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Yesterday we learned about “ language teaching with young learners”.

Young learners have a lot of personality fit into a little frame. As such, they need to wiggle and move. They want to share what’s on their mind and spend time with their friends. Learn about what to expect for the developmental stage of children at this age. Then, have patience with your students as they learn the procedures, routines, and rules of your classroom.

It’s not always easy, but with experience and these tips for teaching young learners, you’ll discover what works for you. Then, you can effectively teach your students and help them excel.

One can teach through repetition, children learn through repetition and active engagement with another language. We can apply this technique by doing an activity in English and then doing the same activity in a second language a few days later.

Second, we can use great gestures and physical demonstrations. With this, we can match non-verbal communication with vocabulary words. It helps children understand language. our student can associate his exaggerated and expressive gestures, facial expressions and physical demonstrations with vocabulary, he is more likely to understand and remember those terms.

Third, we can also create our own game by game, so that students don't get bored with so many words.

Yesterday we learned about “chants, rhymes and songs”:

A chants and a rhymes could be said to be a rhythm (not a song). we use chants and rhymes to help the learning of our students. Children do actions with chants rhymes.

They are for example giving a rhythm to some words so that the students do not get bored.

We can also show them videos where they make songs, they learn it and that makes them learn in a fun way.

Yesterday we learned about “movement, games and special friends”

We know that young children are in full development and also live unforgettable stages, they create their first friendships and they love to play and that is what we are going to learn.

First what we should know is that they learn by listening and seeing, and they have a great imagination, so a simple game would be game of a crocodile, etc).

Another example would be with puppets, for example (I am going to teach them the vocabulary of the most common and simple professions and I have my puppets of a firefighter, police, doctor and painter and I make a simple game for them so that they understand better). This will be called special friends, why? Because they are children and their imaginations are great and they will feel comfortable with them and will enlarge their imagination.

A simple game for big children, it may be that (heads up) I put a word or image on the forehead and the other student makes some mimics so that I can know what or what the word or image is.

Another game would be memory, a fantastic game in which one learns a word and the other says the word of his partner plus his word and so on, so that they do not forget and can remember their vocabulary. Those are some examples for children.

The day before yesterday we learned aout “creating the right conditions for language learning” 

First we must know that to teach a child we must feel happy inside and outside, so we can give a good class to our students, we have to see that the student also feels well in conditions to study.

The ways for them to work can be in different ways, such as group work, where they get involved to do their job.

This homewoork is about the second Theory of Vigotsky:

I´m going to explain about my exposition of yesterday about Lev Vigotsky:

First I talk about the GENERALITIES:

Now I talk about  2 points 

-  Maintains that children develop their learning through social interaction.

- Vygotsky defends the social origin of consciousness which he considers the fruit of our social relations.

To say a few things, Vygotsky agreed with Piaget's theory, but he changed some things from his Piaget theory, and well, here I am going to say what he talks about.

In summary, Vygotsky follows Piaget´s line but introduces a key factor: the child not only interacts with objects, but also with concepts, that is, the child knows the object of the world through the meanings he shares with his environment Social.

Learning and "zone of proximal development”:

Adults or more advanced peers play a role support, direction and organization of learning, such as step before he may be able to master those aspects.

General Features:

I think that this part is very important:

- It arises in opposition to two fundamental ideas, such as positions on development and, on the other hand, biological positions on cultural and independent development.

GOALS AND OBJECTIVES:

- Educations promotes the sociocultural and cognitive developments of the students.

- Culture provide tools to modify their physical and social environment (one of great relevance is language).

MY OPINION:

My opinion about Vygotsky is that in some parts they are very good, as in others that I don´t like very much, he has his subjects from a very young age, I think that it is right that an expert helps a child up to a certain stage, but What is with him, what I don´t like very much is that the speech in general and in that part the children are super special, both emotionally and intellectually, and I think that part isn´t right.

The day before yesterday we learned o we do a expensive review about DESCRIBING YOUNG LEARNERS, but we learned about “Theories of learning and child development”; again “but” we talk about the first 2 theories, now I´m going to explain the tho theories of the day before yesterday:

THEORY 1:

- Jean Piaget ( 1896-1980)

THEORY 2:

- Lev Vygotsky ( 1896- 1934)

First I will talk about the Theory 1 : Jean Piaget ( 1896-1980).

He born  (Neuchâtel, August 9, 1896-Geneva, September 16, 1980) was a Swiss epistemologist and biologist, considered the father of genetic epistemology (relating to the generation of new knowledge from the development of structures and from of functional mechanisms that are maintained to this day.

