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Nurturing the Whole Child through Play-Based Learning | eAcademy by Town4kids | YouTubeToText
YouTube Transcript: Nurturing the Whole Child through Play-Based Learning
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Video Summary
Summary
Core Theme
This content is a workshop presentation focused on the importance and practical application of play-based learning for nurturing the "whole child" in educational settings, particularly for early childhood and primary levels. It introduces digital tools and strategies to integrate play effectively into teaching.
[Music]
Introducing EA Academy Primary, an
exciting new reading and literacy
program for primary levels. The EA
Academy Primary program consists of two
key components.
the e Academy teaching software designed
for classroom use and the e Academy app
for students.
The teaching software contains
interactive multimedia lessons and
activities designed for teachers to use
in classrooms.
These resources include
starter readers and phonics,
primary stories, songs,
songs, vocabulary,
vocabulary,
speaking and conversation
Accompanying the teaching software is
the companion ec academy app. With this
app, students have free access to more
than 120 story books with progressive
reading levels.
With this program, you can now make
reading accessible to every child.
Implement a schoolwide reading program.
Incorporate technology in class. Develop
independent reading for every child.
So, what are you waiting for?
Download now and enjoy a free 90-day trial.
[Music]
Introducing E Academy powered by Town
for Kids, a new kind of blended learning
program specially designed for
preschools and kindergartens.
The EA Academy kindergarten program
consists of three key components.
the E Academy teaching software
with accompanied worksheets for download
and the e Academy app for students.
It covers all key areas of a holistic
kindergarten curriculum, including
alphabet and phonics, [Music]
[Music]
[Music]
music and movement. [Music]
[Music]
health, safety and hygiene, [Music]
[Music]
social, emotional and character development.
Teachers simply pick and choose what
they want to teach and run the set of
activities in the program.
Here is how it looks like in the classroom.
classroom. [Music]
[Music]
So, what are you waiting for? Download
now and enjoy a free 90-day trial. [Music]
[Music]
Introducing E Academy Primary, an
exciting new reading and literacy
program for primary levels. The EA
Academy Primary program consists of two
key components.
The EA Academy teaching software
designed for classroom use and the EA
Academy app for students.
The teaching software contains
interactive multimedia lessons and
activities designed for teachers to use
in classrooms.
These resources include
starter readers and phonics,
primary stories, songs,
songs, vocabulary,
vocabulary,
speaking and conversation
Accompanying the teaching software is
the companion ec academy app. With this
app, students have free access to more
than 120 story books with progressive
reading levels.
With this program, you can now make
reading accessible to every child.
Implement a schoolwide reading program.
Incorporate technology in class. Develop
independent reading for every child.
So, what are you waiting for?
Download now and enjoy a free 90-day trial.
[Music]
Introducing E Academy powered by Town
for Kids, a new kind of blended learning
program specially designed for
preschools and kindergartens.
The e Academy kindergarten program
consists of three key components.
The eacademy teaching software
with accompanied worksheets for download
and the e academy app for students.
It covers all key areas of a holistic
kindergarten curriculum, including
music and movement. ment, [Music]
[Music]
health, safety and hygiene, [Music]
[Music]
social, emotional and character development.
Teachers simply pick and choose what
they want to teach and run the set of
activities in the program. Here
Here
[Music]
So, what are you waiting for? Download
now and enjoy a free 90-day trial. [Music]
All right, good afternoon teachers.
Thank you for joining us this afternoon.
So while we haven't started yet, we
would like to request everybody to type
in where you are from, your name, and of
course the school that you belong to so
that we'll be able to see it later and
greet you later on. So we're going to
start our workshop first with our
introduction. Thank you so much for
All right. So, good afternoon and
welcome to our workshop entitled
nurturing the whole child through
playbased learning. Uh uh we'll be doing
some introduction before we start our
workshop. So, everybody get ready now
because this is going to be a very short
introduction. So what we're going to
have now we're having the introduction
then later on we proceed with the
workshop and then we're going to have a
question and answer and it will be
followed by a survey. We want to hear
your feedback about the workshop. And
please don't forget to stay stay here in
the workshop because we're going to be
sending a certificate of attendance
where everybody who participated in this
workshop needs to fill up so that we'll
be able to send to you your ecertificate
to the email address that you're going
to provide.
