Teaching with…trash?

 

100_6344

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.

100_6349

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:

blog new

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.

m16

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.

feb23

feb22

 

m15

m14

 

doll6

 

do

 

va2

 

 

Origami crafts and ELT games

jan14

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!
f8
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
f9
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.
no6
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.
no19
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.
f38
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
nov7
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”.
j3
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 .
jan24
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.

ma6

  • 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!
corner bookmark5

ma11

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.
ma10

 

  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.
corner bookmark4
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.
j22
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.

origami mini book

corner bookmark6sos

Our Magic Box Treasure hunt

jan6

Research Says: The benefits of using games in the classroom are various. they “range from cognitive aspects of language learning to more cooperative group dynamics.” Games also lower the affective filter and encourage “creative and spontaneous use of language,” promote “communicative competence.” What’s more—games are fun.

Treasure hunts (aka scavenger hunts) can be arranged in a variety of ways, and so they are suitable for any level.

Here’s one of the things I do, with my junior classes  :

I bring a “Magic Box ” in class and ask my students to fill it in, with …”magic things”!

They make their own word cards, with their favorite “magic items ” on . They are asked to draw items, based on vocabulary studied.

I hide these  vocabulary cards around the room and use verbal, visual or audio clues, to direct the students to where the cards are. (They can only keep the card if they can name the item, or pronounce/spell what’s on the card correctly). I generally only let one student loose at a time to prevent scrapping !…

I love working on Treasure hunt games, with my junior classes, the most.

Of course, as the students progress we can make the treasure hunt (clues etc.) more difficult.

jan5

jan8

 

General intrsutions

How to Play

  1. Students are divided into groups.
  2. Each group has a list of items/cards to find.
  3. The rules are explained: Students are to find as many items as they can within an allotted time period. They can find the items in any order, but the team must stay together.
  4. Inform players of the area of the hunt.
  5. When the time limit is up, the teams meet at the designated spot.
  6. Each group responds with their card item spelling/definition/ etc.
  7. If they do it right, the team is awarded one point.
  8. The team with the most points wins.

How to Make It

  1. First, prepare the list or cards of items to find
  2. Make sure the items can be “found” in the area that you have the scavenger hunt.
  3. Select items based on vocabulary studied.

Variations

  1. Students can each submit a card/item to be found.
  2. With older students, you can use clues, with a certain part of speech (e.g., adjective or adverb).
  3. The game concludes after so many cards are found instead of being limited by a certain time frame.

 

jan10

jan9

jan7

 

End of the School Year fun ideas, for YL

Each June, my students and me, get to celebrate all of the learning, hard work, and progress that we have made with end of the year  activities, in class.

After a long school year, creating and planning activities for an end of the year celebration is the last thing on my mind. There are always end-of-year assessments, data entry, deadlines, assemblies, and the usual chaos that stands at the forefront, but I still want to do some special activities with my classes.  I have tried several awesome activities that work, all these years! I save time by providing end-of-year activities for my students that are ready to decorate! Sharing here, some exciting ideas that double as great keepsakes:

Most of these ideas, which I have tested in class, with huge success, come from this site.

BALLOON TOSS: GOALS FOR THE FUTURE

I give each of my older students, a slip of paper and invite him or her to write one goal for the future.
I have students slip the notes inside balloons and then inflate them. Later, I have them toss balloons (like graduation caps), keeping one to pop and share its (anonymously) written message aloud –with the rest of the class.
(Actually, work the last part out in a way that the majority of the group likes—read one message, several messages, or all or no messages)

My 6th graders, simply love this activity! Alternatively, you could try the…

“Fortune Cookie” Balloon Toss    
I have a brainstorming session with students about the adventures of summer and all of the good things that might happen. I have every student write one positive “fortune” on a pre-cut slip of paper such as “You will go on a marvelous adventure,” “You will achieve your goals,” “You will make a new friend,” etc. Each student will put his or her slip into a balloon, inflate it and tie it off. We make a large circle and play a song. I have students toss balloons around until the music stops. Each student should end up with one balloon. Using whatever means they like (sitting on it, using a sharp pencil, hair clip, etc.),  students pop their balloons and read their fortunes. I go around the circle and have each student share his or her fortune aloud.

THANKS FOR THE COMPLIMENT

(A nice way to end the school year! Especially with older students or the ones who graduate)
Need: Paper, markers, tape
1.  Everyone gets a piece of paper taped to their back. (Make sure their name is at the top of the paper.)
2.  Each person is given a marker.
3.  Each person in the group must walk around the room and write a compliment or positive remark about that person on their back….. NO PEEKING!
4.  When everyone has written something positive on each others back, they return to their seat and read what was written.
5.  With a smaller group, everyone exchanges papers without looking at their own. Each participant can take a turn at reading aloud from person’s list they have.

This is a great self-esteem booster for kids! If some children still don’t know each other very well…they can write such things as: You have a great smile; You’re hair always looks nice; Great blue eyes; etc.

