to think when it is their turn and it makes the truths and lie very obvious.

After everyone is done writing down their sentences, then I go around the room having students read their 3 statements. The class will then vote on which they think is the lie. After the vote, the student will reveal the lie and can explain the truths if there is time.

 4. Quiz Time

As soon as they mastered the target vocabulary, I made my first pop quiz of the year ,about the class. At the end of the first week, I created a pop quiz asking questions about what they learned. My students loved being the stars of the questions!

You can make it a paper and pencil quiz or use an app like Kahoot, Quizziz or Google Forms to make a digital pop quiz. This is a great way to introduce a new type of digital activity that you will use during the year too!

 5. 20 Questions

Play a game of 20 questions (or use the number that is the same as the number of students you have so that each person can ask 1 question). Choose 1 person to pick a secret word(personality adjectives, in our case ) and have them write it down or tell the teacher. Then challenge the class to work together to figure out what the person is. This will require students to listen to each other’s questions, the answers and think about related follow-up questions that might help to narrow down the secret word.

After everyone has asked a question, then let each student take one guess.

6. Bucket List

Each student, comes up with 5 top adjectives from their selfie, on their bucket list. Then they share and see what they have in common, with other class members. They could even take those similarities and use them to connect in the real world .

7.​Pictionary​

Students , brought their selfie ” Me, behind the mask” in class.

Then, they had to describe that picture while the rest have to draw it.

When time was up, or when the person describing decided to stop, they showed their pictures to the rest of the class and the describer chose the winner.

8. True or False?

A great way to reinforce what has just been taught.

Instead of the traditional pop-quiz to see how much the kids retained from the personality adjectives list, I tried something a bit different…

I asked the students to find paper and instructed them to make a collection of scrunched up paper balls. I put two pictures on two different classroom walls , one with a true sign, one with a false one.

I asked a series of true/false questions, using as many personality and appearance adjectives as possible, about different students. If the kids thought it was true, they ditched a paper ball at the true sign, and false if they thought it was false.

While this can be quite messy ,it can be a light hearted way to review what has been learnt.

My conclusions

a.When we reinforce self-esteem and resilience in our students, we equip them with critical skills they need to succeed socially and academically. 

When we communicate genuine, realistic appreciation and encouragement to our students, it’s a powerful way to nurture self-esteem and resilience. 

b.I have to admit, that for kindergarten and primary teachers, teaching younger children while masked ,also presents challenges — specifically related to students’ social-emotional learning.

Non-verbal cues carry up to 55 per cent of the emotional content of messages. Without those cues, a lot of important information is missed.

c.Furthermore, the mouth and eyes are even more important than other facial features when interpreting expression. In contrast to adults who get most non-verbal social information from speakers’ eyes, young children pay most attention to speakers’ mouths. This elevates the challenge of clearly communicating emotions to children while wearing a mask.

d.What is more, vocal strain is a significant occupational hazard in teaching, and the increased volume necessary to be understood when wearing a mask may contribute to this risk.

I really hope, the project idea presented here can enhance the learning experiences of young students in the new world of COVID-19 aware classrooms.

Teaching outside the BOX

 

I’ve always loved all kinds of boxes! I love using and reusing them and teaching my students about how to do the same, using their imagination and creativity! There are great ways to use cardboard boxes in the ESL classroom and here are just a few, to get the idea.

Why Work With Cardboard?

It is SUPREME.

1. It is (in most cases) free.
2. It appeals to the environmentally-conscious, pro-recycling parts of our human nature.
3. It is disposable – toss it back into the recycling bin when you’re done teaching/playing.

Cardboard Box Houses

 

 

Why not make this easy cardboard house, with your class,too? You can watch online videos ,follow the simple step-by-step instructions and help your students decorate their houses. With the help of some small dolls,furniture or action figures, have them act out scenes from a course book story or a tale you’ve read them, for role plays with a twist! You can even teach Grammar , ie the prepositions of place, by having the students move the pieces of toy furniture around the rooms or teach/revise vocabulary, ie colours, parts of the house etc

Dioramas to Die for!

Dioramas are perfect for capturing a scene from a story – and cardboard boxes are the ideal material for our class diorama. Simply cut out a rectangle from one of the sides of the box, like a window. Then have your class assist you in recreating a scene from a story or book you’ve read.And don’t forget holiday dioramas: from the first Thanksgiving to a spooky graveyard filled with monsters for Halloween, the possibilities are endless!