Now we would like we have some house
rule here. We would like you to follow.
All right. So first of course uh
everybody's muted. Uh you can chat into
the chat box if you have any questions.
Now for activities that our facilitator
sir Alan is going to conduct. Kindly
type in your answers to the chat box.
All right. And of course we would like
everybody to be respectful. All right.
So stay engaged. We'll have a lot of uh
activities happening in our workshop. We
have a slido.com wherein we'll be
inviting everybody to get your phones
ready. You can scan the QR code or go to
the website and log in the number ID so
you can uh participate on the workshop.
All right. And also have fun and stay
positive. Now, let me introduce to you
our facilitator this afternoon. His name
is Alan Davis. He's a a curriculum and
consultant trainer for town for kids.
He's been in the education industry for
more than 25 years. He has conducted
teachers training program in UAE and
Thailand for the government. He
conducted eight training session for
around 800 teachers in Thailand earlier
this year. Worked in USA, Australia,
China, Taiwan, Singapore and all
throughout Southeast Asia. In February
2025, he conducted and facilitated a
workshop for the whole child education
integrating holistic learning in the
digital era in collaboration with ECA in
India. March 2025 commencing the
teachers training for the department of
education in the Philippines and July 25
he was a speaker for the online workshop
language and communication through play
building early literacy skills in
collaboration with ECA upper in India.
Now without further ado I'm going to
turn over now to Alan so we can start
Hello everyone. Good afternoon, good
morning, good evening wherever you are.
Uh for me it's early morning. I'm here
in Portugal today. So uh very happy to
see all of you here. I know it's not the
easiest thing to come to a Saturday
afternoon training after working all
week. So, it's it's a it's great to see
so many of you here this afternoon. So,
as she as she said, my name is Alan. I'm
from the United States originally, but I
have worked in Asia for about 25 years
uh until last year actually. And I've
worked most most of my time I spent in
Southeast Asia. So I have been to every
country that I've seen represented here
so far except for Pakistan. I have not
traveled to Pakistan yet. Today we will
be talking about nurturing the whole
child through playbased learning. I
think it should be an interesting
session. I welcome all of you to
participate to answer questions in the
chat room. We have a slideo, a few slido
questions as well.
I will have a Q&A at the end. So, if you
have a question that you'd really like
to ask, please feel free to ask me at
that point.
If it's very relevant, I can try to
answer it during the training, but
usually I will wait until the end. Uh,
let's go ahead and get started here.
here. So, let's go ahead and start by
using a slideo. So, I'm going to let you
guys use your phone and you can either
copy the QR code or you can enter
slido.com and enter this number. And I
just want you to tell me one word that
comes to your mind when you think of play.
What word do you think of when you think
of play?
And I'll just give you a few seconds to
to do that. Okay. Very good. Ah,
okay. Very interesting.
I think you guys are familiar with this
Good. I see fun is the fun, enjoyable,
engaging, learning. Oh, I'm happy to see
learning is getting lots of play here.
That's interesting. Row and rools. Roblox.
Roblox.
Fun and exciting. Happy. Engaging.
Okay, great. This is uh it's a good that
we're getting such a response so quickly.
quickly.
Curious. Yes. Exciting freedom. Interesting.
Okay. This is great. I'm glad to see my
key some of my key words are here in the
very beginning which is fun, engaging,
interactive, creativity, and enjoyable.
And of course, we want the kids to be
I see some of you typed your name. I
guess that's good.
Okay, perfect. Perfect. So, we're going
to look at four pictures here. I want
you to tell me which of these which of
these represents play the best and which
one in uh represents learning for you.
Which one is play? Which one is learning?
learning?
It's a little bit of a trick question,
I have lots of number ones. I'm thinking
number one must be what you think of
when you think of the one that
represents play. Oh, somebody got my
answer there. Christine
Gerano. Very good.
They're all They're all play. They're
all play and they're all learning.
So, some of them are
some of them are more of one than the
other, right? Uh, number one, definitely
playing playing with blocks. And we're
going to talk all about playing with
blocks in just a second. Number two,
they're just writing. They're drawing a
picture or something, but they're having
a good time, right? So, one of the
definitions of play is that we are
enjoying it. We're having a good time.
