Four ways to keep kindergarten ESL students focused all day

Heath Pulliam
A teacher sat in a classroom with a child, sharing crayons with eachother and smiling
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Heath Pulliam is an independent education writer with a focus on the language learning space. He’s taught English in South Korea and various subjects in the United States to a variety of ages. He’s also a language learning enthusiast and studies Spanish in his free time.

Those who have taught children anywhere between the ages of 4 and 8 know that one of the biggest challenges of getting through to them is keeping your presentation style interesting. As someone who taught ESL in South Korea to kindergarteners, there are a few factors that make keeping students engaged a challenge. In countries where students learn English, students often have a heavy courseload and high expectations. As a first-year teacher, I learned a lot about what worked and what didn’t through trial and error. These are four methods that I consistently used to keep my students interested and engaged all day.

Students are quick to lose focus at such a young age. You’re not speaking their mother tongue and some parts of an ESL curriculum are less than exciting. With young students, you can’t lecture your way through the material all day. Kindergarteners have a small window of focus and it must be capitalized on. The following methods are ones that worked for me and can be modified to cover any topic you’ll run into in an ESL curriculum.

Activities to engage pre-primary ESL students all day
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1.The wheel of names

Don't let the simplicity of this tool fool you. The Wheel of Names, which is exactly what it sounds like, is a very simple tool that you can put the names of your students on to randomly (or not) select a student. The Wheel of Names crushes hand-raising and it’s a constant struggle to get everyone raising their hands. (We can’t let the quiet ones just slip through the cracks!)

The beauty of the Wheel of Names is the guaranteed excitement on every spin. They’re kindergarteners. The nature of randomizing who’s going to answer the question, come up to the board, or go first in a game is so exciting to them. Use it however you want. The suspense has kids excited to see who will be chosen and has them cheering on whichever classmate gets chosen.

I used this tool mostly during review sessions to choose students to answer questions. It can also be used for creating small groups, making sure everyone gets a chance to speak during activities and seeing who’s going to get to do the next fun thing in the classroom. You’re teaching kindy, have fun with it.

2.Team-based review game

We never came up with a good name for this game, but we used it a lot. Every Friday, during our chapter review, this was undoubtedly the best compromise between fun and effectiveness for reviewing material. It also fosters speaking, one of the most important parts of learning a language.

Here’s how it works. The class is separated into two teams. (For a little extra fun, use the wheel of names or a cup of popsicle sticks with students’ names on them to select the teams.) The teacher has a set of review questions or vocabulary words. On each turn, one person from each team has a chance to answer the question. You can do hand-raising or a randomization method to pick who answers.

If the student representative from the team gets it right, they earn a point. If they get it wrong, the opposing team gets a chance to answer for a point. Alternating between each team, the first to a certain number of points wins. A simple game, but at this age many students are just getting used to team-based activities.

This game is so effective because it makes use of children’s natural competitive spirit. When one student is up, the rest of their team cheers them on. Learning material is important, but a big part of teaching young students is teaching them social skills, too. This game gets everyone excited and gets the material to stick. It also teaches them the importance of teamwork and how to win and lose gracefully. (Not everyone can win every time).

3.Creating super sentences

At the end of the year, the students in my class ended up being the best writers in their respective age groups. I think this activity, making ‘Super Sentences” a few times a week was a big contributor to that. Inspired by a textbook we had, here’s how this activity works.

We’d create sentences with this formula:

Who or what – The owl

Did what – hunted for mice

Where – in the forest

When – at night

The owl hunted for mice in the forest at night.

Before students got to work on their own, We’d fill out a little table on the board as a class that looked something like this – but changed every time.

Who or what?

(noun)

Did what? (verb)

Where?

(prepositional phrase)

When?

(prepositional phrase)

The dog

The raccoon

Joey

Mr. Heath

Chloe

The thief

Ran

Slept

Attacked _______

Found _________

Learned to ________

sneaked

On top of __________

Under __________

Through the ________

Next to the ________

Inside of the _______

Behind the ________

At sunset

At 4:00 PM

In the middle of the day

In March

In the evening

After this, students can get to work making their own sentences and drawing what is happening below. After a few times, many students began to make up their own nouns, verbs and prepositions that were not listed on the board. And when everyone gets comfortable writing sentences, you can add a ‘Why?’ section at the end.

This activity is one of my favorites because it helps bring out children’s natural creativity. In an ESL curriculum, there’s a lot of material that’s less than exciting, so any way to give the kids a little freedom can be a game-changer. It’s also great for vocabulary, grammar and writing practice.

To finish off the activity, have each student read their sentence and have the class vote on their favorite for a prize!

4. Vocabulary bingo

Something to know about teaching ESL in non-English-speaking countries is that often, no time is allowed to be spent not learning. This is definitely the case in South Korea. Even after lunch and towards the end of the day, students are rarely allowed to do anything if it isn’t enriching. Because of this, playing games that are fun and learning-effective is a must.

Now, I’m certainly not the first one to play Bingo. This version however, is slightly modified to be as enriching as possible. We played this version often at the end of the day, because focus runs low around that time.

Essentially, this is just vocabulary bingo with a little bit of charades mixed in. For this activity, make a basic bingo board with some of your current vocabulary words or target language. There are plenty of sites that make this easy.

What makes this version different is that on each turn, rather than telling everyone the word, describe it to the class and try to get them to guess what the word is. So, if the word was ‘teamwork’, you might say something like “This is what it’s called when everyone works together to help their team win.” You can even have a student helper that helps facilitate the game by giving the descriptions.