Landscapes 

Want to practice asking for and giving directions? How about using a miniature landscape instead of an old, boring, flat map or picture ? Use small cardboard boxes of different sizes, like small cereal or cookie boxes. Have your students create a landscape out of each.The students can make the landscape as detailed as they want .Use action figures to move around and ask for directions. In this last school year’s photo, my creative students created a four Seasons landscape and used it while reciting a poem they had written, about the four Seasons!

Boxed Words

Set up a Vocabulary Box ,in a corner of the room! Each time a student asks about a word he or she does not understand, go through the following steps:

Write-or have the students write- the word at the top of an index card, the definition (for your older students) or a drawing ( for your younger learners) below that and finally, an example of the word used in a sentence, if you wish.

Put the card in the Vocabulary Box.

 

At the end of the week/month (or school year) depending on the number of words accumulated, you can open the box and see how many of the words they still remember, how many they’ve forgotten or not used at all since that day in class, by playing fun vocabulary  games. The day I took this photo, we played a Treasure Hunt Game, using the words in the box.

Mail Box

Have each of your students write a letter to a classmate or you,the teacher. I always do so, at the beginning and the end of each school year . They get so excited when they receive their reply letters! Then, you can be the postman/woman and deliver them or have another student act as postman/woman. I also use the mailbox for homework assignments or special occasions such as  Christmas, where students get the chance to write to Santa. Watch this tutorial to make an alternative mailbox to mine, in the photos.

Dolls, Robots and other crafts

For a fun class role play activity, first have your students create an action figure or any other craft of their choice, out of a cardboard box .When they’re all done, students take turns acting out different role plays, using them! An the end of each school year, you can organise yearly “Art Exhibitions” with all the students’ crafts! Art exhibitions ,offer students a chance to display their work for parents, siblings and classmates.

 

Puppet Theatre

A cardboard box can easily be turned into a fun puppet theater, for all our class ELT puppet , finger puppet or even shadow theatre plays.

Here are the instructions about how to make your own shadow puppet theatre.

Class Theatre Hats 

 

I create class theatre props and crowns/hats from cardboard, throughout the school year. The last time I did so, was for the needs of our end-of-the-school-year adaptation of “Midsummer Night’s Dream” .

Not only are these hats adorable, but very sturdy. After they are constructed you can let the children decorate them with stickers and/or paint.

Playing with a Dice

 

I love using Dice Games to practice vocabulary, in my class! I made  my first class dice , a couple of years ago and have been using all the activities in this post, since then .

My students love the Dice Games and ask for them, all the time! 

Mystery box

This is an awesome guessing activity! The “Mystery Box” is a type of prediction game that you can create with simple items that you have in class.

Find a box, such as a shoe box, or any other kind of container which kids can’t see through, such as a cookie tin. Introduce the empty box or tin and discuss how the mystery box game will be played. Outside of the children’s view, place an item inside the box or tin. Ask the children to predict what is inside. If you want, you can let the children hold the box, to see how heavy it is or if it makes any noise bouncing around the box or tin.

Give the children one clue as to what is inside the box. For instance, if you have a teddy bear inside, you can say, “It’s soft.” After the first clue is given, ask the children to guess what might be inside. Repeat the process by giving a second clue, such as, “It’s brown” and then ask the children to guess again.

They have to guess, by using different modals such as “it must be..”, ” it can’t be..”, “it may be..” etc

All the students who guess right, are given special stickers! If only one student guesses right , she/he is given the item in the mystery box, to take home , as a present.

After showing the kids how to play the game, I ask the children to bring their own  mystery boxes from home, the next day, with an item inside the box for their classmates  to guess what it is.

Our etwinning “CUbeS”

Last school year, we used boxes in our etwinning European project, with huge success!

What the four partners ( Greece, UK, France and Poland)  decided to do was that, students produced a presentation or “Culture and Smiles in a Box” on their partner country in groups, both in class and on twinspace Forums. To be able to do this, students  gathered information about their own country and life and mailed it to their partner schools, in Cubes-boxes .Their partners, were responsible for producing the presentation on their partner country’s cultural assets on twinspace Forums .

My students felt able to be creative with their audience in the partner schools in mind and dare to share and compare.They also used their imagination and creativity as well as their artistic skills, in order to fill their CUbeS with content.