Three, a structured game. And four, it
looks like they've they're they're uh
involved with something on the computer.
And the little boy looks particularly
happy. Right?
So, the big idea here is that play is
learning. And especially for young
learners, play tends to be we're
learning when we play. In fact, one of
the quotes we'll see later is that play
is the child's work. That comes from
Montasauri, Maria Montasauri. That when
we are playing, this is how we actually
develop our our personhood as well as
So, here's what we're going to look at
today. Here's our our guidelines for
today. First, we're going to talk about
understanding what is meant by holistic
development or teaching the whole child.
I saw through the introductions that
some of you are working in whole child
development. So that that will be very
interesting to hear your feedback. We're
going to talk about the value of play in
learning and the value of play
particularly in this whole child area.
We'll look at the two kinds of play
guided and free. look at some practical
applications and then some digital play,
some digital suggestions for play or
sorry, some suggestions for playing in a
digital space. Lastly, if we have time,
we'll talk about how to talk to parents
and administration about play because
they don't always understand
why your kids are playing or why their
kids are playing.
Okay. So, holistic education or whole
child development means looking at the
child as more than just someone who can
fill out worksheets. It's taking into
account five processes, at least five.
Some people will group a couple of these
together. Some people might split a
couple of these apart, but I'm going to
look at it in five components. Firstly,
is the creative aspect. So creativity is
all about problem solving, experimenting
or innovating.
Creativity is one of the most important
skills in the 21st century. We can
evidence this by looking at a fairly
recent poll in 2014 of 10,000 CEOs who
said that the number one skill for their
employees was creativity.
So children are already very creative.
So, it's more about maintaining
creativity than teaching creativity to
young learners.
Next, physical learning about health and
wellness. Learning how to use your body
to do big motions, small motions, any
kind of motion. As well as learning
about proper nutrition, how exercise
benefits our body and our brain. making
sure students that have the opportunity
for movement because movement also helps
our brain to work
which leads us to the brain the
cognitive aspect.
Uh this is what we primarily focus on as
teachers or a lot of the time we focus
on this right just trying to get
students to think or trying to get
students to memorize and repeat. So
cognition though is not just about
memorizing but it's actually trying to
use the brain to do some higher level
thinking skills and sometimes this is
what we miss out in our curriculums
because we're so tied to some strict
schedule right so using higher level
thinking skills is an important part of
teaching the whole child so by higher
order thinking skills I mean things like
uh creating
uh evaluating sourc ources uh
making sure that the what we're looking
at is actually valid to what we want to
do and being able to carry out activities.
activities.
So the next two social and emotional are
al often linked together. I'm breaking
them apart here but you'll often see
them linked together in seel or social
emotional learning. So social aspect
here is the idea that we are a part of a
community not just individuals that can
do whatever we want. So when we're
teaching this uh this particular area we
help students to develop empathy and
community awareness to understand that
our actions have impact in our in in our
close circle as well as the community at
large. And lastly but not least is the
emotional component or understanding
ourselves. Understanding how to regulate
our emotions to make sure we are
thinking through how we react instead of
just reacting instinctively.
So since we're talking about play, I
want to look at how how just a simple
activity that students do on a regular basis
basis
uh ties in with this idea. So we see
here a group of four students playing
with blocks. Something that students
love to do, right? They love to do it
when they're uh they love to do it by
themselves. They like to do it with
their classmates or their friends. We
can use it as a teaching tool in the
class or just for free play. So in what
way is playing with blocks a creative activity?
activity?
In this activity, students are
experimenting with shapes and colors. So
does this block work on does the really
big block stand on the small block or
does it fall over? What happens if I
stack things in this particular way?
where they also look at the aesthetics
of blocks. So, can I have a whole green
row and then a yellow row and then a red
row or do I want to mix it up? So, it's
about experimenting to see what works
for them.
The physical activity is not so much of
the big movement. They're not running
and jumping and moving around like that,
but they are using their hands. So,
they're working on their fine motor
skills. They may also be reaching for
blocks and things like that, but in
general, it's a fine motor skills.
