Teaching Infantil
Photo of Kindergartener Lola at Instituto Tirso de Molina, Legazpi.
Teaching Methods
Teaching Methods
After a few weeks of teaching, I began to add a bit Spanish into my lessons. I continued my lessons as normal, but I added contextual clues in Spanish when students looked confused. For example, when I wanted my students to return back to their seats after story time on the floor, I would say "Go to your silla" while pointing to their chairs. Minor additions like this improved the student's understanding of the longer phrases such as "Go to your seat". I also began to speak in Spanish when I needed to reprimand them for not paying attention or fooling around during class. Once doing this, I saw a tremendous change in both student behavior and comprehension. My students began to take me seriously and pay attention in class, thus leading to fun and successful lessons. They even began to confide in me when something went wrong (like a minor fall or paper cut) and trusted me to help and comfort them when needed.
After a few weeks of teaching, I began to add a bit Spanish into my lessons. I continued my lessons as normal, but I added contextual clues in Spanish when students looked confused. For example, when I wanted my students to return back to their seats after story time on the floor, I would say "Go to your silla" while pointing to their chairs. Minor additions like this improved the student's understanding of the longer phrases such as "Go to your seat". I also began to speak in Spanish when I needed to reprimand them for not paying attention or fooling around during class. Once doing this, I saw a tremendous change in both student behavior and comprehension. My students began to take me seriously and pay attention in class, thus leading to fun and successful lessons. They even began to confide in me when something went wrong (like a minor fall or paper cut) and trusted me to help and comfort them when needed.
As the year progressed, l used less Spanish in the classroom because my students understood much more of what I was saying and felt more comfortable speaking English. Despite not knowing enough English to keep a conversation, my toddler students knew a variety of English words and phrases to understand my lessons.
As the year progressed, l used less Spanish in the classroom because my students understood much more of what I was saying and felt more comfortable speaking English. Despite not knowing enough English to keep a conversation, my toddler students knew a variety of English words and phrases to understand my lessons.
Photo in Granada, Andalucía.
Total Physical Response (TPR)
Total Physical Response (TPR)
The hardest part about teaching at the preschool and kindergarten level is trying to keep the students interested and engaged for the entirety of your lessons. This age group of students are very easily distracted and if they are not stimulated enough to engage in the content being taught, the lesson can fail quickly.
The hardest part about teaching at the preschool and kindergarten level is trying to keep the students interested and engaged for the entirety of your lessons. This age group of students are very easily distracted and if they are not stimulated enough to engage in the content being taught, the lesson can fail quickly.
To minimize this, I constructed my lessons based on the Total Phyiscal Response (TPR) approach to teaching. TPR is based on the idea that if students have to do something physical in response to language, then learning is more meaningful and they will learn faster. When teaching like this, the learners are looking for action verbs to learn and act upon. For example, I would tell the students to "Jump!" and they would jump; I said "Dance!" and they danced, etc.
To minimize this, I constructed my lessons based on the Total Phyiscal Response (TPR) approach to teaching. TPR is based on the idea that if students have to do something physical in response to language, then learning is more meaningful and they will learn faster. When teaching like this, the learners are looking for action verbs to learn and act upon. For example, I would tell the students to "Jump!" and they would jump; I said "Dance!" and they danced, etc.
I loved using TPR to teach my toddlers because it was very effective. I used TPR to teach body vocabulary, as we would sing "Head, Shoulders, Knees, and Toes" or play "Simon Says". I also used it to teach directions, prepositions, and any other concrete language that allowed the students to move. With TPR, I was able to craft fun, entertaining, and educational lessons while still grasping my student's attention for the allotted time.
I loved using TPR to teach my toddlers because it was very effective. I used TPR to teach body vocabulary, as we would sing "Head, Shoulders, Knees, and Toes" or play "Simon Says". I also used it to teach directions, prepositions, and any other concrete language that allowed the students to move. With TPR, I was able to craft fun, entertaining, and educational lessons while still grasping my student's attention for the allotted time.