AUTOGRAPH BOOK

At the end of the year I have each younger student make an autograph book. They pass around their books and get everyone’s signatures and special notes ,for a summer keepsake.

IDEA: TAKE PHOTOGRAPHS DURING THE YEAR and put together a slide show.

1.  Of course we can show this as PART OF A YEAR-END SCHOOL EVENT—but it would also be a wonderful “WELCOME AND INTRODUCTION to the new children we will have the next school year.
2.  We could use it to show children and families some of the things we do-how they’re done–and what to expect!

I do it, every single  year! Both parents and students, appreciate it!

‘Indoor or Outdoor FIELD DAY’ ideas 

All children love playground games and some movement is crucial, when it comes to young learners. I usually, pre-teach the instructions and basic English games vocabulary in class, before we move out to play.

  • Potato Sack Races (using old pillow cases or sacks purchased from Oriental Trading or similar supplier)
  • Shoe Mix-Up: Have children take off their shoes and mix up the whole pile; have them race to put the shoes back on.
  • Tug of War: Using a huge rope have Kids vs. Kids and then play with Kids vs. Adults (They’ll like that one!)
  • Sock Throw: Put a tennis ball into a long sock and have kids throw it to see who can throw it the furthest!
  • How about the games played in ‘Summer Olympic Games’ such as:SOFTBALL, FOOTBALL, BASKETBALL, HANDBALL, HOCKEY, TENNIS OR VOLLEYBALL? They’re all Summer Olympic Games!!!

A LETTER TO PARENTS AT THE END OF THE YEAR…

This letter below, is just one example. It’s a tradition for me, to write a letter to all parents, both at the beginning and at the end of each school year! I include all our goals and achievements. It works well, so far.

Dear Parents,
I give you back your child ~ the same child you confidently entrusted to my care last fall. I give him/her back pounds heavier, inches taller, months wiser, more responsible, and more mature then he was then.

Although he would have attained his growth in spite of me, it has been my pleasure and privilege to watch his personality unfold day by day and marvel at this splendid miracle of development.

Ten years from now if we met on the street, we’ll feel the bond of understanding once more, this bond we feel today.
We have lived, laughed, played, studied, learned, and enriched our lives together this year. I wish it could go on indefinitely, but give him/back I must. Take care of him, (or her) for he (she) is precious. I’ll always be interested in your child and his destiny, wherever he goes, whatever he does, whoever he becomes.

Program/Class AWARDS

 

This school year, I made  up some fun and unique awards for my older students. Together with the students in class, we found  something unique about EACH CHILD and recognized them for that unique quality.I created the awards myself on a PC but you can also download a template from the internet.

A suggestion I have found  here and we loved, in class:
We made up awards to match candy bars (I personally, adapted the names a bit…Had to match candy bars, we can buy in Greece ). Here are the names, in the original post :

  • ALMOND JOY AWARD: For the person who is always happy
  • BIT-O-HONEY AWARD: For someone very sweet
  • BUTTERFINGER AWARD: For the person who broke the most things
    accidentally
  • DOVE AWARD: For the program/class peacemaker
  • GUMMY BEARS AWARD: For a very lovable child, who is always laughing
  • JOLLY RANCHER AWARD: For the person always telling jokes
  • KIT KAT AWARD: For the student always at the teacher’s side
  • LAFFY TAFFY AWARD: For someone with a sweet disposition
  • LIFESAVERS AWARD: For the person, who is always helping someone in need
  • MILKY WAY AWARD: For the group daydreamer
  • MR. GOODBAR AWARD: For the student who exhibits the good qualities of friendship
  • NESTLE CRUNCH AWARD: An alternative to pencil chewing
  • NUTRAGEOUS AWARD: For an outstanding personality
  • NUTRAGEOUS AWARD: for the wild and crazy person in class
  • SKOR AWARD: For athletes in the class
  • SNICKERS AWARD: For having an outstanding sense of humor
  • SWEET TARTS AWARD: For a sweet girl/boy
  • SYMPHONY AWARD: For anyone musical
  • TEDDY GRAHAMS AWARD: For the most huggable
  • THREE MUSKETEERS AWARD: For the one always with the group
  • WHOPPERS AWARD: For the best storytelling
  • ZERO MATH AWARD: For outstanding performance in Math

etc

End-of-Year Charades

I have each student write out one memorable moment from the school year on a slip of paper. I collect all the slips in a bag, hat, etc. I divide kids into teams and have them come up one team at a time, choose a slip and act out the memory for the group. No need to keep score—the goal is just to relive all the happy memories from the year and…use their English , of course…

Alternatively, I have them write their “End of School Year Reflections”-my own favourite end-of-school-year read!

“I Remember When …” Mural 


This is a great activity when we have a few extra minutes to fill or when kids need a short brain break. I always use it ,on the very last day in class. I decorate the top of a long piece of butcher paper with the words “I Remember When …” -older students – or ” I want to say goodbye to…” -younger students- in large print.  I allow students to write and draw favorite memories from the school year until all the space is filled. We display our banner proudly in our classroom or out in the hall for others to enjoy.