They're using their brain to plan their
their structure to plan. Are they going
to make a castle or a wall or a house or
some unusual structure that we haven't
ever seen before, relying on their
creativity, once they're working on it,
they have to evaluate their progress. Is
it working? Is it is it going to fall
down? Is it going to stand up? How can I
strengthen it to make it better?
So, when they're doing this as a group,
they have to learn how to take turns.
They have to learn how to pay attention
to what others are doing and not to
react uh too strongly
if in fact the the student doesn't want
to to do the exact their friend doesn't
want to do the exact thing. Right? So
even though they want to have a solid
green row, their friend wants to have
green and yellow. Does is this okay? How
do I deal with it? How do I negotiate
through this process
as well? The once they have completed
the assignment or sorry once they have
completed their play, the sense of worth
that they get from having accomplished
something ties into their emotional spheres.
I have someone saying that they cannot
hear me. Is this a problem for anyone else?
Okay. Everyone can hear me. Okay. I
think it's on your side. Sorry, whoever
that is.
All right. Very good.
So let's talk about then what we mean
when we say play. And we're going to
come at this from a semiaade stance.
stance.
So play is an intrinsically motivated
activity that is enjoyable, interesting
and meaningful. Now we have some key
terms here that are very important. The
first is intrinsically motivated. So
intrinsic is something that comes from within.
within.
Exttrinsit is something that comes from
without right for or outside. So
intrinsically motivated means the
student wants to do it. Why does the
student want to do it? Because it's
enjoyable. It's interesting and
meaningful. If anyone has ever been with
a in a training with me before, they
know that this word meaningful is very
important to me. Too often our
activities in class are not meaningful.
So the motivation we don't develop a
motivation for the student because it
means nothing to them right to fill out
a worksheet or to you know repeat
something back and forth back and forth
doesn't may not actually mean much to
them. So we want to have things that
connect to their life that connect to to
things that are enjoyable and
interesting. So play
comes from within. Their joy in play,
the fun as the one of the key words was
comes from within. [Music]
[Music]
So play is the way that children explore
the world. It's how they experiment,
how they imitate behavior. So they act
like they are in the doctor's office or
they are in the kitchen or they are they
have their own children, right? They're
imitating the behavior of a of adults
extending themselves beyond what they
actually are. It's a way for them to
problem solve. So, how to build a castle
when you don't have a steeple, right?
How can I how can I make some kind of
tren if I don't have a steeple? And of
course, it's a way for children to learn
So when we look at play from a
historical sense, the idea of play in
educ education originates around the
early 20th century was somebody called
Votssky. He was a Russian philosopher
who stated that in play a a child is
moving beyond their age, moving beyond
what they do in a daily routine or
behavior. He said it is as though he
were a head taller than himself. So in
play the child is striving to move
upwards, right? The the child is uh is
trying to learn, trying to develop,
trying to get to another higher uh
sphere. He developed this idea of the
zone of proximal development.
With the zone of proximal development,
we say a student is here. This is what
they can do by themselves.
They can do other things if they are
guided. For example, a three-year-old
can roll a ball into a basket, right?
They can do that. No problem. If they
are helped, they may be able to throw a
small ball into a basket. That's what
they can do with the guidance of an
adult, with us training them or helping
them. that what they cannot do is pick
up a basketball and throw it into the
into the hoop. Right? So that's out of
their uh ability range. So this zone of
things they can do if they're being
helped is called the zone of proximal
development. With this in mind, he came
up with the idea of scaffolding, which
is a term we use on a regular basis now.
Actually, how we help students to get
from one place to another. Play is one
of these areas that we use as
scaffolding. It's within play students
develop their language and their
thinking skills.
A few other important uh people in the
uh support play and education are Pia
who was around the same time as
Vigotssky had kind of a different
approach but one thing they did agree on
is that play is the answer to how
anything new comes about.
I'm sure some of you have heard of Maria Montasauri.
She has she uh developed a philosophy of
education that was based entirely on
play. She said that playtime is never
wasted. It's not a waste of time. So
long as the children are busily absor
absorbed, they are working at their own development.
development.
And with a a more recent uh entry is
Eric Jensen who's very interesting uh educational
educational
advocate who does all his work in
brainbased education. I highly recommend
looking into his material if you're
interested in that sort of thing. Jensen
says that learning is more effective
when it is active, hands-on, and
engaging the whole learner. The play is
not mentioned here exactly but it is the
So let's look at some pictures. We have
two pictures here. We have A and B.
