I began teaching very young learners many years ago. My first classes were with a group of 24 five year olds – although there were many times when it was great fun and very memorable, there were also times when it was challenging.
As a teacher of very young learners you find yourself dealing with children who start crawling under tables or throwing bits of paper, others who don’t want to say or do anything, constant trips to the toilet, and others crying because they don’t want to be there! And, of course – while all this is happening – trying to teach English!
In one of my first lessons, I wanted to tell a story, but I found it hard to maintain attention and keep everyone in the same place. I decided to try a different strategy for the next lesson.
So, I asked twelve of the children to sit at the front, and twelve at the back. I told them that the front ones were the ‘doers’ and the others the ‘helpers’, and then I drew a line with chalk on the floor. The ‘doers’ are the ones that participate actively, and the ‘helpers’ have to help the ones at the front understand the story, for example by whispering answers or making sure the ‘doers’ are attentive and listening. Learners take turns to be one or the other.
Of course, 24 little feet at the front immediately began rubbing out the chalk line (I think the other children would have done the same but they couldn’t reach!). I redrew the line each time it became blurred, until the children got tired and decided to stop. I also told them it was a magic line, that it wanted them to sit still and listen and that they couldn’t cross it.
I told my story and the children participated, then I asked them to change places with their helpers before retelling the story. From that day, many classes began with the magic line and getting the children to sit in front of it; twelve at the front and twelve at the back – dividing them up makes it easier to manage them, and the different roles encourage co-operation. Eventually, I only needed to show the chalk and they would automatically divide themselves up and sit in front of the line.
I’ve found this technique really helps the teacher because the magic line sets a boundary without being threatening; separating the children into groups helps the teacher manage them better, and having different roles for the children helps them to stay focused.
We all encounter challenges in the classroom, especially with very young learners. Our challenge is to continue being perseverant and patient, spending time organising and reorganising both the children and the activities, and not getting frustrated when the children don’t do what we ask them the first time.