The Activity Box -for early finishers

For my early finishers, especially when writing tests, I use a special box!

A box, filled with activities and items of my choice, such as books, magazines, board games, toys, postcards, etc The box also contains small sets of task cards.

The box can be placed on an easily accessible shelf in the classroom or on the teacher’s desk.When students’ regular classwork/test  is complete, they can take one item at a time, either to their seat so as not to distract other students who are working, and get a quiet moment to relax. They use the materials in the box to practice their English, too. And instead of being just “busy,” students are engaged in creative, complex tasks.Kinesthetic learners, spatial learners, and logical learners ,all love exploring the different possibilities for the box materials as they try to spend their time ,the fun way!

Even better? The prep and management on the teacher’s part is minimal! 

The story telling box

Using a magic box when we do story telling with our very young learners, is so much fun! I ,personally, love it!

A good example of how to do so, can be found in this Blog post, written by my friend Margarita Kosior. 

Margarita ,is an amazing educator from Thessaloniki! I truly admire her work with storytelling !

I am so grateful that she accepted my invitation, to share one of her stories, in my Blog, a couple of years ago! Actually, she has been my inspiration to try similar activities with my junior classes and I wholeheartedly thank her, for that!

The routine, is opening the Magic Box which hides different treasures every time, usually flashcards or realia which appear later in the story.

In case of “Henry Hippo”, she created head bands with the four protagonists in advance and she placed them in the Magic Box. With the use of a magic star and on the sound of the magic words, the Magic Box opens.

Every time the group shout: “Magic Box, open!”, one headband/item is taken out.

 IDENTITY BOX

I have used the ‘Identity Box’ activity since I was introduced to it, at Pilgrims ,by my amazing “Teaching Difficult Learners” course teacher trainers Mike Shreeve and Phil Dexter , two years ago. It is  a way to introduce my students to each other (and to me!). I assign it as homework, on the first day and give students 2-3 days to complete it. Alternatively, students could do the project in school and bring in old newspapers and magazines ,in order to decorate their boxes. 

Supplies needed:

Scissors

Glue

Pictures (personal, magazine, etc)

Shoe Box (or box of any kind)

On the outside of the box, all students decorate with images of how they feel others see them OR how they see themselves.

On the inside of the box, older students, decorate with images of how they feel on the inside, what best describes their  identity.

 Sharing the boxes on the last day of the first week of school is a fun way to conclude this exciting week. 

I have also included an optional “All about me on a Box” writing activity extension.

*For those of you interested in reading about the original idea ,which actually doesn’t have anything to do with children, please, have a look here.

CONCLUSION

When it comes to fun ESL activities, why not think outside the box, or rather in this case inside it?

Why not capitalize on our innate fascination with boxes and the opportunities they hold?

“CUbeS: CUlture and Smiles in a Cube” An inspiring etwinning project 2018-19

My non European colleagues, often ask me what eTwinning is all about!

Well….

eTwinning is a free online community for schools in Europe which allows you to find partners and collaborate on projects within a secure network and platform.

Through participating in eTwinning, your school will be able to:

• enrich learning and motivation of pupils (aged between 3 and 19) and staff
• access high quality professional development and ready-made resources
• raise standards across the whole school community
• gain recognition for your commitment through eTwinning awards and the International School Award.
• Search for an Erasmus+  partner to carry out projects with and apply for mobility funding.

There are, also,  special quality labels, for students, teachers and schools!

Quality labels

1.National quality label

A National Quality Label is awarded to teachers with excellent eTwinning projects and indicate that the project has reached a certain level of quality in their country.

2. European quality label

The European Quality Label is a second mark of success and indicates that the project has reached a certain European standard.

3. eTwinning School label

In order to recognise the eTwinning work done at school level, there is now, a new label  available – the eTwinning School Label.

The concept of recognition for work done in eTwinning has been in existence since the start with Quality Labels being available to teachers for their projects both at national and European level. However, these labels are applied only to the work of individual teachers in projects. In order to recognise the work done at school level, a new label is now available to apply for – the eTwinning School Label.

The principle behind this new label is that eTwinning wants to recognise and appraise the involvement, commitment, dedication not only of scattered eTwinners, but of teams of teachers and school leaders within the same school.

The concept of attaining the status of an eTwinning School is that of a developmental journey with components that can be objectively assessed. It is not a competition, but rather a progression from one level to the next.