 

 

 

“10 ways to use puppets in the ELT classroom”-reposting my favourite Oxford UP article

Today, I am reposting Kathryn Harpers article on the OUP link below, which I have found highly interesting! Hope, you will find it as motivating, as I have.

I have actually used, almost all of the suggested activities below, in class, all these years…!

For those of you following my blog, it’s obvious that, I  love using Puppets, in my classes!

Actually, I believe that, Puppets change the entire classroom, by creating more possibilities for creativity, collaboration, critical thinking, and curiosity. They give students a (sometimes silly) voice and put them in the role of creator. They can also be a co-teacher, a physical avatar, a learning partner, and even facilitate learning by subverting the ego.

Puppets are a great way to encourage and motivate your pre-primary learners when learning a new language.

Here, Kathryn Harper, gives her top ten tips for using a puppet in the classroom.

1) Greetings and routines: “Hello. How are you?”

Establishing predictable routines is extremely important in the pre-primary classroom to help with classroom management. With routines, children quickly get to understand what’s expected of them, giving them the confidence to learn and achieve more.

A great way to use the class puppet is for routines. The puppet can greet and say goodbye to the children when they come in or leave the class, and elicit information from them, for example, “How are you today?”

The children will be comfortable and interested in replying to the puppet, and even the shyest child will want to interact with it in this way.

By using the puppet regularly for specific activities such as ‘Reading time’ or ‘Goodbye time’, you can move from one activity to the next seamlessly, keeping your students motivated and engaged.

2) Creating affective conditions

One of the pre-conditions for learning is for children to feel comfortable, secure, and in a nurturing environment. The presence of a class puppet can help reinforce this ‘safe’, affectionate space.

Here’s how to create this space using your puppet:

  • Puppets, particularly a soft one, can give cuddles to the children. This creates an instant warm reaction with the children.
  • Children can express affection towards the puppet by stroking it, patting its head etc. This contact can be extremely important in breaking down barriers, relaxing the children, and enabling physical expression.
  • The puppet can comfort children if they are sad, for example, they can sit with the puppet. The puppet keeps children comforted and includes them in the class.
  • The puppet can be emotional when you can’t, for example, show anger or cry. This is a great way for children to learn about different emotions.

3) Using humour to animate the classroom

As a teacher, you know that getting and keeping the attention of a class full of little ones can be a challenge when it’s just you up at the front of the class. Having a class puppet can suddenly make everything more interesting for your students, and is a great way to animate your class.  Used in the right doses, the puppet can keep the attention of your students in many ways:

  • By doing funny or unusual things.
  • By showing reactions or emotions that might not be acceptable.
  • By creating a focus to an otherwise boring event.
  • By interacting with you.

4) Being allowed to get things wrong

Learning from mistakes and helping children see the good side of getting things wrong is key for their development. The puppet can be a huge confidence booster to your students, by showing them that it’s perfectly normal to get things wrong. It can do this by:

  • Showing the children that it doesn’t understand everything – and that’s alright!
  • Making fun of itself when it doesn’t understand –taking the pressure off children to get things perfect first time.
  • Letting the children play at being the teacher.

Orangito, the Spanish flat puppet in our class!

5) Modelling activities

When it comes to new activities and role plays, puppets can make the best partners. The puppet can attempt the role play and make a few mistakes. This shows students that it’s fine if they don’t get things right first time. Eventually, the puppet will complete the role play correctly and provide the perfect model for the children.

6) Acting out

One of the most effective and involving activities for children is acting out stories or situations. Of course the children could be the actors themselves, but if they use puppets, it liberates them and gives them greater creative licence. In particular, shy children can come alive using puppets as it takes the focus off them. What’s more, children with lower linguistic levels can be just as engaged with puppets because they can react visually through actions when they don’t have words.

7) Helping create stories or storytelling

Following on from number six, the next step is for children to create their own stories or follow on from an existing one. For this, you will need more than one puppet but you can easily get kids to bring in some of their cuddly toys, or make your own! When children tell their own stories, you really know they are engaged, their brains are working, and they have something to say.

This is a great activity to get the whole class participating. It can be very casual and short, or more involved and set up with props depending on your class size, the confidence of your students, or the learning outcomes you have set.

8) Being a target for activities

Activities are a lot more fun when a puppet is playing along. For example, if you are working on furniture vocabulary, you could play games such as ‘Where’s the puppet?’ – “He’s on the chair!” Or for classroom objects, you could play ‘What’s in the puppet’s bag?’ You can play games in which you pass the puppet around the class until someone says a particular word, and you could even play ‘Puppet says’ (instead of ‘Simon says’). The variations are endless. Have fun including the puppet in class games, and see your students’ participation soar!

