Teaches Younger Student

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Teaches Younger Student
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Young learners, those attending preschool and kindergarten, will not have any personal reason for studying English.
It is simply another subject that they have to study at school or that their parents have told them they need to learn. At this point in their lives, they may not know or comprehend how important these classes can be. They might view your classes as simply another fun daily activity and that is just fine. Even at this early age, you can encourage them to develop an interest in learning English which will stay with them long after they have finished your classes.
Students at this level are just starting their academic careers. School may be intimidating for some of the students in your class so, in order to encourage everyone to participate, it is important to make your lessons relaxed and fun . YL Students will be learning very basic material but you can design creative lessons that get students moving around and speaking with one another. Young learners are generally very enthusiastic about songs , especially if they can sing along, and active games. Be sure to provide lots of encouragement and positive feedback. You want to create a safe, stress-free environment that everyone can enjoy learning in.
Keep exercises fun and short because these students have short attention spans and are easily distracted . Overacting and projection will help keep the focus on you. Teach students how to behave in a classroom by asking them to be quiet while you are talking and raise their hands if they have questions or want to answer a question. This may not be directly related to ESL but it is important that students learn good behavior early on; it will make their transition to primary school easier. Teach them to respond to basic classroom English phrases such as “ Please sit down. ” because these are expressions that they will hear repeatedly throughout their study of English. For students at this age, you are responsible not only for starting to teach them English, but also for preparing them for their next level of education. Students will perform better in their classes if they behave well and have a good understanding of basic principles.
The primary focus of these lessons will be on communication and laying a solid foundation for further English coursework. Students should practice the different sounds of the English language and learn material such as the alphabet , numbers , colors and shapes . You will introduce vocabulary words gradually and may choose to study some simple structures that relate to everyday life too. It could be that reading and writing never enter into your classes but a focus on speaking and listening will help students become more comfortable and confident with English.
There are many other things you can do to ensure that students succeed in class. There is no need to assign homework at this stage but be sure to track individual and class progress so that students can visually see what they have learned and how they are doing. Encourage students to try their best and create a constructive learning environment where students do not need to worry about making mistakes . Create activities and exercises that are entertaining. Help students learn how to interact with one another as well as how to speak English. Students will also feel more comfortable if you stick to a regular schedule so if you decide to make changes, implement them over a period of time rather than all at once. Constantly review and avoid introducing too much new vocabulary at a time. Students may not remember material from one day to the next so repetition is important . The more students are exposed to certain material, the faster they will learn it. This is how native speakers learn English, by listening to people around them and expanding their range of vocabulary gradually.
You play an important role in helping them develop into lifelong learners. Foster a love of learning by creating lesson plans that appeal to them, suit their maturity level, and focus on what will help them excel in future English courses.
P.S. If you enjoyed this article, please help spread it by clicking one of those sharing buttons below. And if you are interested in more, you should follow our Facebook page where we share more about creative, non-boring ways to teach English.

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Expert: Connecting computer science to everyday experiences is one way to help K-8 students learn about one of the 21st century's most important topics.

Written by
Nate Delesline III, Staff Writer
on
July 29, 2022
I love to tell my teacher-preparation students that computer science should be like a trip with Ms. Frizzle, one in which we take chances and make mistakes.