A summary of our project, this year

Our project celebrates culture and happiness.

What the four partners ( Greece, UK, France and Poland)  propose is that, students produce a presentation or “Culture and Smiles in a Box” on their partner country in groups, both in class and on twinspace Forums. To be able to do this, students  gather information about their own country and life and send it to their partner schools, which are responsible for producing the presentation on their partner country’s cultural assets on twinspace Forums .

Students :

– Consider the definition of culture, and reflect on what this means to them

– Share relevant information about their lives with their European partners

– Create”Culture and Smiles in a Box” presentations

– Reflect on what they have learned about the other country and the differences and similarities between the two cultures

– Write reflective essays on what they have learned

 Objectives

1) To help pupils to identify, explore, and become aware of European values.

2) To raise pupils’ awareness of what makes them happy and share this happiness with their peers in Europe.

3) To assist pupils to identify European linguistic diversity and become aware of the importance of learning European languages.

4) To develop pupils’ insight into the similarities and differences among nations.

Our project in detail

This  #eTwForCulture project ,lasted the whole school year 2018-19. 

There were tasks to be completed to share SMILES in many ways such as passing a ‘messages and our CULTURE in a box’ from one country to the other.

This is a project on happiness; it is about helping students find happiness and sharing it with others. It focused on ourselves, well-being, friendships and relationships. Children have truly enjoyed communicating and participating in a variety of tasks and realising that they have many things in common with their e-pals. Pupils have learnt about the culture of their e-pals / friends (tangible and intangible). It was definitely a project celebrating internationalism and individualism.

Depending on the activity, children had the opportunity to work independently, with talk partners both in class- in 2s, in small mixed ability groups or in whole class situations and on twinspace, using ICT for research or to communicate and present their ideas in different ways.

Pedagogical Innovation and Creativity

The overall aim was to realize that, happiness comes from within us but can be spread and shared with others!

Children reflected on themselves as individuals, identifying positive things about themselves, valuing their abilities, qualities, strengths and achievements as well as their mistakes, sharing and comparing them with their European peers, at the same time!

Children recognized that their culture  affected themselves but also others; they thought of ways to make others smile, by means of intercultural projects !

Children considered their own and their partners’ feelings (empathy) and thought of appropriate strategies to cope with uncomfortable feelings as well as skills for solving problems and different ways of behaving to different types of intercultural relationships.

Children also focused on intercultural relationships and they explored the value of these relationships as well as their feelings within the context of important relationships, including family and friends of a different cultural background.

Children made each other smile through their dialogue, written work and through technology!

 All in all:

Children felt able to be creative with their audience in the partner schools in mind and dare to share and compare.They also used their imagination and creativity as well as their artistic skills, in order to fill their CUbeS with content.

The learning from the project was so significant that it will not be lost from children’s minds

Our  project, provided the opportunity to break down classroom walls. Happiness in learning, became a practical ,rather than theoretical, part of the curriculum.

 Our work  provided in the shared learning environment were a meaningful pathway, towards understanding  the concept of feelings.

The true revelation has been that  people in Europe are essentially very similar with shared values, cultures and interests. Surely, this  helped us to overcome our prejudices and made us more open to intercultural cooperation. 

Curricular integration 

The work was mostly linked with the English, MFL, Topic and Computing objectives. To help partner schools to fulfill their statutory responsibility to support their cultural development and prepare them for the opportunities, responsibilities and experiences of life. To use and combine a variety of software (including internet services) on a range of digital devices to design and create content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information.

 The theme was chosen deliberately to ensure that the project and its work was as cross-curricular as possible. The areas of ,EFL,  social studies, expressive arts, citizenship,and basic IT , have all been integrated into the sharing of our common project activities .

The main focus was to improve the learning of English.

This fitted well into the Curriculum and all the pupils benefited. 

OUR EUROPEAN COOKBOOK

We held a European Day of Languages to get the rest of the school know our European friends better. We also had etwinning school  days, when our students presented their etwinning projects to the rest of the school.

A second focus was citizenship. By exchanging information about each other’s towns, lives  and heritage, the pupils learned a great deal about each other’s environment, way of life and culture. Our coursebooks , are based on both cross curricular and cross cultural topics quite relevant to our Etwinning project theme! 

I  made sure that, ALL my 95  students, in different age and  language level, took part in our  etwinning project.