9) The puppet as a a ‘prize’

The puppet is a tool for helping students learn how to behave in class, and as such, it can be used as a reward or a prize to incentivise good behaviour or hard work. Some ways you could use the puppet as a reward include:

  • holding the puppet for the rest of the class
  • leading the class in a song as ‘the puppet’
  • saying ‘Goodbye’ to everyone as ‘the puppet’

Children will be proud to take responsibility for the puppet during the class, and know they must look after it carefully.

10) Making puppets and creating a persona

Making puppets can become a great cross-curricular activity in itself and develop students’ fine motor skills. Get the children to create puppets reflecting characters from their English coursebook or their favourite stories, reflecting themselves or their chosen imaginary characters. By investing with the actual making of these puppets, role play or storytelling will become a lot more personal to the students.

Puppet making can be very simple or more complex.  You can make puppets out of socks or paper bags. Finger puppets can be made out of felt, wool, paper or other materials, or even stick puppets made from lollypop sticks. There a lots of other ways to make great puppets so have fun getting crafty with your students! Looking for some templates to help you get started? Here are some finger puppets featuring some of the much loved characters from OUP’s Show and Tell series!


Kathryn Harper has a background in ELT teaching in both France and Canada. She worked in publishing for 10 years as a grammar and reference editor (OUP), developing-world schools and ELT publisher (OUP and Macmillan), and ELT publisher for Latin America (Macmillan). She has written educational materials for the Middle East, Latin America, and Africa, and is one of the authors of the pre-primary course Show and Tell (OUP).

Here’s the OUP link:

https://oupeltglobalblog.com/2018/06/08/10-ways-use-puppets-elt/

 

 

“PuppeTs: Puppet Tourists”: an inspiring eTwinning project

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.

About our project, this year

PuppeTs: Puppet Tourists

Our Flat Puppet Tourist Project, provides an opportunity for students to make connections with students of other European partner schools. Students begin by creating paper “Flat tourists ” whom they sent to our partner schools and ask their pals there to keep a journal for a few months ,on twinspace Forums, documenting the places and activities in which their Flat Tourist is involved. Each country’s Flat Tourist who is mailed to our partners has to be treated as a visiting guest . Partners have to add to their journal, and return them back home,after they have spent a whole school year in the host country .
Partners should also, upload photos,and/or videos, of their puppet tourist’s adventures on twinspace. Additionally, they exchange letters, postcards and souvenirs, from their Flat Tourist’s visits and experiences, by post .
All in all, children exchange ideas, photographs, questions and culture with students abroad, focusing on literacy and citizenship.

AIMS

Our Puppet Tourist project, provides the opportunity to break down classroom walls. Whether the class we connect with is in another local school or another country, it serves the same purpose. It gives our students a chance to see a world outside of their walls. Additionally, our aim is that, the concept of Europe will be understood and our students will become fully aware of the other European partner countries and their ways of life. Citizenship should become a practical ,rather than theoretical, part of the curriculum.

WORK PROCESS

Students begin by creating paper “Flat tourists ” ,whom they sent to our partner schools and ask their pals there to keep a journal for a few months ,on twinspace Forums, documenting the places and activities in which their Flat Tourist is involved. Each country’s Flat Tourist who is mailed to our partners has to be treated as a visiting guest , Partners have and add to their journal, and return them back home,after they have spent a whole school year as well as their Summer, in the host country and have written about their Summer adventures in their Summer diaries .
Partners should also, upload photos/videos , of their puppet tourist adventures . Additionally, they exchange postcards and little souvenirs, from their Flat Tourist’s experiences, by post . The final product of the project ,could be a collaboratively written puppet play or short film script .
The project works on two levels: sharing on twinspace and letter and parcel exchanges, by post.

EXPECTED RESULTS

eTwinning helps us to widen our horizons, reconsider our perspectives, improve self-esteem, increase understanding of different cultures, enhance tolerance and prove that “communication is at the basis of understanding”. So, regardless of the subject matter or the tools we use, the process is always constantly about learning to learn responsibly, actively and collaboratively. The pupils are expected to be inspired and motivated and have a great deal of fun working collaboratively on the many different projects.
Reading the personal responses of their European partners, may give students a greater insight into their partners’ context and worldview. The project can also bring the class together, as the pupils were working as a team. In these difficult times of financial crisis , our students will be able to “travel” abroad, as flat puppets and experience life in a different country and class for a whole school year sharing and comparing our ways of life and making new friends.

 

Cardboard Box Houses

 

I love using Arts and Crafts, in my teaching!

Using arts And Crafts, can be an great way to facilitate language learning with young learners.

For mixed age and level classes arts and crafts activities can supplement a course book which isn’t always appropriate for all students.

 Cardboard Box Houses 

My most favourite craft, is making  cardboard dollhouses, which is a great way to recycle old boxes and create a new toy, which we can use later, in class!

Dollhouses provide hours of fun and can be configured in any number of ways. I find that, using cardboard is a fun way to construct a place to use in class in order to teach and practice ie colours, rooms, furniture, prepositions, adjectives and so much more…

Are our students  even remotely interested in all the above ? Not really!They want to play with the item ie box, turning out to learn, so many new things!