What is the constructivist approach?

The constructivist approach, in its pedagogical current, is a determined way of understanding and explaining the ways in which we learn. Psychologists who start from this approach emphasize the figure of the apprentice as the agent who is ultimately the engine of their own learning.

Parents, teachers and community members are, according to these authors, facilitators of the change that is taking place in the learner's mind, but not the main piece. This is so because, for the constructivists, people do not literally interpret what comes to them from the environment, either through nature itself or through the explanations of teachers and tutors. The constructivist theory of knowledge tells us about a perception of their own experiences that is always subject to the framework of interpretation of the "apprentice".

It could be said that he does a certain study on the stages of people, from birth until they become adults, these are 4 stages and here I explain it.

First we see a picture about the theory of Piaget: 

Now I´m going to explain 1 of 1 about the theory of Piaget:

First is Sensory-Motor Stage:

The sensory-motor stage is the one that "It extends from birth to language acquisition". At this stage, children progressively build knowledge and understanding of the world by coordinating experiences (such as sight and hearing) with physical interaction with objects (such as grasping, sucking, and stepping). Object permanence is the child's understanding that objects continue to exist even though he or she cannot perceive it. One can make the game (don ta bebe), or with cubes, music, etc., but they are ingenious games. As we saw, it starts from 0 years old to 2 years old. Second is “The Pre-operational stage”:

Piaget's second stage, the pre-operational stage, begins when the child begins to learn to speak, around the age of two and continues until the age of seven. During this stage prior to cognitive development operations, Piaget observed that children still do not understand concrete logic and cannot mentally manipulate information. At this stage, increased play and pretense take place in children. However, the child still has trouble seeing things from different points of view.

Third is “Stage of concrete operations”:

The concrete operations stage is the third of the four stages of Piaget's theory of cognitive development. This stage, which follows the pre-operational stage, occurs between the ages of 7 and 11 years and is characterized by the proper use of logic. During this stage, a child's thought processes become more pervasive and "as an adult," he begins solving problems in a more logical way. Hypothetical, abstract thinking has not yet developed and children can only solve problems that apply to specific events or objects. At this stage, children undergo a transition in which they learn norms such as conservation.38 Piaget determined that children are capable of incorporating inductive reasoning.

Fourth Stage is “The formal operations Stage”:

The final stage is known as the stage of formal operations (in adolescence and adulthood, approximately between 11 and 15-20 years): Intelligence is demonstrated through the logical use of symbols related to abstract concepts . This way of thinking includes "assumptions that have no necessary relation to reality.

MY OPINION:

I really like Piaget's theory, it is very interesting and he explains the four stages very well, each stage says what the child does and also how it develops I like it a lot, but what I don't like is in the sense that He says that the child develops alone, in a few words I understood that he develops alone, in my opinion I do not conclude much with him in that part, because it is good that the child develops but with help, not alone.

Now I´m going to explain the theory of Lev Vygotski:

He was born into a prosperous Jewish family near Vitebsk, and was the second in a family of eight children. Before her first birthday, her family moved to Gomel, where she grew up. In his teens he was a fan of theater and painting and decided to rewrite his surname Vygotski, instead of Výgodski ("výgoda" means "benefit" in Russian), as it originally was.

Sociocultural theory:

Lev Vygotsky also suggested that human development is due to a dynamic interaction between individuals and society. Through such interaction, children gradually and continuously learn from parents and teachers.

This learning, however, can vary from culture to culture. It is important to note that Vygotsky's theory emphasizes the dynamic nature of this interaction. Society not only impacts people; People also affect the society in which they live.

MY OPINION:

I like Vygotsky's theory in a certain way, it is good to teach the student a parent, someone who knows what you want me to teach him, but there are also some parts where I do not like it, Vygotsky and Piaget have very good points but there are some things in which you could say that they exaggerate or something, and it has excellent pates like some in which they generate all children, and not all of them are similar because some have problems to study like others who are more agile .

Well this is my first lesson 1 of met 4 and well to start the class we saw a video of "Should we get rid of standardized tests?" and it was a video where they talked about the tests to see if they were necessary or not, and then we saw two opinions from two people, where they said their different opinions about the tests if they were necessary or not.

Well, in my opinion, if they are necessary because they tell us what the boys have learned up to that day and what I understood is that one has to teach a student well and then grade him through your teaching, take your exam and grade it, but before give the student to explain what is done, say the points etc. That was what I understood regarding the subject.