Photo with one of my favorite students, Angela, at Instituto Tirso de Molina in Legazpi.
Lesson Planning
Lesson Planning
I began all of my lessons introducing new vocabulary, themes, and concepts with flashcards. I had many different flashcard units that I used to teach basic vocabulary like numbers, colors, animals, sports, occupations, food, house, clothes, etc. After reviewing the new vocabulary with the class, we played a variety of flashcard games as a large group. Some games included hide and seek, charades, and memory. Students loved these games because each of them had an opportunity to play and show me what they learned in class!
I began all of my lessons introducing new vocabulary, themes, and concepts with flashcards. I had many different flashcard units that I used to teach basic vocabulary like numbers, colors, animals, sports, occupations, food, house, clothes, etc. After reviewing the new vocabulary with the class, we played a variety of flashcard games as a large group. Some games included hide and seek, charades, and memory. Students loved these games because each of them had an opportunity to play and show me what they learned in class!
Photo of kindergarten students playing "Memory" at Instituto Tirso de Molina, Legazpi.
Lesson Materials
Lesson Materials
After the students had a basic understanding of the new vocabulary, I would then play songs on Youtube to reinforce the concepts. There are many Youtube channels, like Super Simple Songs, that teach basic English in form of song to toddler-aged students. The students loved these songs, and sang and danced along each time I played them in class. The catchiness of these tunes helped students absorb the information they were learning, as they were engaged and excited to learn the lyrics and sing along.
After the students had a basic understanding of the new vocabulary, I would then play songs on Youtube to reinforce the concepts. There are many Youtube channels, like Super Simple Songs, that teach basic English in form of song to toddler-aged students. The students loved these songs, and sang and danced along each time I played them in class. The catchiness of these tunes helped students absorb the information they were learning, as they were engaged and excited to learn the lyrics and sing along.
For me, using music was a great resource for enforcing language. Music is a great way to add silliness to the classroom and get the students to enjoy what they were learning. Playing a song at double or half the speed, or even playing it super loud or quiet made the students giggle and dance so much. I learned that if I wanted students to grasp what I was teaching, it needed to be in a way that was fun to them. At the end of the day, they're toddlers and their learning needs to be fun!
For me, using music was a great resource for enforcing language. Music is a great way to add silliness to the classroom and get the students to enjoy what they were learning. Playing a song at double or half the speed, or even playing it super loud or quiet made the students giggle and dance so much. I learned that if I wanted students to grasp what I was teaching, it needed to be in a way that was fun to them. At the end of the day, they're toddlers and their learning needs to be fun!
Besides song and dance, I used reading as another method of teaching my preschool students. I read a variety of picture books to my students so that they could listen to me speak English in my American accent. Although the students could not read the books themselves, they enjoyed listening to my storytelling and followed along with the pictures, always interjecting with excitement.
Besides song and dance, I used reading as another method of teaching my preschool students. I read a variety of picture books to my students so that they could listen to me speak English in my American accent. Although the students could not read the books themselves, they enjoyed listening to my storytelling and followed along with the pictures, always interjecting with excitement.
Photo of La Alhambra Palace in Granada, Andalucía.
Hands-On Learning
Hands-On Learning
Drawing was another important tool for my preschoolers. Learners at this age are very creative and learn best when they are able to express themselves artistically. After the students fully understood a new vocabulary unit, we would spend half of a class period drawing. Students drew a variety of fruits and vegetables, animals, sports, family members, etc. which were always fun to look at. Some students even gifted them to me at the end of the class!
Drawing was another important tool for my preschoolers. Learners at this age are very creative and learn best when they are able to express themselves artistically. After the students fully understood a new vocabulary unit, we would spend half of a class period drawing. Students drew a variety of fruits and vegetables, animals, sports, family members, etc. which were always fun to look at. Some students even gifted them to me at the end of the class!
Photo of preschool students drawing their favorite fruits at Instituto Tirso de Molina, Legazpi.