Let's get the whole family involved! :)

Let’s get the whole family involved! :)

Hugo wrote in to ask if it’s OK if parents want to watch their kids’ lessons.

There’s a great thread with everyone’s answers over on the VIP forum (some great ideas there) , and my answer was …

Hi Hugo,

The answer is a definite, Yes, Yes, Yes!

Be totally transparent and let the parents come whenever they they like.

Show them you have nothing to hide and everything to show.

But …. and there is always a catch …… when the parents come they *HAVE* to join in the class!

No sitting at the back watching the kids.

(This just creates a bad role model for the kids!)

The parents join in *everything*. The games, the songs, the talking and the gestures.

Doing this stops all the “do this, do that” pointing that parents tend to do, it gives the kids another excellent adult role model to follow – even if they make a mess of things they were trying! – and, best of all, the parent gets to feel what it is like in your class herself.

Once you force her to join in she will but stunned by how good (and different!) the lessons are, and that first person testimonial is all you need to get her telling *all* her friends about your school!

Remember though, zero tolerance, *everyone* joins in! :)

I hope that helps you in your classroom too, and do check out the other replies over on the forum! :)

Be genki,

Richard

P.S.  As one other bribe to get you on the forum – I know you all read but don’t post ;) – I just put up a demo of the new future tense “What will you do?” song – do check it out! :)

P.P.S.  Thanks for all the great feedback on yesterday’s song too – it really does help.


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lunch

I need your help again – I hope it’s OK!

It always pays to go to teachers’ groups and meetings as you pick up so many new ideas.

One very cool idea I picked up from Craig at the ACET meeting this week was to use the question:

What’s for lunch?

in the warm ups.

It’s so obvious, and has been a huge request,  but I’d never figured out the right English phrase till he mentioned it.  Thanks Craig!

And I think this *might* become a new food theme to go before the regular food lesson.

So here’s the question:

What 3 (just 3!) (healthy and cool!) foods should I include as the answers to “What’s for lunch today?”

But …… do remember that anyone can write a long list,  it’s narrowing it down to just your students’ top 3 that I need the help with! :)

So what would your top 3 requests be for vocab to add to this lesson?

It can be new vocab, or vocab from the existing food lesson, I’m cool with either.

Do let me in the comments and you never know it might turn into a new song for you! (Actually I’ve got a few music ideas already!)

( Update:  Here’s a VIP mp3 demo of one idea music I’m thinking of! )

As always, thank you so much in advance, I know how awesome you all are! :)

Be genki,

Richard

P.S.  All the comments you make will get counted towards the blog prize competition.  Vol. 14 *might* be starting to form if we get this sorted! Hint Hint. :)

P.P.S.   I originally put this on Facebook and the first answer was “pizza, pasta & ice cream.”  :)   So I want to make it cool foods that are good for you.  With the songs, the pictures and the games we have a huge power to frame how kids think about things, so I think we should use the power for some good (like we did with the Superhero Vegetables).  Don’t you agree?


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A nice easy game to round out the week courtesy of Leen in Tokyo:

1. Divide the class into two groups.

2. One kid from each kid comes to the front.

3.  The teacher shows a number (1-60 or any range)  to the class without showing it to the 2 at the front.

4.  The teacher says “Go!”

5.  At the same time, the 2 kids  at the front shout out a random number.

highernumbersgame

6. Their group mates shout out either higher or lower.

7.  The two at the front keep guessing till they get the right answer!

8.  Play again with two new kids!

This is really fun! It can be used to any level. You can adjust the range of numbers depending on the level of your students.

Thank you very much Leen!

What do you all think? Do let us know  in the comments!

Be genki,

Richard

 

ninjaP.S.  Ninja Tip: Remember the 3 Step Ninja Plan for making numbers really easy:

1.  Numbers 1 to 12 first (so you can teach the time)

2.  In the next numbers lesson do 13 to 31 (for birthday dates)

3.  Finally the next lesson will be 32 to 60 (for time part 2!)  - Easy! :)

 

P. P.S.  Another great, simple numbers game is the Number Golf. 


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Today is a great game inspired by Craig & the Secret Warm Ups. It works great with all ages from primary to adults!

1.  Bring two kids to the front.  One is the questioner, one is the answerer.

2.  Get them all ready and hyped up.

3.  Start the stopwatch!

howmanyquestionsgame

4.  In 60 seconds the questioner asks the answerer as many English questions as possible.  (This is where the Secret Warm Ups work comes in handy!)

5. They get one point for every question the answerer correctly answers!

6.  See how many they got in the 60 seconds!

 

You can either do this as a big game where everyone gets a go as part of the regular lesson plan.

Or you can do just one pair each lesson and see who gets the biggest score at the end of the year!

Ninja Tip:  This works great because the genki kids go first, but the shy kids go later when you’ve done more lessons so they have a better chance of getting more points! :)

Ninja Tip 2:  After a while you might need to start banning certain questions e.g. if they always say “Do you like apples?” “Do you like bananas”   Or keep them in if you want to see how far they can go! :)

Do give it a try and let us know what you think in the comments!