What's the difference in the activity
that's happening here? What's what's hap
what's the difference between picture A
and picture B? You may notice a few things.
Okay. Good.
Fatima, you're very fast.
Oh, okay. Good. Kimberly, independent
and guided learning. Guided in free
Yes, exactly. Um, we have a is a guided
guided play, right? We see the teacher
sitting there. We see the game and it
looks to be a literacybased
bingo game.
Whereas in B we see two young children
playing with Play-Doh. It seems nobody
is there uh telling them what to do.
Yes, very good. Lots of good answers here.
So let's talk then about the two these
are the two primary differences of play.
Of course we can break down play into
lots of other uh specifics but in
general these are our two kinds of play
we care about as a as an educator. So
the characteristics of guided play are
that there is an adult or there is an
older student at least leading or at
least setting up the the play.
Guided play has objectives and purposes.
So if we're playing bingo, we want to
get xxx right in diagonal or across. We
have a purpose. And in order to reach
these objectives, we need to have some
kind of rules or boundaries. You cannot
just randomly put down your X, right?
You have to listen or look and find the
appropriate box in which to put your uh
X. These games or these kinds of play
are usually repeatable. So with the
bingo, I can use the same grid to
recognize phonetic symbols or I can do
it to listen and check an X or I can put
in pictures and students have to listen
to the word and put an X over the
correct picture. So it's repeatable activity.
activity.
So some of the kinds of play that we
have here are board games. Now, board
games are very good for primary age, not
so great for kindergarten, right?
Kindergarten, we tend to need to do
things that are more uh a little bit
more free or open. So, roleplaying is a
good activity for both kindergarten or primary.
primary.
Matching games are great for all levels
as well, as well as for adults. I like
doing matching games even when I'm
teaching adults. A matching game can be
as simple as matching a color to a
color, matching a word to a picture,
matching a word to a word, matching a
word to some object in the room, or
matching uh an abstract picture to some
kind of idea. Right? So, all kinds of
matching activities depending on the age
of the student.
Movement games are particularly good for
something like a three or four year old
where just marching around the room is a
nice activity for a three-year-old. So
marching around the room and pointing at
different colors or things. And lastly,
or not lastly, there's lots of examples.
I'm just giving you a few broad examples
is the TPR games. So TPR games include
Simon Says. So, Simon says is a very
popular game for TPR or total physical
response. So, within total physical
response, like Simon says, we're not
we're not covering all of the bases,
right? We're not actually doing
cognitive and, you know, we may not be
doing social, but we're we're focusing
really on listening and doing the
action. So,
brings me back to the idea that we don't
always have to try to appeal to all five
of these senses as long as we are doing
it on a regular basis within the classroom.
classroom.
Oh, I spy game. Somebody says, "Yeah,
that's a good one as well."
So, guided play and then free play. So,
free play is childled or selfdirected.
It's what this what the children do when
you say, "Okay, five minute break." and
they run for the blocks. That's they're
they're playing what they want to at
that moment. It's open-ended.
There are very flexible rules. If any of
you have ever played a game with a four-year-old,
four-year-old,
you know the rules are flexible because
they'll they're experimenting with
rules, right? So, they'll give you some
rules and then when they realize that's
not helping them, they'll change the
rules in the middle of the game, right?
So the rules are very flexible. They're
not rigid. The emphasis here is not on
the outcome as much as it is just
enjoying the process.
So uh this one for children
easy to focus on the process. When we
get older we want to see some results, right?
right?
So, some examples of uh child-led or
free play are working in a drama corner,
doing something in a drama corner, or
just acting something out in a simulated
environment. So, there's lots of
simulated environments you can buy. And
if you're working in a high-end school,
high-end kindergarten or primary school,
you may actually see you may actually
have like a kitchen or a shop, a
readymade kitchen or shop or readymade
uh grocery store.
Not really necessary to to go out and
purchase a simulated environment. You
can just put up some pictures, you know,
put up some pictures of fish and fruit
and vegetables and the students can come
and interact with these pictures. So, if
you don't have the money to to create
this simulated environment, don't worry.