YESTERDAY WE LEARNED ABOUT “TEST ITEMS AND HOW TO TEACH THEM”

TYPES OF TEST ITEM:

A teacher can create his practices as he wishes, as long as he can reach the student, he can do an oral, written practice, a presentation, etc.

DIRECT TEST ITEMS:

Direct assessment involves looking at actual samples of student work produced in our programs.

INDIRECT TEST ITEMS:

Indirect assessment is gathering information through means other than looking at actual samples of student work. These include surveys, exit interviews, and focus groups.

HOW TO PREPARE STUDENTS FOR THE TEST:

Align your teaching.

Incorporate similar activities.

Teach test-taking strategies.

Reduce student stress.

yesterday we learned about classroom technology:

sowtware in the classroom:

MODERN SOFTWARE TECHNOLOGY IS EXTREMELY USEFUL FOR CERTAIN AN TEACHING ACTIVITIES.

The technology industry has been developing more and more advanced tools to bring learning to life and help students develop a respect and appreciation for education. The top trends in today’s classrooms have leaned toward gamification products like Classcraft and task management platforms like Google Classroom.

Yesterday we learned about “Classrom Technology 1″

Teaching with technology:

I think that technology could make the teachings of the teachers advance more and more, now we use, in a few words you could say a blackboard and a cell phone to teach students.

Deciding what technology to use:

sometimes they ask us what we should teach in a more modern way, one can do it if you have the possibility suddenly, but we must think about the best way to reach the student, I think the best way is how to reach the student, we might use ancient as well as modern methods, the important thing is our objective, which would be to teach the student, so that he learns and does not forget our class.

Using boards and other 'showing' technology:

Teachers need to show students words, PICTURES and texts. They need to play AUDIO RECORDINGS and show VIDEOS.

Teacher need to teach students in a very way, because they are the future and they have to learn in a special way.

Yesterday we learned about “TEACHING ABOUT MATERIALS”

Why teaching without materials is a good idea?

Students learn better when they participate it is good not only  to work with the book but with some practice separate so that they understand better than these practices they can understand better. 

All the teachers have experienced magic moments in lesson when stuents suddently become engaged in a topic(which is often about themselves and their lives) and start to talk about it enthusiastically.

Why teaching without materials may not be a good idea?

It is not good because, it may be that some  students understand that there are others who cannot understand.

Students can play or not understand the material that the school give them, in short the activity book, so the teacher needs to have a separate material, to make sure that the students can understand better.

What the teacher needs to do when teaching without materials?

If teachers decide to teach without materials, and/or when magic moments happen (when conversation suddenly takes off in a classroom), they need to be able to take advantage of the language that the students are using, or trying to use, so that they learn more.

Examples of materials-light teaching:

We to begin to know the students we can do as a small presentation we can say something, not everything about what we do in our daily life such us, my name is Romina I like to work with my students, sing and cook something like that, to have a litle confidence  with the students.

Afetr our shrt presentation, we begin to the classes that we have teach and, of course, to answer the students doubts, at the end, apart from the book, we give them  some practice, give us a small example of our practice,and after they solve the material apart froom the excercises, that´s good, because if they didn´t understad, they would understand our material, of course, giving  them the material that refers to the topic that we have.

YESTERDAY WE LEARNED ABOUT “SUPPLEMENTARY MATERIALS AND ACTIVITIES”

Are books and other materials we can use in addition to the coursebook. They include skills development materials, grammar, vocabulary and phonology practice materials, collections of communicative activities, teacher's resources and web materials. Supplementary materials may also come from authentic sources (e.g. newspaper and magazine articles, video, etc.).

Why use supplementary materials and activities?

We use supplementary materials and activities to provide something that is missing from the coursebook, to give learners extra practice, or just to bring something different to our lessons.

HOW TO USE SUPPLEMENTARY MATERIALS AND ACTIVITIES?:

- ADAPT FOR USE AT DIFFERENT LEVEL.

- PAY SPECIAL ATTENTION TO INSTRUCTION.

- MAKE SURE YOUR STUDENTS HAVE THE LANGUAGE THEY NEED.

Yesterday We learned about the “USE OF DICTIONARIES”:

A dictionary is a general-purpose data structure for storing a group of objects. A dictionary has a set of keys and each key has a single associated value. When presented with a key, the dictionary will return the associated value.

  Is important to use dictionaries? 