Kevin Good, University of Mary Washington

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To teach language to the youngest students, you first introduce them to the letters of the alphabet and the sounds that the letters make. Next, you step forward into combining letters into simple words, then sentences. 
To teach math, you start with numbers, then counting, then basic addition and subtraction.
So, where do you start when it comes to teaching kindergarten through middle school students the basics of computer science? ZDNet asked, and here's what three education experts said.
Kim Wilkens said one of the first messages she shares with teachers who are learning about computer science is that problem-solving through trial and error — and occasional failure — is OK. 
Wilkens is a University of Virginia doctoral student. She's studying K-8 computer science (CS) education. She is also the founder of Charlottesville Women in Tech and the nonprofit Tech-Girls .
Trial and error is a fundamental element of teaching, learning, and working in computer science, she explained.
So too is the fact that "there can be multiple 'right' answers to the problem," Wilkens said. 
This means there is an experimentation culture in CS education, where trying things out and being creative is encouraged.
Regarding pandemic-related changes, "one positive I heard, especially with teaching CS to elementary students, is that because the students had access to and practice with technology, more time could be devoted to teaching CS concepts and not just how to use technology," Wilkens said. 
"A couple of challenges I heard about was the difficulty in supporting students when they ran into problems with their code and screen fatigue during the pandemic."
Jennie Chiu, an associate professor of education at UVA's School of Education and Human Development, echoed Wilkens' perspective.
"I would add connecting CS concepts to students' everyday lives, cultures, and prior experiences as another pedagogical strategy, especially for elementary students," she said. "Many CS concepts are related to everyday experiences." 
For example, dancing involves loops. Or you may use a conditional when deciding how to get dressed in the morning — if it's cold, then I will put on a sweatshirt. Algorithms can be thought of as recipes.
"However, it is equally important after making these connections to help students understand and distinguish the differences between everyday language and experiences and computer science language and programming," Chiu said.
"K-4 students explore CS concepts through unplugged activities, coding games, robotics, and block-based programming," Wilkens said. 
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"At this age, students need opportunities to practice recognizing and using patterns, sequences, loops, conditions (if/then), event-driven programming and debugging to solve problems. They also need to be exposed to the vocabulary of CS and how CS relates to the world around them." 
Chiu said unplugged learning experiences — away from computer screens — are important.
"Unplugged activities help students understand that computer science is more than just working with computers and instead a way of thinking and solving problems that extends into many other fields and domains," said Chiu. 
"However, just as Kim stated, the joy and excitement that students get from working with various computing devices and realizing that they can make that piece of technology do what they want it to do is empowering and an important opportunity for all students to have."
Grades 5-8 can be a stressful time for students, teachers, and families. 
Most kids who live in the U.S. in these grades are 10 to 14 years old. The upper elementary and middle school years are often a period of fast-moving changes for tweens, teens, and their families.
When it comes to learning about technology and computer science, during this time, the focus on honing programming skills continues. Kids in this age group also start exploring syntax through text-based coding platforms. 
In addition, "they also gain a deeper understanding of the relationship between hardware, software, data and the impact of technology on their world," Wilkens said. 
"At this age, students need opportunities to create technology projects across disciplines. As their projects gain complexity, students will also begin making independent decisions about when and where to incorporate variables, boolean logic, and procedures."
Wilkens said students in this older age group "should be challenged to consider the usability of their designs and to iterate on their solutions. They must also weigh the ethical consequences of using their power to create tech for good or ill."
Google and Ford Motor Co. think so. They're working to make it happen in Detroit.
Computer science curriculums for K-8 students should also have a foundation of cultivating student curiosity, said Kevin Good. He is an assistant professor of special education in the College of Education at the University of Mary Washington.
"I love to tell my teacher-preparation students that computer science should be like a trip with Ms. Frizzle, one in which we take chances and make mistakes," Good said. 
Other curriculum elements should include critical and abstract thinking skills, collaboration, and communication, Good said.
Finally, it likely comes as no surprise that the pandemic reshaped how computer science is taught to America's younger students. The changes include a push to get a device in every student's hands for academic use. 
But your access and experience — or the experience your student will have — depends on where in America you live.
High school learners passionate about computer science might also consider online or in-person bootcamps, like Google's Code Next program , which recently opened a Detroit location.