It's still useful activity to uh to use
because the student can use their
imagination as well to
uh fill out this environment.
Blocks of course are a very important uh
simulated activity.
Going outdoors is always very nice.
There's lots for students to do
outdoors. And flashcards. So flashcards
can also be a guided activity. Right? If
I'm giving flashcards and telling
students exactly what to do with them,
that's guided. If I make the flashcards
available, then how they use them is up
We tend to do a lot of guided free play.
So sort of a combination of these two
things, right? So we provide the tools
or the toys. We give them the simulated
environment. We we say okay now we're
going to color. Coloring color what you
want. It's a it's a guided free play.
So now I have a question. Do we need to
do both
when we're in our classrooms or we're
uh doing something with our students? Do
I need to have both guided and free
play? Are they both important? And of
course, the answer is yes. Both are very
important. I see you guys jumping in and
answering. I appreciate that. So with
the guided activity, we are targeting
specific skills and as teachers, that's
what we are meant to do, right? We want
our students to be ready to enter the
next grade. If we're if we're just doing
free play,
it may not meet all of these specific
skills that the students are actually
going to need in their next grade. So we
do need some guided play. But free play
fosters this idea of creativity using
language in an authentic way. Um so this
is also important for the students development.
development.
In addition, different students respond
differently to different activities. For example,
example,
some students need more of a structured
structured environment. They appreciate
the teacher telling them exactly what
they should be doing, exactly how they
should be doing it. And it gives them
more security, right, to have that that
those dictates. Whereas other students
feel more more comfortable with just
doing free play, being more creative, uh
interacting with their classmates in a
more natural way. And we want to have an
inclusive environment. We want students
to learn in the way that's most suitable
for them. So using both of these kinds
I won't go too much into detail here,
but there are some developmental stages
of playing. If you're already working
with students, you know, right, that a
three-year-old is not going to be able
to sit down and do a crossword puzzle.
It's just not going to happen, right?
So, a three-year-old
goes through this stage of parallel play
where they may be playing alone. They
may be sitting they may all be sitting
around playing with blocks, but they're
not actually playing together. They
don't have the same goal. They're just
working through the the block activity.
And as students get older, they start to
develop these more structured play. Even
in free play, they start structuring it
themselves, right? So, we're going to
play house. I'm going to be the mommy.
You're going to be the daddy. And these
are going to be our children. We start
developing these pretend scenarios.
Later getting up into six, seven years
old, we can actually start doing things
like competition where we have some
rules. We we develop our own goals and
we apply these in uh in meaningful ways
Okay.
So, language develops during play. It's
true of our native language. It's true
when we're learning a second or a third
language as some of your students may be
doing. So, what are we learning when we
are playing? We're learning new
vocabulary. We learn a lot from our
friends. We learn as much from our
friends as we do from our teacher.
Right? because one student will learn
will pick up a few words, another
student will pick up another few words
and then when we're playing we are
experiencing both of these words. So
vocabulary sentence structure through
our simulated environment and play we
get a lot of uh we develop our the way
we talk. We develop the way we tell
stories in our narrative skills. And of
course, we learn about turn taking and
waiting to give our response and
thinking of the ways to appropriately
respond. So, we developed our
Let's do an activity. I have two questions.
questions.
Number one, is it guided or free? And
what do you think they're learning?
Is this a guided activity? G or free or
is this free play? And what are they learning?
Okay, I see lots of free free free. Good.
Good.
Free free free.
Okay. Wow. Good.
Well, I see you both. Okay.
Yeah, this is primarily I would consider
this a an free play activity, right?
I've set maybe I've set up the uh
simulation. I've set up the environment,
but what they do in the environment is
up to them.
But I could also use this as a model for
an activity for a role-playing activity
in which I am supplying the the the
words I want them to use the structure
that I want them to use. So for those of
you that said both, you also are
definitely correct. We could use this
for both for free for guided. In fact,
we could even do a guided activity using
this and then in free time the students
can will come back and try it themselves
without the pressure of the teacher
watching, right? Or just because they
enjoyed it so much. So, what are they
learning? Oh, here we go. They're
learning to identify fruits and
vegetables, count, identify colors. Okay,
Okay,
they are identifying, counting. Very
good. Same thing I came up with. I came
up with. They're doing numbers. So,
they're accounting, they're looking,
they're sorting, they're thinking about
how much something costs. They're
identifying fruits and vegetables, and
they're doing some kind of negotiation.
