Post by Lukas on Oct 13, 2016 1:51:34 GMT 8
Well, the example was of a child anxious to speak out (it's not mentioned anywhere that the child doesn't know the answer, it actually says that he knows the answer). I can think of two different examples off the top of my head.
One is Coco (3 yo boy) of a class Coco, Sophia, Sophia, Fly (3, 4, 5, 4 respectively). This boy has been placed in a group that is not so much too advanced as simply to fast, too old. He struggles with new lexis or syntax every class. While other classmates can remember 3 out of 4 lexis, he can remember 1, provided it's a single-syllable word. Grammar? No, too advanced. BUT, he gets tonnes of support from his classmates, especially Sophia (5yo) who sees him as a younger brother, I think. She breaks the rules all the times, by coming up to Coco, whispering the correct answer in his ear. I don't punish her, only wave my finger at her (you're not supposed to do that, obviously), because I can see, that Coco, feels great when he can answer and not disappoint the teacher. And, in a long-term, he actually remembers some of it in the next class. ( I credit his mum though, she review with him every day and I don't remember him missing a day.
The other one is Emma (9 yo girl), of a class Lucy, Emma, Hans (9, 9, 8 respectively). When she joined the class, about 5 months ago, her answer to everything was 'ting bu dong'. Took me a while. Through games, easy ones, like Jenga or later 'guess who', we've built up her confidence to speak. By 'we' i mean the class as well, they've been really helpful (Hans is the smartest one for sure, he helps the girls a lot.) First numbers, then everything else. I haven't heard a single 'tingbudong' for 3 months. In fact, she had been the best for the last couple of classes i had with them before the crisis (giving directions, food and what not). All about teamwork at first, building up confidence, then individual successes.
To sump this up, I don't think any specific activity is needed for building a good learning environment, making them feel at home. It's all about encouraging them to become friends, and, if they're friends, they'll help each other. We have to be the referees though, not every answer can be given by the others, elicit until you feel you're going nowhere, be patient.
BTW Aaron, interesting book, not very academic as such, but very helpful.
One is Coco (3 yo boy) of a class Coco, Sophia, Sophia, Fly (3, 4, 5, 4 respectively). This boy has been placed in a group that is not so much too advanced as simply to fast, too old. He struggles with new lexis or syntax every class. While other classmates can remember 3 out of 4 lexis, he can remember 1, provided it's a single-syllable word. Grammar? No, too advanced. BUT, he gets tonnes of support from his classmates, especially Sophia (5yo) who sees him as a younger brother, I think. She breaks the rules all the times, by coming up to Coco, whispering the correct answer in his ear. I don't punish her, only wave my finger at her (you're not supposed to do that, obviously), because I can see, that Coco, feels great when he can answer and not disappoint the teacher. And, in a long-term, he actually remembers some of it in the next class. ( I credit his mum though, she review with him every day and I don't remember him missing a day.
The other one is Emma (9 yo girl), of a class Lucy, Emma, Hans (9, 9, 8 respectively). When she joined the class, about 5 months ago, her answer to everything was 'ting bu dong'. Took me a while. Through games, easy ones, like Jenga or later 'guess who', we've built up her confidence to speak. By 'we' i mean the class as well, they've been really helpful (Hans is the smartest one for sure, he helps the girls a lot.) First numbers, then everything else. I haven't heard a single 'tingbudong' for 3 months. In fact, she had been the best for the last couple of classes i had with them before the crisis (giving directions, food and what not). All about teamwork at first, building up confidence, then individual successes.
To sump this up, I don't think any specific activity is needed for building a good learning environment, making them feel at home. It's all about encouraging them to become friends, and, if they're friends, they'll help each other. We have to be the referees though, not every answer can be given by the others, elicit until you feel you're going nowhere, be patient.
BTW Aaron, interesting book, not very academic as such, but very helpful.
Have a great day, people!