I think that  good dictionary can help you understand your subject better, improve your communication and improve your grades by making sure you are using words correctly.

Reasons for using a dictionary

find out other grammatical information about a word.

find the synonym or antonym of a word.

check the spelling of a word.

check the plural of a noun or past tense of a verb.

WHAT STUDENTS CAN FIND IN GOOD LEARNERS’ DICTIONARIES?

Monolingual and bilingual learners' dictionaries give a wealth of information which can help learners understand and use words effectively.

Yesterday we learned about “Using Coursebooks”:

Yesterday in the first minutes the  theacher was explain about one person called George Floyd An African-American man who died on May 25, 2020, after Minneapolis Police Officer Derek Chauvin knelt on Floyd's neck for at least seven minutes, while handcuffed and lying face down on the road..

After the conversation, the teacher become your class about  “Using cousebooks”:

WHAT IS “COURSEBOOKS”?

I think that coursebooks is a textbook, in plural is coursebooks but  i think that in singular is textbooks.  A book designed to accompany a specific academic course, or one specified by the writers of the course to be read by its students.

HOW TO USE “COURSEBOOKS”?

People use cousebooks for help them teach or learn foreing language, is a book desingned to accompny a specific adecademic course.

Here are six ways teachers can apply pedagogy to the use of coursebooks.

- Selection

- Adiction 

- Substraction 

- Adaption 

- Replacement 

- Rejection

HOW TO CHOOSE A COURSEBOOKS:

When teaching language classes in a school or academy, the chances are that someone else has made a decision about the coursebook for us. If this is the case, we have to make do. An important planning decision has been taken out of our hands, for better or worse. Choosing our own book is a double-edged sword. Getting it wrong could be a costly mistake and damage our class. So let’s have a look at several factors that should come into consideration before ordering a book.

On mnday we was talking about “warn up” 

Is an activity at the start of the class to warm up the learners. They tend to be short, dynamic activities. Warmers can be compared to coolers, which are short activities to finish the class. Example:

The learners are going to read a text about computers in the lesson. The teacher asks them to change their seating and sit down in an order based on how much they use a computer. This requires them to move around and talk to each other.

This is an example of warn up activity:

REMEMBER:

TIME OF THE WARM UP :5 to 10 minutes

Yesterday the class was about PLANNING SEQUENCES:

A planning sequence is a list of planning functions and parameter groups that are processed in the order you have previously determined. You use this function to automate the sequential processing of a user-defined number of planning functions that you have defined. This is useful if you want to regularly carry out certain complex operations on your data. You can combine multiple function call-ups in a planning sequence and these are then processed as one single step.

LESSON SHAPES, STAGES AND SEQUENCES:

LESSON SHAPES: When we Plan lesson, We may use Metaphors like maps, Ttime, books or meals to come up with a lesson shape.

LESSON STAGES:

We think of Establishing different pisodes or stages of the leson in a lesson  period the total time of lesson. Because we believe that believe with a lesson is important. Example:

ESA:

E --> ENGAGE

S --> STUDY

A --> ACTIVATE

We engage the students whith enjoyable situation or picture. Then we prestent the new language and ractise it (study)before we let the students try to activate (use) it.

SYLLABUS, CURRICULUM, COURSE:

Some people use the terms syllabus and curiculum to mean the same thing, but this is inaccurate.

CURRICULUM:

List of personal data and professional history submitted by the applicant for a position or job. This is an example of curriculum:

SYLLABUS:

List of the languge or other content that will be taught and the other that it will be taught in. example:

COURSE:

Yesterday he clas was about PLANNING LESSONS:

Making an effective lesson plan takes time, dedication, and an understanding of students' abilities and goals. In the field of education, every teacher strives to motivate students to retain as much as possible during the course of the class and apply it.

HOW TO MAKE A LESSON PLAN:  Know your students,  Set learning objectives,  Write the objective for the lesson, Plan your timeline.

Lesson planning is a significant element of teaching-learning system. A lesson plan is a step-by-step guide that provides a structure for an essential learning.

It is important because it helps the teacher in maintaining a standard teaching pattern and does not let the class deviate from the topic. Pre-planning helps the teacher to be better equipped in answering questions asked by the students during the lecture.

FINALLY:

A lesson plan does not necessarily have to be a detailed script that contains the plan of every interaction with students in the classroom. It should preferably have the general overview of the aims and objectives of the course, the plan of teaching and learning activities of the course and the activities planned to check the students’ understanding.