Communication and exchange between partner schools 

We used a variety of ways to communicate with each other and as a group: the teacher bulletin in twinspace, a messenger group,  email. Communication was regular and effective.

The tasks were mostly set by the coordinating schools in the United Kingdom and Greece  but we were open to suggestions and ideas of the fellow teachers. The activities and work produced was shared in pages of twinspace by all schools and the work process was communicated using the journal. I coordinated the work but also set responsibilities and supported teachers in using a variety of ICT tools so that they successfully participate in the project.

From the beginning, there was a strong plan on twinspace Pages, which gave the teachers guidelines, responsibilities and timescale for each element of the project. 

Students were encouraged to interact with their partners,and share their  work on twinspace,both from the school ICT lab and from home. This all gave a real purpose and meaning to learning a foreign language.

Our students were able to share their feedback on our Twinspace “DiscussionsForums Threads” , on a regular basis . The pupils shared information and experiences, and thus learned from each other and strengthened their communication skills. 

Collaboration between partner schools.  

In collaboration ,we all decided on the range of topics that we would cover and the optimum time for posting/sending/receiving the correspondence items. 

We tried together  to do some pre-matching of pupils and classes , based on their known interests. 

By all means we  ‘recycled’ language that pupils have previously learnt in their English class . 

We created a teachers’  e-mail exchange, too and a frequent collaboration on the Teachers’ bulletin.

We created  our 6 CUbeS threads on Forums , which we often updated with the help of our students.

Teachers and children participated and collaborated in monthly activities  such as: they uploaded posts in padlets, liked and commented on other posts, worked together to produce web presentations to introduce the schools , towns and countries ( taking-drawing pictures, writing the scripts and deciding on the school areas/town sights/country favourite places to present) and to share customs and traditions on collaborative web tools, they participated in a drawing logo competition and explained their reasons  in a forum, expressed what they have learnt in forums, shared playtime games and healthy recipes, made, posted and received cards, little gifts and beautiful origami crafts , which made them smile, shared well being strategies. They have enjoyed their twinspace membership, participated in all the activities, emailed their e-pals and expressed their views in forums – and they even suggested their own questions to be added in the forums – and joined in live chats, supervised by teachers! Children have thoroughly enjoyed participating in the project and have majorly contributed to its success.

Use of technology

Children had the opportunity to use ICT to communicate and present findings in a variety of ways.

All children had Twinspace membership and emailed their epals; however, before using the email feature, we had lessons and discussions on the appropriate use of email, what information to include to be safe and respect each other while considering cultural differences. Children expressed their views in forums ,supervised by teachers!

The project linked with aims / objectives of the ICT / computing curriculum. Pupils were taught to select, use and combine a variety of software (including internet services) on a range of digital devices to design content that would accomplish given goals, including collecting, analysing, evaluating and presenting data and information. They created work for a specific audience making sure that the content would be interesting but at the same time reliable. Children were also taught how to use technology safely.

Specifically: I had small  groups of my students,to use Photoshop to enhance and crop photos and then put them into Movie Maker to produce our videos and also had them  create a Quiz on pages. We also used Movie Maker to make short videos, Padlet to work on collaboratively, and a Word Cloud Generator,for feedback. We also used other collaborative web tools such as:  GoConqr for our mindmaps, Google Tool Builder for our virtual travel guides ,Thinglink for our interactive photos , Artsteps and Classtools.net for our 3D exhibitions,Canva and Linoit for our posters, Issuu for our Cookbooks.

 Through eTwinning,my  pupils learned to use ICT tools in a pedagogically meaningful way. 

They wrote comments in the forums, chatted with real people, did interactive exercises, took and uploaded digital photos and videos, searched for information, etc. And all this took place in the pedagogical context of studying English communication.

Results, impact and documentation

This project, enthused and motivated the children. Children fully enjoyed and participated in the project. It enabled the pupils to use new technologies, to learn about the culture of their European friends (tangible and intangible) and experience through their communication how English is not only a school subject but an indispensable means of communication. Most importantly it extended their cultural awareness and knowledge, it enabled them to learn about, respect and celebrate similarities and differences among them, celebrate individualism and internationalism through fun activities and tasks. Children were HAPPY, shared and received HAPPINESS AND SMILES!

Here’s the link to : OUR EUROPEAN COOKBOOK

Children need to understand the diverse world they live in, respect values, different languages and faiths by working together and this is achieved through enhancing pupils understanding of their place in a culturally diverse society and by giving them opportunities to experience such diversity.