When  in Primary school, my daughter, Alexiana, created her own recycled doll house out of recycled items from around our home. Large cardboard box for the house, cereal boxes as dividers for the rooms, lids, wrapping paper for wallpaper, bows, glitter glue and paint, plastic applesauce containers for a table, medicine box for a bed and cotton balls for pillows and many other cool ideas.

That doll house, has been used in my lessons, all these years! When I showed it to my 3rd graders, for the first time,they wanted to make one ,too!

Inspiration, is contagious!

Children are visually inclined people. They love things that they can see and touch. This is why we have to use educational materials that they can see and touch with their own hands.

To teach or revise vocabulary, here are questions you can ask the children.

1. Where do you sleep?

2. Where do you take a bath?

3. Where do you eat?

4. What room will you use when you want to sleep?

5. What room will you use when you have guests?

6. Do you have a play room at home?

7. Where do you play with your brothers and sisters?

Then you can ask questions about the different colours they see.

Time to teach the main parts of the house.

1. Post

2. Wall

3. Stairs

4. Ceiling

5. Floor

6. Door

7. Window

Furniture and numbers

1)armchair
2)bed
3)bedsidetable
4)bookcase
5)chair
6)clock
7)coffeetable
8)cooker
9)curtain
10) cushion
11) desk
12) dishwasher
13) fireplace
14) fridge
15) lamp
16) microwave
17) picture
18) rug
19) shower
20) sofa
21) telephone
22) television
23) toilet
24) wardrobe
25) washing machine

Students are asked to describe what they see

ie There are four chairs in the yellow kitchen

Time to work on  prepositions of place, some more. To do so, you could try the following activity.

Upside down home

After describing what they see in the dolls house ,you can divide the class into two teams. One team leaves the room. During their absence, the other team moves five different objects/pieces of furniture around. For example, they may place a cushion on the floor, remove a remote control, change something on a team member, or overturn something. When the other team returns, they must find the five differences and talk about which item is where.

Here are two links to help you make them -or have your students make their own dolls house…

https://www.redtedart.com/how-to-make-a-cardboard-dolls-house/

https://inhabitat.com/inhabitots/20-diy-dollhouses-that-are-eco-friendly-affordable-and-super-easy-for-any-p

arent-to-make/

 

Conclusion
As I hope I have demonstrated in this post, arts and craft, definitely have a place in the language classroom and can be used in many different ways. They are a great resource for discussions as well as practising a variety of language. Activities incorporating art /craft are motivating for students, provide an often welcome change of pace and can stimulate and develop creative and critical thinking skills.

Whether these activities work for you or not, just the fun of making crafts together will improve the tone of your classroom, and the engagement of your students. Guaranteed!

Enjoy!

The benefits of using drama, in the EFL- YL class

William Shakespeare claimed that

All the world’s a stage,
And all the men and women merely players;
They have their exits and their entrances,
And one man in his time plays many parts,
His acts being seven ages.
As You Like It Act 2, scene 7, 139–143

We all realize that,teaching in the primary classroom, is very different from teaching teens or adults, because of the amount of energy children have! Knowing how to channel this energy, will help us achieve balanced lessons without children becoming over-excited on the one hand or bored on the other.

One tool to manage this is, Drama/acting out.

As an English teacher, I have often been amazed at how effective drama is to capture the attention of the students in the EFL classroom.   We cannot only teach grammar and phonetics with drama ,but also it has the power to transform the student-actors ,as well as the audience.  Therefore, we shouldn’t underestimate this powerful teaching tool, to reach our students.

I personally love the use of masks and puppets, in my YL classes!
Puppets or masks can really bring alive a dialogue, role-play or story.

My suggestions?

Make simple masks out of paper plates for main characters. Bring in realia and props for children to use for acting out e.g. some real money and a bag for shopping. Have a dressing up box of simple props such as hats, glasses etc. Puppets or finger puppets can be used to liven up even the most boring dialogue, especially when accompanied by funny voices!

 

In my classes, puppetry works like this: using various odds and ends (paper, glue, cotton, wool etc), each child makes a simple puppet and describes its character to the rest of the class. When several puppets have been described in this way, the children work together in groups to produce a scene using the characters. They could alternatively make puppets of characters in their (course book) -one word-and enact dialogues from the book. (Hand puppets can be made using old socks, stick puppets with ice-cream  sticks.)

 

Generally taking, I firmly believe that, we need to use drama more in the schools.   The language can be used in context and makes it come to life.  Drama has the potential of making the learning experience fun for the students and even memorable because it is interactive and visual.

The personal nature of improvisation, provides many outlets for self-expression. We all know that, children need to play as an important developmental process.

What is more, drama puts the teacher in the role of supporter in the learning process and the students can take more responsibility for their own learning.

The play acting can help to relieve the tension of learning in a second language.

The shyness and fear of using English, very often blocks learning. When the students are having fun, they tend to relax and stop blocking out the new language.

