Dear Larisa, thanks for your questions. I'd like to share my concerns about teaching young learners reading. I follow a whole word approach in the coursebook Millie. I have noticed that kids learn the word quite quickly and can successfully read it on the word card or in the word combination in which it is presented. But when they see it in another place, for example in the text they can't read it. Or if they get used to read for example "climb a tree" in the combination "cimb a giraffe" they still read "climb a tree". Do you think it is common? The situation like this gives parents the grounds to blame the approach. They say: "This approach doesn't teach to read, it only trains the memory...You' d better teach letter-sound correspondence as we were taught in soviet schools. How can I explain the parents the advantages of a whole word approach...as the students really instead of reading what is on the page take the learned structures from the memory...

Hi! Your questions are so close to me at the moment. One of the groups I'm teaching this year at school (3d grade) troubles me quite a lot. The kids are slow, they do everything really slowly. They are reserved. They are shy. Some of them don't speak at the lesson. They are reluctant to think, they don't try to guess a word, or to answer a question. They prefer to sit still and do nothing. I even have to say that they often seem to be not alive (when I ask them a question they keep silent looking at the floor or their desks) which is not typical for my students at all. I know that they are having tough relationships wuth thier teacher.

Besides among them there are kids who don't learn words and grammar rules at home, thus their English progress is poor. Can you advise me? Should I lower my requirements to make the kids more confident? And what should be done to those who do nothing at home. Talking to their parents didn't help. The girl doesn't learn at home and she hasn't got a good memory to remember necessary words at the lesson, thus she can't speak, she can't write, she can't play with the other pupils, because she mixes up words and doesn't understand her classmates when they speak English.

I'm looking forward to recieving your advice!

Best regards.

Hello,

I am really sorry that your classroom situation drives you to despair.

It is difficult to say if you should change your requirements, if you work at state school it is better to follow state standards anyway.

As for homework, there is no wonder for me why children ignore that if they have to “learn words and grammar rules at home”. Do you think it is really interesting for them? Why not to stir them with more meaningful practice in the classroom and provide support, especially for that girl who seems to be behind ( or just completely discouraged?). Children need your support and praise.

You also mention that children are “shy and reserved”.  I think it is a myth that ALL children enjoy movement and fun all the time. Probably, most of them are visuals and less active than other children. Do you provide a variety of activities to appeal different learning styles?

I would also provide more patterns of interaction. Let children work in pairs, if they resist, provide group formation activities ( e.g. Find your pair). That will help you to create more positive and secure atmosphere and will develop children's social skills.

Most “slow” children are just deep thinkers. They need more time to understand, they also have great imagination and fantasy. Have you ever tried telling stories, doing hand on activities or projects?

You can also find a great number of ideas how to encourage and motivate children here.

Thank you.

it would be great to hear other opinions and some advice from primary teachers.