Category Archives: Elementary Chinese

The Benefits of a Small Class II – How to Make Use of It

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As we have talked in last blog, there are several benefits in keeping the class size small in our case. However, as a smaller class size means a greater individuality, simply dividing 10 children into 3 groups does not mean we will achieve all that we expect from a small class size.

Children learn differently. If a large class size minimizes differences, a small class size maximizes them. Therefore, students should be grouped smartly and teacher should make sure they learn.

First, our old and new students are mixed together. Grouping new and old students together helps creates a language environment and it is especially effective in a language classroom. The first benefit is that new students will be motivated and in many cases repeat our old students’ Chinese. Also, our old students can sometimes be little teachers in class. For instance, they can tell a picture book story to new students with the help of the teacher.

Second, to make full use of a small group size, the teacher offer individual time to every student in class. The individual working time is both short and intensive. It can be going through a series of fruit flashcards with students individually, or it can be interact with one student about what interests him/her particularly. The individual working time is short, which lasts about less than one minute in most cases. However, it yields great benefits: First, the particular student gets very intensive language practice catered to his/her learning interests; and second, the other students in class are also listening and learning.

-Chinese with Meggie Language School, Austin, Texas

How We Benefit From a Small Class Size

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At the very beginning, it is necessary to point out that even though parents tend to think that students can always be benefited from a small class size, not all studies support such a conclusion. On the other hand, a large class size has some of its own advantages: better preparation for college environment, better social opportunities, and greater efficiency in the use of education resources.

Smaller does not simply equals better, but it IS better only when it matches with certain teaching style and class environment. As reflected in our teaching practice, we find that a small class size works especially well with our teaching method and here is why.

First, in our classroom, students are not fixed on tables or chairs. They are free to move around the rug. However, there should still be an order in the classroom. Too many students will make it hard to achieve the order. Under such a condition, a small class size means that a balance can be achieved between the freeness of students and the teaching authority.

Second, small class size helps teachers design more group-specific activities. Not every student enjoys every single game. A small class size lets teacher cater to every student’s interests as it allows the teacher to avoid games that the specific group of students may not enjoy.

Third, when it comes to language teaching, smaller class size means that children get more opportunities in interacting with the teacher. In order to learn, children need interactive language situations and conversations that are pitched to their level. For instance, when reading a picture book with a group of four children, the teacher can interact with every child when reading verbally or physically; while with a group of ten, interacting with every student while reading only makes the reading procedure long and tiresome for students.

-Chinese with Meggie Language School, Austin, Texas

How to Help My Child If I Do Not Know Chinese? (III) – Flashcard

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Children from our elementary program get Chinese flashcards every week. They review the cards with their parents to reinforce what they have learned at school. How to go through Chinese flashcards with children at home? Is there anything that parents should always bear in mind?

First, change the method of going through flashcards with your child from time to time. For example, for the flashcard “苹果 (apple),” you can show your child the Chinese characters and let him/her read out, or you can mix all the flashcard together and let him/her find the “apple” for your, or you can read the Pinyin for “apple” and ask him/her to find the card. By making this a game, you will find that children are not easy to get bored even if they are practicing the same vocabulary.

Second, make the practice short but frequent. For example, you can spend three minutes going through the flashcards with your child before snack time, another three minutes before he/she takes the bath, and another three minutes after he/she wakes up from the nap. Also, always give him/her something new. For example, if we have ten flashcards in total, review five of them with your children on the first day, and replace one of them with a new one the second day. By doing this, little by little, your child will amaze you how much he/she progresses.

Third, always stop before your child gets bored. You should be aware when he/she wants to stop, and stop before that. Therefore, they will look forward to next time’s practice. This “Stop Beforehand” principle does not only apply to flashcard learning, but it is true for all human beings at all stages of development.

All the points above are simple and you may find them easy to be applied into your flashcard review at home. You can really help your child embark on a new journey through language!

Also refer to our previous blogs:

How to Help My Child If I Do Not Know Chinese (I)

How to Help My Child If I Do Not Know Chinese (II)

 

 

 

 

 

-Chinese with Meggie Language School, Austin, Texas

The Magic of Picture Books in a Chinese Immersion Class (I)

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The picture book has been widely adapted in the pre-school classroom or as a good resource for story time. However, as a form of visual literacy, it is also a great resource of language development and literature exposure in language classroom. Here is how picture books create a magic with our kids in Chinese immersion program.

We do not use a picture book just because it is in Chinese. Every time before buying a picture book, our teachers decide if it is suitable for language teaching. An ideal picture book is one with repetitions in sentence patterns, and with pictures illustrating the story clearly.

For example, one picture book we are using with our kids is called, “妈妈的帽子不见了。” (Mom’s Hat Is Missing.) The whole book follows the sentence pattern of, “XX的XX不见了。” (XX’s XX is missing.) When read in Chinese, this sentence has a lively rhythm. And the illustrations in the book explain the story in a straightforward way. English is not necessary in class. Finally, every kid in our classes can recite the whole book happily just as a nursery rhyme. When they also had some gestures to go with the book, it has been so much fun for them.

-Chinese with Meggie Language School, Austin, Texas