Role-playing is a powerful tool,too.  It teaches cooperation, empathy for others, decision making skills and encourages an exchange of knowledge between the students.  These aspects alone make role-playing beneficial because the students are learning from each other.   Apart from the obvious development of communication skills, it encourages leadership, team work, compromise, authentic listening skills .

The benefits of drama to develop the imagination should not be undervalued.  In our rote school routines of memorization and compulsory subject matter, we sometimes do not spend enough time on encouraging our students to use their imagination.

We need imagination to make a better world. In order to accomplish anything worthwhile, we first need to imagine and dream it.  I always emphasize my students that fact!

I also tell them that, in life, we are all playing many roles, therefore, we are wearing many masks.Older students,easily  understand this.

Few tested methods for incorporating Drama in the EFL class , summarised

Act out the Dialogue

One of the easiest ways to incorporate drama in the classroom is to have students act out the dialogue from their textbooks. Simply pair them up, have them choose roles, then work together to act out the dialogue, figuring out for themselves the “blocking,” or stage movements.

Perform Reader’s Theater

Another good beginning exercise is to do Reader’s Theater. Hand out copies of a short or one-act play, have students choose roles, and then read the play from their seats without acting it out. However, do encourage them to read dramatically, modeling as necessary.It’s an alternative and fun way of practicing reading aloud, as well!

Act out the Story

This is particularly effective with “short-shorts”: brief, one-scene stories with limited characters.

Write the Dialogue for a Scene

Watch a brief clip of a cartoon movie without the sound on. Have older students write a simple dialogue for it and act it out.

Act out and Put Words to an Emotion

Give students an emotion, such as “anger” or “fear”. Have students, either singly or in groups, first act out that emotion then put words to the emotion.

Give “Voice” to an Inanimate Object

 

What would a stapler say if it could talk? Or an apple? Have students write monologues with inanimate objects as the character. Hamlet’s “To Be or Not to Be” soliloquy might also be termed a monologue, for example.

After writing them, students can read the monologues aloud.

Create a Character

Have students develop a character, writing a one-page profile on the character’s background, appearance, personality, etc. Have them introduce the character to the class, explaining what interests them about their character.

Write a Monologue

Using the character they’ve already developed, have students write a monologue for that character then perform it.

Mime 

Have students act out short scenes without dialogue. The rest of the class then supplies the dialogue, developing the “script.”

In role playing, the participants are assigned roles which they act out in a given scenario.

Improvise

Put students in groups of two or three, and assign the characters and the situation to the groups.Students create the dialogue and movement themselves.

With careful planning, use of drama enhances our English classroom curriculum and adds fun in our teaching!

Drama encourages adaptability, fluency, and communicative competence .

“The Wizard of Oz”:School musicals offer a good chance to children to bring out their talent, build self confidence, and overcome all of their inhibitions

” Alice in Wonderland”:School musicals, drama, and plays teach children to work in a team, develop organizational abilities, communication and more.

” Interviewing….Barbie”: ‘Pretend games’ are a central part of a child’seducation.
When they dress up as a princess,they become a princess.

I always encourage my students to use short plays, skits or other drama activities to present their projects in class.  Here,….. Hurem, Sultan Suleiman’s wife is being interviewed about her life in the harem !! Improvisation works miracles! Kids, decide about their costumes and they write their own lines…..

Note:Ideas, first found and later tried out in class, on  https://busyteacher.org 

Team work ,matters!

The ability to work together with others as part of a team is not simply a skill needed at school, it is a vital skill used in all areas of life. For me, school is, an excellent time to cultivate the teamwork skills, children will then draw from, throughout their life.

 

For a team to work together effectively, it takes all members of the team to respect each other’s abilities and opinions. Teamwork is a highly social activity and involves much interaction and exchanging of ideas and actions. We all understand that, being part of a team enables a child to move from more intrapersonal (individual) ways of thinking to interpersonal (communicating with others). It will help students in all areas of their learning, and help them to feel part of a community, too.

The biggest problem in my country’s educational system is that, teamwork is not encouraged at schools- at least, not as much as it should be….

Working as part of a team will strengthen students’ social and emotional skills, help develop their communication skills, and can improve confidence.

Team games, are also important…From experience, the best way to teach children English is to not only get them physically involved within the lesson, but also to create the illusion that they are simply playing games. And rather than focus on individual development, it is also a very good idea to promote class interaction as far as possible.

Even very young learners can become independent in their learning and guided early on they will be more likely to grow into autonomous and successful language learners.

Creative use of language makes communication possible even when students may not know the perfect grammar for what they are trying to say.Nothing is more true to life than that.

When students work in groups, they have to work together to accomplish a goal. Even when the use of grammar is weak in these collaborations, communication happens, and that will give your students an advantage, when they have to face communication in the English speaking world.

Encouragement in class,is crucial ! One way encouragement comes, is when lower level students see the accomplishments of higher level students.Less accomplished students will become better speakers just by talking to others more advanced than them, without help and without pressure….When they work in groups, I see that students help each other learn.

One of the most important things for me, as far as group work is concerned, is speaking!

