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Carol Read's ABC of Teaching Children



Ideas, tips and resources for primary language teachers



Last Build Date: Mon, 26 Jun 2017 17:40:04 +0000

 



Z is for Zone of Proximal DevelopmentcarolreadJamie learning to swim

Mon, 08 Aug 2011 08:37:53 +0000

The ‘zone of proximal development’ (ZPD) is Vygotsky’s term to describe the area of potential learning in which a child can perform an action or task, provided that a more skilled or knowledgeable person is available to help. Vygotsky defined the ZPD as ‘the distance between the actual developmental level as determined by independent problem-solving […](image)


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Y is for Young LearnerscarolreadPrimary school children

Mon, 25 Jul 2011 07:49:25 +0000

Young learners is a catch-all term for students who are not yet adults. The term swept into fashion at the beginning of the nineties reflecting the trend to lower the starting age and broaden the access to English language learning to younger people in many countries all over the world. As a quick google search […](image)


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X is for Xenophobiacarolreadchild with globe

Thu, 23 Jun 2011 10:14:40 +0000

Xenophobia is an emotive word which means ‘a strong fear and dislike of people from other countries and cultures’. So what has xenophobia got to do with teaching English as a foreign language to children (apart from the fact that, for the sake of this ABC, it conveniently begins with ‘X’)? The short answer, in […](image)


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W is for WritingcarolreadApple poem

Mon, 21 Feb 2011 09:29:49 +0000

Writing is a difficult skill and, as most of us would readily agree, not only for children. The development of children’s writing takes place gradually over time. In order to achieve the most effective results, teaching writing needs to be integrated with reading, speaking and listening, both in the initial stages and as children develop […](image)


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V is for VocabularycarolreadScrabble

Mon, 14 Feb 2011 08:39:05 +0000

The development of vocabulary is one of the most conspicuous gains in early foreign language learning and children themselves often perceive what they know in terms of learning “lots of words”. In the early stages, the acquisition of vocabulary goes hand in hand with beginning to use unanalysed “chunks” of language. This enables children to […](image)


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U is for UnderstandingcarolreadRodinlepenseur

Mon, 07 Feb 2011 15:13:53 +0000

A quick look at a dictionary tells us that understanding is ‘knowing what someone or something means’. This seems straightforward enough. However, understanding is a complex concept, which is often partial and rarely absolute. The degree and nature of understanding depends on a number of intricately interwoven factors. In everyday life, there is frequently no […](image)


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T is for Technologycarolreadchildren at computers

Mon, 08 Nov 2010 12:59:13 +0000

The term ‘digital native’ is often used to refer to someone who has grown up with digital technology and can use it easily and intuitively. The term ‘digital immigrant’ is used to refer to someone who hasn’t grown up with digital technology but has learnt, or is learning, to use it as an adult. I’ve […](image)


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S is for StorytellingcarolreadMeg and Mog playMeg & Mog 35th Anniversary9780140549072L

Mon, 25 Oct 2010 16:40:49 +0000

How often do you start the day at work exchanging stories with colleagues about, for example, why the bus was late, the film you saw last night, or who you met by chance on the way home? When we watch the news on television, presenters also often refer to the main news of the day […](image)


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R is for RelationshipscarolreadWhat makes a teacher special

Sun, 17 Oct 2010 16:52:09 +0000

The letter ‘R’ is a bumper letter for this ABC and it’s tempting for me to write about the 7 ‘R’s. I originally developed the 7 ‘R’s to use on primary teacher education courses in order to encourage teachers to reflect on initiatives they could take to establish positive working parameters with a new class. […](image)


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Q is for Questioning techniquescarolreadquestionmarks

Fri, 08 Oct 2010 09:50:36 +0000

It’s easy to fall into the trap of asking children lots of questions during lessons in a way which is automatic, unreflective and often not very purposeful or productive. It takes awareness, skill and practice to ask children questions in a way that engages them emotionally, awakens their curiosity, promotes thinking and a spirit of […](image)


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