After the word is guessed, reiterate it to the class and proceed with Bingo as usual.

Conclusion

Part of being an effective teacher, especially with the younger ages, is harnessing kids’ natural excitement, energy and innate curiosity to their own benefit. Instead of suppressing it, it’s essential to adapt your teaching style to work for your students.

Teaching ESL to young children has its own set of challenges. They can hardly sit still for an hour of lecture, let alone a whole day. Make use of, or draw inspiration from these methods and see how they can work for you.

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    11 ways you can avoid English jargon at work

    By Steffanie Zazulak

    From “blue-sky thinking” to “lots of moving parts”, there are many phrases used in the office that sometimes seem to make little sense in a work environment. These phrases are known as ‘work jargon’ – or you might hear it referred to as ‘corporate jargon’, ‘business jargon’ or ‘management speak’. It’s a type of language generally used by a profession or group in the workplace, and has been created and evolved over time. And whether people use this work jargon to sound impressive or to disguise the fact that they are unsure about the subject they are talking about, it’s much simpler and clearer to use plain English. This will mean that more people understand what they are saying –both fluent and second-language English speakers.

    The preference for plain English stems from the desire for communication to be clear and concise. This not only helps fluent English speakers to understand things better, but it also means that those learning English pick up a clearer vocabulary. This is particularly important in business, where it’s important that all colleagues feel included as part of the team and can understand what is being said. This, in turn, helps every colleague feel equipped with the information they need to do their jobs better, in the language they choose to use.

    Here, we explore some of the most common examples of English jargon at work that you might hear and suggest alternatives you can use…

    Blue-sky thinking

    This refers to ideas that are not limited by current thinking or beliefs. It’s used to encourage people to be more creative with their thinking. The phrase could be confusing as co-workers may wonder why you’re discussing the sky in a business environment.

    Instead of: “This is a new client, so we want to see some blue-sky thinking.”

    Try saying: “This is a new client, so don’t limit your creativity.”

    Helicopter view

    This phrase is often used to mean a broad overview of the business. It comes from the idea of being a passenger in a helicopter and being able to see a bigger view of a city or landscape than if you were simply viewing it from the ground.Second-language English speakers might take the phrase literally, and be puzzled as to why someone in the office is talking about taking a helicopter ride.

    Instead of: “Here’s a helicopter view of the business.”

    Try saying: “This is a broad view of the business.”

    Get all your ducks in a row

    This is nothing to do with actual ducks; it simply means to be organized. While we don’t exactly know the origin of this phrase, it probably stems from actual ducklings that walk in a neat row behind their parents.

    Instead of: “This is a busy time for the company, so make sure you get all your ducks in a row.”

    Try saying: “This is a busy time for the company, so make sure you’re as organized as possible.”

    Thinking outside the box

    Often used to encourage people to use novel or creative thinking. The phrase is commonly used when solving problems or thinking of a new concept. The idea is that, if you’re inside a box, you can only see those walls and that might block you from coming up with the best solution.

    Instead of: “The client is looking for something extra special, so try thinking outside the box.”

    Try saying: “The client is looking for something extra special, so try thinking of something a bit different to the usual work we do for them.”

    IGUs (Income Generating Units)

    A college principal alerted us to this one – it refers to his students. This is a classic example of jargon when many more words are used than necessary.

    Instead of: “This year, we have 300 new IGUs.”

    Try saying: “This year, we have 300 new students.”

    Run it up the flagpole

    Often followed by “…and see if it flies” or “…and see if anyone salutes it”, this phrase is a way of asking someone to suggest an idea and see what the reaction is.

    Instead of: “I love your idea, run it up the flagpole and see if it flies.”

    Try saying: “I love your idea, see what the others think about it.”

    Swim lane

    A visual element – a bit like a flow chart –  that distinguishes a specific responsibility in a business organization. The name for a swim lane diagram comes from the fact that the information is broken up into different sections – or “lanes” – a bit like in our picture above.

    Instead of: “Refer to the swim lanes to find out what your responsibilities are.”

    Try saying: “Refer to the diagram/chart to find out what your responsibilities are.”

    Bleeding edge

    A way to describe something that is innovative or cutting edge. It tends to imply an even greater advancement of technology that is almost so clever that it is unbelievable in its current state.

    Instead of: “The new technology we have purchased is bleeding edge.”

    Try saying: “The new technology we have purchased is innovative.”

    Tiger team

    A tiger team is a group of experts brought together for a single project or event. They’re often assembled to assure management that everything is under control, and the term suggests strength.

    Instead of: “The tiger team will solve the problem.” 

    Try saying: “The experts will solve the problem.” 

    Lots of moving parts

    When a project is complicated, this phrase is sometimes used to indicate lots is going on.

    Instead of: “This project will run for several months and there are lots of moving parts to it.”

    Try saying: “This project will run for several months and it will be complicated.”

    A paradigm shift

    Technically, this is a valid way to describe changing how you do something and the model you use. The word “paradigm” (pronounced “para-dime”) is an accepted way or pattern of doing something. So the “shift” part means that a possible new way has been discovered. Second-language English speakers however, might not be familiar with the meaning and might be confused about what it actually means.

    Instead of: “To solve this problem, we need a paradigm shift.”

    Try saying: To solve this problem; we need to think differently.”