Putting our students in groups, gets them speaking up and practicing the language that they are trying to learn. And, speaking, is not top priority in the Greek language class…. not even in the private Greek Language schools-“Frodisteria”…

Students who are kinesthetic learners, will benefit greatly from learning through games and group work,too. Students of varying English levels can work together to support each other, make decisions together and learning from one another. Games and group work can involve all of the aspects of language—listening, speaking, reading and writing.

 

In our class, children experience teamwork in many different forms. They may be asked to work in pairs, small groups, or larger groups on a variety of different things. They may be asked to work in teams for physical activities such as ball games or running games or more formal activities such as projects. Children also often form their own team activities during their play time.

“You can discover more about a person in an hour of play than in a year of conversation” – Plato

I am sharing an interesting post about the benefits of Team Building, here

 

Benefits of Team Building

1.  Getting to know each other better
2.  Bonding
3.  Building team spirit
4.  Encouraging tolerance and understanding
5.  Creating a sense of belonging and connectivity
6.  Creating a climate of cooperation and collaborative problem-solving
7.  Improving motivation
8.  Improving communication within the group
9.  Team development – Building a community with a common purpose
10. Developing trust, care, compassion, kindness and creating empathy (Trusting each other AND yourselves)
11. Building self-esteem

12. Creating an understanding and awareness of individual differences, personality strengths and  weaknesses
13. Breaking down barriers
14. Creativity – Doing things differently! Out of the box!!
15. Higher levels of job satisfaction and commitment.And all the time … Having a huge amount of FUN

“PuppETs-European Travelers”: an amazing ETwinning project!

This old time classic pen pals project, gave a real purpose and meaning to learning a foreign language and helped the students experience education in a different country through European citizenship ,using Arts and crafts and a new tool: twinspace!

The project lasted  a school year and we had to complete many individual items . We had to create common projects about: ourselves, our school, our country , our town ,our favourite sports and hobbies, our customs and special traditions, our most favourite place in our countries , our daily routine and habits and also ,create our pen pals as PUPPETS , reading their appearance descriptions and looking at their self-portraits ! We lived in another country, as our school and country ambassadors, and experienced life in another class, far away from home, for one school year! Puppet-students, wrote on their twinspace diaries about their adventures and collaboratively wrote and put on stage, a puppet play about their experience! Our projects and letters were both sent to our friends by snail mail and uploaded on twinspace, to share and compare, in a different class.

Pedagogical Innovation and Creativity 

This was a new and innovative partnership for my school; It was the first time the students participated in such an innovative ETwinning project.

Both, group work and independent research was used  by pupils.

The innovation and creativity of the project is based on the following factors:

1.The willingness of the teachers involved to communicate easily – via phone, email, sms

2.All partner  schools being inclusive of each other, working as one unit on each common project

3.That the children felt able to be creative with their audience in the partner school in mind and dare to share and compare.They also used their imagination and creativity as well as their artistic skills, in order to create their puppet pals and write/stage their puppet plays.

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

5.The student-Puppet-Ambassadors, created by and for the students ,served as a  meaningful pathway towards understanding and learning more about our friends.

6.Our student-Puppets project, provided the opportunity to break down classroom walls. It gave our students a chance, to see a world outside of their walls.Students,  became fully aware of the other European partner countries and their ways of life. Citizenship became a practical ,rather than theoretical, part of the curriculum.

7.Our ETwinning project, encouraged cooperation between teachers and unified learning. It also offered us the chance to collaborate with the local Puppet Theatre and museum,which was highly beneficial for all of us.

The scope of learning widened from English skills to several other subjects. The idea of being   partners in a European project, encouraged the pupils to find out more about different European countries, their nature, art, food and ways  of living. In the context of European partnerships,our work  provided in the shared learning environment were not only learning material, but were a meaningful pathway towards understanding and learning more about our partners.

  1. In this sense, the true revelation has been that apart from climate and language, people in Europe are essentially very similar with shared values and interests. Surely, this  helped us to overcome our prejudices and made us more open to intercultural cooperation.

Curricular integration 

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 my  pupils  benefited.  Our  project involved MFL, language, social studies, expressive arts and basic technology.

We held a European Day of Languages to get the rest of the school know our European friends better. We also had “Puppet Theatre” days, when our student-puppet-guests, presented their projects about their country and way of life, to us! It was exciting to lend them our voices and have them “talk” to us-we could also ask them questions! We later,uploaded all the photos  on our Twinspace “Puppet Diaries”, where everyone could make comments or just read, share and compare ideas, thoughts and feelings.Finally, we were invited to take part in a local Puppet Theatre Festival, where we had the chance to present our play to the local community!

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. As far as my school is concerned, I made sure that almost all our project activities were connected  to each of our English coursebook units. Luckily, our coursebooks , are based on both cross curricular and cross cultural topics quite relevant to our Etwinning project theme! Also, they are based on both creative  project work and group  collaboration which  was  highly helpful in our Etwinning project!