Be genki,

Richard

P.S.  Another Ninja Trick from Trevor:  Put the new software menu on the board when you are doing any of the Warm Ups or Lines Game.  That way it’s really easy to see which questions you have or haven’t done yet!

menuupgrade2

P.P.S.  Oops, I pressed the wrong button and published too early!  Apologies for making two posts in one day!

 


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It’s Easter this weekend, so just in case you need a few extra ideas….

First of all from the main Easter Egg Hunt page  we have:

 

Chocolate Monster:

This is my favourite game for Easter.

chocolatemonster

1. Put the picture book pages or flashcards on the board.
2. Before class put a number on the back of each card. On the back of two of them put a “Chocolate Monster”.
3. One team asks “Look in the grass. Is it in the grass?” etc.
4. Look on the back, the team gets that many Easter eggs.
5. But if the Chocolate Monster is there he eats all the Easter eggs ( points) they’ve collected so far!

Very cool game.

 

Colouring Easter Eggs: 
eastereggs

Either real eggs or drawn on a piece of paper, shout out the colours to put on the egg.

Also good for names of shapes e.g. “Draw a red square”, “Draw an orange circle” etc.

 

 

Do you have a pink egg?
Try the “Do you have …?” game but have the kids collect different coloured Easter eggs.

 

How many eggs?:

Fill a big jar with mini Easter eggs and ask the kids how many are in the jar.

Great for big numbers!

Or you could use it for practising weights and measures, e.g. “How many grams do you think it is?”.

 

Prepositions Easter Egg Hunt: 

peegg
Hide a real Easter egg somewhere in the classroom.

You ask the kids “Where’s the Easter egg?”.

The kids reply with “Is it under/on/near/next to the ….”.

You reply with “Warmer or Colder” depending on how near they are. The winner gets to keep the egg ( and share with their friends of course!).

Ninja Tip:  Try the Spider song with this game! :)

 

Broken Easter Eggs:

Try a similar game to the Valentine’s Broken Hearts game

But instead of broken hearts, have broken Easter Eggs!

 

Mido’s Super Egg Game:

Check it out here.

 

Plus ….

vipbonus

All you amazing Genki English VIPs also get even more cool Easter ideas:

There’s the spot the difference sheets, great for animals and prepositions!

 

Page 31 of the Imagination Worksheets has a great Easter page,  you’ll be blown away with what the kids come up with!

imaginationegg

 

And do check out the huge new software update from last week!

easterbath

(If you bought the Teacher’s Set in the last week you already have this!  And thank you to all of you who did, it’s been an great to see so many of you this week! :)

Anyway, I think that’s enough for now.

I hope you have an awesome, amazing Genki Easter.

And don’t eat too much chocolate! :)

Be genki,

Richard


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7gemstoneOne of the biggest surprises in the workshop last week was that most of the teachers didn’t know how diamonds were made.

We were talking about shy students and I was showing them how we train the whole class to work as a team, working together to support every child, with super motivation.

(Hence the new “You’re on my team.” quote in the posters last week)

But one of the teachers said “I don’t like putting pressure on the students.  What if they cry?”

And I think that is the problem. :)

How did they get there?

Diamonds didn’t get formed by sitting there comfortably going unchallenged.

Diamonds started out as boring chunks of basically coal.

But then they got crushed, squashed with millions of tons of rock and pressure.

It’s that pressure that forms the brilliant structure of the diamond.

It’s just the same with humans too.

Sometimes we cry,  but crying is never a bad thing.

But just leave a student sitting there, skipping them over because “oh they’re shy” …..

Then they will  feel worthless.

Because the teacher thinks they can’t do it either.

That’s not what we do here.

Our job is to boost the kids up.

To gently, safely, apply the pressure to make them rise.

Not millions of tons, but always enough to move them up a level when we know they can.

And they always can. :)

Safe & Sound

The key, of course, is to offer them the cradle.

The super supportive atmosphere that allows them to take risks and not care if they fail.

To know that *all* their classmates are on their side, on their team.

That *everyone* is rooting for them to win.

In the presentation lessons (e.g. Superhero or Treasure Adventure)  we train the kids to always be listening.

If you’re not talking, you’re listening.

Attentively and supportively.

All the time.

To everyone.

So the “shy” child tries.

The other kids listen.

It’s quiet.

The teacher, down on the child’s eye level,  but still making eye contact with everyone else, asks them to try again.

And  they do, still softly.

You ask the class if they think the student can do it.

The other students say “of course!  You’re on our team!”

The student tries one more time.

Slowly, but surely,  miraculously they do it, and smile.

And then everyone  smiles.

Of course it takes time to get here, and you need all the discipline in place beforehand.

But this is how you make diamonds.

Properly placed pressure and never just skipping over.

Let’s not make lumps of coal.

Let’s help make our children become what they really are,  a sky full of shining, brilliant diamonds.

Be genki,

Richard


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