Our project, helped us to widen our horizons, reconsider our perspectives, improve self-esteem, increase understanding of different cultures and feelings , enhance tolerance and prove that “communication is at the basis of understanding”.

All in all, we achieved   : 

• to promote group activities  for tolerance and cultural understanding; 
• to strengthen my students’ intercultural competences in order to be ready for responsible understanding of Europe’s identity and common values;
• to develop the European dimension through arts education (origami crafts etc) and creativity with the aim to promote multiculturalism and tolerance between students; 
• To develop “Out-of-the-box” activities that would encourage mutual support, team building and group cohesion ; 
• Encourage personalized learning approaches by acquiring new artistic and pedagogical skills with the aim of developing new ideas and creativity of the students involved in the project.

 

 

Teaching with…trash?

 

Are you constantly looking for creative projects for your students?

Do you want activities that ignite their imaginations?

Make things with recyclables. I always do so, mainly with my 3rd graders !

When they use items found in their recycling bin or around the house/school to create toys and treasures kids love, it inspires them to tap into their creativity and use what’s available.

It’s good for the environment and also helps develop your child’s imagination and creativity.

It teaches kids that once something has been used for its initial purpose, it doesn’t mean that we have to throw it away.

Have a conversation about the recycling process with your kids. Share how different things are made and then broken down after you throw them away, and how it’s better for the environment when you reuse and re-purpose certain materials.

“Go recycle” guessing game

For my favorite activity,using recycled trash, you will need:

• Items from the recycling bin: Milk cartons,egg cartons, cereal boxes, food packaging, toilet rolls, scrap paper, etc.
• Craft supplies: glue, tape, scissors, wire, craft knife
• Craft materials: feathers, googly eyes, glitter, buttons, ribbon, paint, markers, etc.—whatever you have around the house or school.

Preparation:

1. Find or create an interesting bag to use as the bag of mysteries/a large scarf ,a small, lightweight blanket or any piece of cloth available.
2. Collect a selection of objects to be placed in the mystery bag/under a large scarf ,a small, lightweight blanket or any piece of cloth available.
a. Can be based on a theme
• For example: Things you find in a kitchen/you can recycle.

Implementation:

Students try to identify the objects as they touch each one.

Cover them lightly with a large scarf ,a small, lightweight blanket or any piece of cloth available.

Let children feel object  and try to guess what it is. Obviously,  as children explore, they increase tactile awareness, vocabulary, memory and communication skills!

As they reached in and felt the items, we talked about what they felt. First I asked them to describe what they felt, and then I asked leading questions, such as: was it hard or soft?  big or small? what color?

With some things, they guessed right away, and with others we talked through more questions.

The first time I tried this activity, I gathered up several items that could be recycled,  a scarf, and a bandana. I covered their eyes with the bandana, and they reached under the scarf, felt the objects , and guessed what each object was.

Two more IDEAS:

1.Guess the Summer item

In the beginning of the school year, you can  select items that remind them of summer:

• seashells and rocks from the beach
• corn
• beach toys
• popsicle sticks
• sunglasses

Same, with any other Season or Special Day.

2. Making toys from junk

When looking to inspire your kids’ creativity, search no further than your recycling bin. Glass, plastic, and cardboard are all incredibly versatile crafting supplies with an infinite number of uses.

I asked my 3rd graders to make their own toys using recycled items they can find at home. I showed them the first Doll’s House my daughter made when she was their age, using old boxes! They loved it and got inspired !

The main idea behind all the crafts my students made- which you can see here below- is that you can make toys from junk. It will cost nothing and often teach kids some basics of engineering and practice their English at the same time, in order to present their toy to the class.

 

 

 

 

 

 

Origami crafts and ELT games

This school year, we decided to use ORIGAMI crafts, in our ” CUbeS: CUlture and Smiles in a CUbe”  etwinning project ! Origami, is such a creative form of Art!

Why is Origami good for our students?

Generally, Origami is good for our students, as it develops eye hand coordination, sequencing skills, spatial skills, memory, but also patience and attention skills.  Origami allows students to develop fine motor skills and mental concentration. All of this combined stimulates the brain – especially when BOTH hands are being used at the same time.

Add to these, the social aspects of Origami – learning about other cultures, working together, teaching each other and taking pride in your work –simply PERFECT for our etwinning project, this year!