I  made sure that, ALL my 85  students, in different age and  language level, took part in our  Etwinning project, a fact  that  proved to be a real challenge!

Finally, our student-puppet-guests, are going to spend their Summer holidays  in our partner countries, write a Summer Diary entry about their Summer adventures and come back home in Autumn, to share it with us.

Communication and exchange between partner schools 

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

What we practically did  ,was  that, we sent our pen friends all our group projects, on a topic we had already worked on in class and we asked them to reply ,by sending us the same topic based project! The projects we sent, were  in the form of posters, flyers, brochures, magazines, PP presentations, albums , videos, etc….In class, we talked about the similarities and differences of cultures and ways of life !

The students’ very first project was their self-portraits and appearance descriptions, which were used to help their  pals create their puppet-selves!

Arts and craft played an important role in n our project work !

If the kids felt  the need to personalize their work  even more, they were  free to include little gifts having to do with themselves or the project topic, … I always printed  lots of pictures and displayed  them on our school  notice boards.Students were also encouraged to interact on  twinspace ,both at the school ICT lab and from home. This all gave a real purpose and meaning to learning a foreign language.

In these difficult times of financial crisis , our students were able to live abroad, as puppets and experience life in a different country and class for a whole school year ,sharing and comparing our ways of life and making new friends.

The most important tool of the project , was our Twinspace Forums Puppet Diaries: by visiting the Puppet Diaries on a regular basis,  the children via their puppets, became ambassadors of our school and country! The pupils shared information and experiences, and thus learned from each other and strengthened their communication skills. They were also encouraged to interact on twinspace Discussion Forums, where they had to answer simple questions about themselves and our projects, as well as to read and make comments on their partners’ replies.

Collaboration between partner schools. 

In collaboration the teachers in all countries, decided on the range of topics that we would cover and the optimum time for 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 all had to make our partner’s Puppet-Self! In other words, create a puppet-pal ,with similar characteristics with our pen pal, to host in our class and country,for the whole school year!

Our puppets, would travel, play and learn, with their pen pals, in another country and class,experiencing a different way of life.

We created  our Puppet-Ambassadors Diaries on Forums , which we often updated, with the help of our puppets.

We uploaded   videos about our area ,as well as videos about our schools and puppet plays.

We also agreed on the letters and projects which would be implemented by our pupils and agreed on  wall display of correspondence received from partner schools .

We made  questionnaires, and quizzes about our common projects to see how much we had learned, about each other.

We finally, decided to have our students host our guest Puppets during the summer and write on the Puppets’ Summer Diaries which would later be sent , along with the puppets, back home!

We all agreed that, all  students’  final products -our projects,  would be achieved through group work ! No group  project was sent abroad, before it was presented in class ,with the help of our student-puppet-friends and was later displayed on the classroom walls and ,finally, uploaded on Twinspace Pages.

Use of technology 

Some of the partner schools ,had not  used most of the  web tools we had to use for this project,  before .

I had small  groups of my students, use Photoshop to enhance and crop photos and then put them into Movie Maker to produce a school video  to be posted on Twinspace for other schools to view and had them to create  a Quiz about our town. We also used Kizoa to make short videos, padlet to work on our Puppet play script, collaboratively, and a Word Cloud Generator,for feedback.

I have consulted and collaborated with partner teachers using Skype and a webcam. Outcomes and project work were saved on Twinspace ,allowing uploaded materials and presentations to be compared and contrasted easily across all partner  countries.My students, were asked to interact with their pen friends on twinspace ,using their home computers, too !   Video-conferencing, using new webcams, were all new experiences for us .Our project brought a new and exciting dimension to our work.

Actually, the ability to use ICT is becoming more and more vital in today’s modern information society. However, ICT skills are still acquired mainly outside public educational institutes, in my country.

Actually, communicating with real people from other countries appeared to motivate the learners in a very special way, also in the use of basic ICT tools, mainly with our ICT teacher’s guidance.

Through ETwinning pupils learn to use ICT tools in a pedagogically meaningful way.

They wrote letters in the forums, chatted, 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

The pupils were inspired and motivated. They had a great deal of fun working collaboratively .

Students had an opportunity to develop a sense of pride and respect toward other traditions. Our Puppet-Ambassadors, made Europe a more real concept, especially for those students who have never traveled abroad.

The organisation and commitment of the students has been very impressive.

The children showed a great interest in exploring another country and its way of life, as well as demonstrating increased motivation in learning a foreign language. They were always eager to participate, found information themselves, drew pictures, made posters, presented the project to other classes and last, but not least, create their own puppets and write their own Puppet play!

The group  work of my students was collected, and ultimately, shared with our partners. Writing and illustrating personal responses gave students the opportunity to boost their art and creative writing skills. Reading the personal responses of their European  partners, gave students greater insight into their partners’ context and worldview.

The project also brought the class together, as the pupils were working as a team. Through these activities the children also became ambassadors for the school and country .

The pupils  learnt from each other and strengthened  their communication skills.

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 (puppets) 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