The best thing about teaching children is that you’re working on unspoilt minds that are so eager to learn and have fun. While teens seem to be at least slightly nonchalant when it comes to their educational process, while adults are so self-aware and need to get feedback on every step, children are wonderfully easy to please and literally only ready to grow and flourish. Some claim childhood is the only period when we actually acquire knowledge with ease, others believe childhood should be mainly fun and parents encouraging their offspring to learn another language can end up as innocent victims of the predatory educational market only fishing for easy money.
As usually, I find myself somewhere in the middle, believing children should have fun being kids, but at the same time we should encourage them to learn, especially when classes include games, songs and a lot of fun activities. Trying to broaden my horizons on the topic, I read a book by Jayne Moon “Children Learning English: A Guidebook for English Language Teachers”. As the author mentions in the introduction, “the book will help you to build on the knowledge and skills you already have, become aware of your beliefs about children and about teaching, re-assess your practice in the classroom, provide fresh ideas and new insights (…) and deepen your commitment to and enthusiasm for teaching children.”
You will find various topics discussed, starting with students’ attitude to learning English, managing the learning process, introducing effective teacher-pupil interaction, creating, adapting and evaluating various activities, planning, organizing conducting and assessing learning and teaching etc. Apart from the book itself the bibliography looks really inspiring, as it leads you to more publications on the topic (and each chapter has its own set of books).
What I really appreciate about this book is that it not only discusses the areas I mentioned, but also provides strategies for potential difficulties and actual procedures to deal with various issues (e.g. action plan to find out how raised expectations affect children’s behaviour and attitude to learning English). One of my favourite parts is the whole chapter focused on introducing and carrying out pairwork and groupwork (as mixed-gender pairing happens to be quite problematic at a certain age) which gave me a lot of ideas and activities on how to deal with this particular problem.
Yet another useful chapter I enjoyed was on creating own resources. Apart from practical ideas, the author encourages teachers to answer some questions first, like setting up and organizing educational and developmental criteria on preparing resources, which makes it easier to not only create own materials, but also adapt the ones we observe during other teachers’ work. We are surrounded by so many online resources now, that I really loved the short checklist to make sure the material we’ve chosen is not only fun, but also appropriate and suitable.
The book is a great source of information for all those who have just started their work with children, or who have had a longer break and return to educating this particular age group. I found myself nodding approvingly over some details I once knew but now forgotten, having been teaching mostly teens and adults for the past decade. I really enjoyed revising the basics and learning new things, that’s why I believe all of you who might be in a similar situation, will find the book equally useful. After all, children and their education is the area that gives many opportunities and possibilities for all teachers, so we shouldn’t neglect it just because it’s easier to work with the adults.
I’m sure you’ll find the read quite interesting, regardless of your present teaching groups – some ideas are relevant for all ages, and being a teacher means you can’t be too sure as to what groups you’ll teach next time.