Young children will surprise us in the ability they show creating basic folds – start on origami patterns such as Fortune Tellers , Windmills and Paper Boats are a classic example of childhood origami projects! And you can quickly progress from there.

Oh.. and what childhood does NOT include a Paper Plane? Origami right there! I love this Origami Paper Plane video by this 7yr old. 

It is fantastic for cooperative learning – children learn to work together and support each other. It breaks down age barriers – a younger child may be able to help and older one. It is also a great way to learn about other cultures and communities. So the key aspects of Origami benefiting well being and social skills are:

• Patience

• Cooperative learning/ Working in together

• Sense of achievement

• Learning about other cultures

• Community building (especially if working on an origami school project)

• Sense of achievement & joy in the finished product

A. The Origami Paper Airplane “You” game

This fun writing icebreaker or brainstorming activity, works well with all students.

To start, the students write three to five facts about themselves on a piece of paper. Remember to ask them to write their full name on one of the wings. Then they put their creativity to work by folding that paper into a paper airplane.

On your count, everyone flies their planes toward the middle of the room. Then students pick up a plane that landed near them.

Students take turns reading the facts written on the plane and add one new fact about the person whose paper plane they have in their hands. Let the class help if individuals get stuck.

Repeat the procedure as many times as you wish

A class discussion may follow.

Extra: another Paper Plane Game idea

Level: Any Level

Draw a target (with points – like a dart board) on the whiteboard or use a cardboard box in the middle of the room. Then, students make paper airplanes and launch them after they answer your question in the form of a sentence-in our case, about their etwinning partners.

I recommend formulating questions that lead to 1 or 2 types of answers. This allows for better memorization. For example, use CAN/WILL questions and write the beginning part of the answer on the board “I /My etwinning partner can/will…”.  I recommend giving a prize to make the target points mean something, thus peaking their interest

B.The Origami CHATTERBOX game

Chatterboxes (or fortune tellers or cootie catchers) are one of those classic toys that epitomise childhood…I remember lots of laughter playing with them with my cousins on summer holidays. This suggested game is a bit of a twist on the traditional chatterbox, perfect for our etwinning project, whilst also having a giggle.

To make:

• You will need a square of paper. Ours was the width of an A4 page – 21 centimetres.

• Fold your chatterbox according to the instructions found here (or you could google up a Youtube video).

To play:

1. Ask one student to read and choose a colour, from the outside of the chatterbox. Spell out its name as you open and close the chatterbox.

2. Ask the student  to read and choose a number, on the inside of the chatterbox (you should only be able to see four choices). Spell out the chosen number, as you open and close the chatterbox.

3. Ask your student to choose a number from the choices on the inside of the chatterbox that are open on the last letter spelt. Open the flap corresponding flap and read the name of one favourite sight, there.

4. As far as our etwinning project is concerned: this is the sight, which that the student should visit on the relevant twinspace PAGE,to read and learn more about- and later write about what he/she has learned and his/her impressions, on the relevant twinspace FORUMS thread!

5. Swap over and have fun letting your students be in charge this time, working in pairs…you might just have a hard time getting it back off them though!

 C. The Origami Paper Boat Game

This is a game where you practice words that have to do with any topic – in our case, words that have to do with the second “CUbeS’ Page about our Country-  and your memory!

Hand one paper boat to each student. Give them some time to read all the info on it.

Start like this: say to the first student “a boat comes loaded”. The student answers “with what” and you say “with sunny islands”. Then the student continues to say to the next one in the class “a boat comes loaded”…he/she answer “with what”…the student says “with sunny islands and the Acropolis” for example. And then it continues like that “forever”.

The students have to remember what words have been said and they have to come up with a new word/phrase having to do with the topic.

If anyone fails to remember all the words that have been said or if he/she can´t come up with a new word, they are out of the game. The winner is the one that can continue “forever” without failing. (It can be a looong day!)

When I played it with my class (Greeks 12 year olds) they didn´t want to stop so they continued the game even after the lesson was finished and I had left the room!!

Have fun learning about Greece-or any other topic- with this origami paper boat game!

D. The Origami windmill  “Call My Bluff / Two Truths and A Lie” game

Call My Bluff is a fun game which is perfect at the start of term as a ‘getting to know you’ kind of game but, it can also work in our etwinning “CUbeS” project .