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By Kate Schaefers and Phyllis Moen, Next Avenue Contributor
UMAC fellows L-R Jeff Buchanan, Carl Adamek, Sarah Meek, Sheila Peyraud, Janet Stewart, Bill Warner
Sheila Peyraud, a newly retired tech executive, saw herself as savvy when she returned to campus last fall. Then the University of Minnesota Advanced Careers ( UMAC ) fellow came face-to-face with all she doesn’t know in the class What American Dream? Children of the Social Class Divide . Listening to undergraduates’ experiences changed her thinking about poverty and inequality. “This class opened my eyes. I learned how uneven the playing field is, and it is getting worse,” said Peyraud.
We’d like to tell you about our program at UMAC, which brings together encore adults to explore career and volunteer options. Like Peyraud, they seek purpose in their next chapter. Notre Dame, Stanford and Harvard host these ventures, but UMAC is the first such innovation in a public university, offering a combination of interdisciplinary learning, personal renewal, and community engagement.
The University of Minnesota Advanced Careers Program
Here, classrooms become platforms for conversations across age divisions. In a broader context, UMAC aims to challenge age segregation in higher education. The program is one example of growing signs of change in college and nonprofit offerings: age-friendly universities, encore-specific programs and Osher Lifelong Learning Institutes are examples. Generations United and Gen2Gen build intergenerational ties.
At UMAC, immersive classes like the Grand Challenge curriculum confront issues that matter across generations. The Future of Work and Life in the 21 st Century addresses the complexities of a workplace where job security is scarce, re-careering is common and roadmaps are lacking. Students and fellows discuss families and careers, child care and elder care, affordable housing and co-housing — all through an intergenerational lens.
Madison Smiley, a senior psychology major, is grateful for what the fellows add. “We focused on real-world problems that would be hard to do with just a college mentality. We have limited work experience,” Smiley said.
The fellows provide a context to conversations. “They helped us understand what it means to work at a company, what it means to change jobs and careers,” says Max Peterson, a junior in Technical Writing and Communication. “It was nice to have wiser folks in the room. I could pick their brains and they got us all thinking.”
Different Perspectives and Learning From Them
UMAC fellow Peyraud observes something similar from her cohort’s perspective: “We were able to have different perspectives, to say things and disagree and not be offended.”
Peyraud, who followed a linear college-to-career path, empathizes with the twists and turns that lower-income students experience. “I had one path. They have had all kinds of paths. They were so open about their lives. That wouldn’t happen in my age group or work environment,” she noted.
Carl Adamek, a corporate executive in his 50s, is struck by students’ desire to make a difference. “I was impressed by how bright they are, how these students are passionate about their future, and doing something for the greater good,” said Adamek.
Virginia Kafer, a health care strategist also in her 50s, describes how energizing the experience was for her. “I came into a room of people with cool ideas I had not heard before,” Kafer said. Speaking of the students, she added, “They are smart and intuitive. I wanted to learn from them.”
The fellows find hope for the future from their discussions with the younger students. “These students gave me a renewed feeling of positivity in the world,” Peyraud said.
Older Students on How Today's Classes Are Different
Some fellows delight in how different classes are at college today compared to when they were undergrads. Peyraud remembers her large lectures. “The classes were one-directional, professor to student, and there was a right answer. Today’s college classes are discussion-oriented and participative, and answers are not simple,” she said.
And, Peyraud added, today’s students are open to different views. “With social issues, these students, they have opinions, we discuss them and learn from each other,” she said.
These two generations often find they are more similar than different. As Kafer puts it: “We are all at a point in our lives where we don’t know what’s next. We are all open to possibilities, and also kind of scared about that.”
But there are some ways the two generations are unalike, too. Kafer said the younger students “have different communication styles that I hadn’t considered, and they understand the rules and codes of communicating in a virtual world, and how to create relationships virtually.”
Younger Students Gain Confidence About Entering Workforce
Smiley said her experience with UMAC fellows makes her more confident about entering the workforce. “I found that I had lots of ways to connect with others of different ages, personally and professionally,” she noted.
Peterson found hearing how fellows navigated career changes very compelling. “It got us in the mindset that this is a world of plenty of potential, but we need to develop resilience in our career paths,” he said.
Throughout the semester, students fine-tune a group project, turning an idea into a solution, presenting it at a Classroom to Community Workshop. Fellows serve as mentors.
At times, career advice turns into career advocacy.
Peyraud used her work experience to coach a student through a job application. “I have networks, I can make a connection. I know there are disparities when it comes to getting jobs, and I want to help these students with resumés, making connections, and advice on business dress,” she said.
As initiatives like UMAC thrive, students of all ages will benefit from learning to communicate across generational divides,and from the mentorship that invariably follows. When diverse voices are part of the conversation, insights and innovation happen.

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