The game is excellent for practicing speaking skills, though make sure you save a time for after the game to comment on any mistakes students may have made during the game. (I generally like to reserve this for after the game, so you don’t disrupt their fluency by correcting them as they speak).

With older groups you can have some real fun and you might be surprised what you’ll learn about any given topic, when playing this particular EFL game.

How to play:

First, hand your students a paper windmill each. Allow some time to play with it and read all the info written on it.

• Write 3 statements about any given topic – or about the Greek school in our case- two of which should be lies and one which should be true.

• Allow your students to ask you questions about each statement and then guess which one is the truth. You might want to practice your poker face before starting this game!

• If they guess correctly then they win.

• Extension: Give students time to write their own two truths and one lie.

• Pair them up and have them play again, this time with their list, with their new partner. If you want to really extend the game and give students even more time to practice their speaking/listening skills, rotate partners every five minutes.

• Bring the whole class back together and have students announce one new thing they learned about the given topic- or about the Greek school, in our case- as a recap.

E1. Easter Bunny-Flower corner bookmark craft

1.The bunny bookmark design, really is a very easy one:

Step 1: Begin my making your very basic Origami Corner Bookmark. There are step by step photos and worded instructions for you on this Origami Bookmark post – you can print these off too!

Step 2: using any paper cut offs – cut out two large bunny ears. Add a little pink and glue to inside of your basic origami bookmark.

Step 3: add facial details.

That is it… you have made an adorable Paper Bunny Bookmark using printer paper!

Here’s a video link to help you create your own origami paper bunny corner bookmarks.

https://www.redtedart.com/easy-paper-bunny-bookmark/?jwsource=cl

2.You could also try to make the Flower corner bookmark.

 

1. Begin by making your basic Origami Bookmark in green – like leaves or the grass.

2. Once you have your green bookmark base, it is time  to make your flowers.

3. Decide on your colour combination of your flower bookmark, as well as the types of petals you would like. We made two different ones – the blue flower and the white daisy bookmark.

4. For the blue flower bookmark, you will need 5 blue petals – oval shaped and one yellow one.

5. For the daisy bookmark, I cut out 12 long thin white petals and one yellow oval for the centre of the daisy.

6. Glue all your petals onto your bookmark, but take care not to stick them onto the lower part of your bookmark.

7. Add your centre. Decorate with with your pens and rosy cheeks.

8. Finally, you can make a little red ladybird or bee and as it as a cute detail.

Here’s the video link to help you create your own bookmarks.

https://youtu.be/jnzVYG09RYA

E2.-The origami Easter paper corner Board Race

First, hand each student one corner bookmark and give them enough time to read all the Easter customs and traditions vocabulary written on them.

Later, have them play the game below, in teams.

There isn’t an EFL teacher I know who doesn’t use this game in the classroom. Board Race is a fun game that is used for revising vocabulary.

It is a great way of testing what your students already know about the subject you’re about to teach- in our case: a great way to teach/revise Easter vocabulary and learn more about Easter traditions in our  etwinning partners’ countries.

How to play:

First, watch this helpful video of real teachers using this game in the classroom by BridgeTEFL:

Here’s a step by step explanation:

• Split the class into two teams and give each team a colored marker.

• If you have a very large class, it may be better to split the students into teams of 3 or 4.

• Draw a line down the middle of the board and write a topic- ie Easter in Greece- at the top.

• The students must then write as many words as you require related to the topic in the form of a relay race.

• Each team wins one point for each correct word. Any words that are unreadable or misspelled are not counted.

F1. Origami mini books craft

Here’s a picture which will help you make your own origami mini book.

And here’s a short video tutorial.

F2. The Origami Mini Book HANGMAN game

This classic game is a favorite for all students. It works no matter how many students are in the class.

How to play:

As usual, hand each student one mini book-In our case, it’s a Greek Recipe mini Book .

Ask the students, to read them.

Then, play have them play this game.

In case you’ve never played, here’s a quick rundown.

• Think of a -Greek recipe- word/name and write the number of letters on the board using dashes to show many letters there are.

• Ask students to suggest a letter. If it appears in the word, write it in all of the correct spaces. If the letter does not appear in the word, write it off to the side and begin drawing the image of a hanging man.

• Continue until the students guess the word correctly (they win) or you complete the diagram (you win).

• They win an extra point, if they can tell you anything about that recipe, in correct English.