By negotiation, I don't mean I'll give
you four $4 instead of $5. I mean that
they're negotiate negotiating who is
speaking when. So they have to negotiate
the turn taking. When is it my turn to
speak? When is it your turn to speak?
Which is a very important skill that
some people some people honestly don't
learn e even in adulthood.
Okay, one more.
Is it guided or free? And what is she
learning? See a little girl reading to
Interesting.
That's very interesting because I get
most of you saying guided
whereas I would say this one is more
free. This is what a child will
naturally do, right? Especially a child
whose parents reads to them. This is
what they do when that they're just
sitting around and they have their doll.
They imitate the behavior of the adult
and read to their doll. They She may not
even be reading. She may just be she
remembers the story and she's kind of
pretending that she's reading to the
doll. By the way, if you are a parent,
please read to your children. It's uh
very beneficial in more ways than I can
go into. So I would say this is uh free
though it could also be a guided
activity. So in the classroom I could
say read to your partner or and if the
student doesn't feel comfortable doing
it read to your doll. So this could be
both a guided or a free but I would find
it to be more of a free activity.
So what is she learning? She is
learning about the concept of a story.
So, she's had somebody read a story to
her before. Now, she's going through the
motions of the story. She's starting to
realize by pointing at these symbols.
She's starting to realize that this
symbol actually means something. She may
not yet know exactly what each of these
symbols or words mean, but she's
realizing that this actually has some
Okay, very good. And lastly, of course,
she's learning the hopefully she's
learning about the joy of reading. So,
how fun it is to actually read a book.
Many of our students are not learning
this anymore, right? Because they're
just using the device all the time.
Okay, let's do another activity. I want
to know how much play do you integrate
into your own English lessons? Rarely or
never? Once in a while, a lot or often
or every day? By the way, there is no
wrong answer. Okay,
I would guess that with kindergarten
teachers, there's probably more
opportunity than with primary teachers.
So that you may have uh the prim I would
guess that the primary teachers would be
less frequent than the uh
kindergarten teachers. Okay.
Wow. Okay. A lot of you are doing it
every day. That's good. A lot or often.
Once in a while. Rarely or never. can be
difficult in some environments to
actually try to incorporate uh play. So
hopefully we can talk we will talk about
this in a few minutes and talk about
maybe how we can do that.
Okay. I wish there were a way to break
down like which which answer is coming
from the primary and which is coming
from kindergarten because I have a
feeling it will be different.
Okay. It's good to see that a lot of you
are using
uh play in your English lessons or in
your whatever lessons you're teaching.
So let's do another one then. Let's look at
at
Okay. Yeah, almost 50% of you are doing
it every day. So altogether it's almost
80% of you are doing it at least at
least uh quite a bit. Quite a bit.
Let's do another one. What kind of play
do you use the most? Free play, guided
play, or a combination of both? Wow.
Wow. Okay.
Okay.
A combination of both is the most
popular answer, which is what I would
expect to see. Actually,
in primary, the teacher is generally not
responsible for free play times. So I I
would encourage even trying to
incorporate a little bit of free time
into primary uh section even just having
three or four minutes when you give
students time to process the information
through free play.
Okay. So it seems the majority of you
are saying a combination of both. Yeah.
Very good.
So let's talk about some of the
strategies for incorporating play in an
ELT classroom. Of course, we already
talked about dramatic play and roleplay.
Pretending we're at a restaurant.
Pretending we're at a doctor's office. A
few ways to do that, and we'll talk
about that in a second. Playing language
games such as board games or matching
games. Well, I have so many comments
here today. I'm going to do a real quick
scan. Okay, good.
Uh, doing board games or matching games.
Again, board games don't really work for
a three-year-old. I would not even try
it unless you're doing it together as a
whole group activity. Matching games, on
the other hand, will work for a variety
of ages. Everything from four years,
three, four years old up to 50 years old.
old.
Creative expression using art, m music,
and movement in the classroom.
These may not seem like play to you, but
remember the idea of play is something
that is intrinsically motivated that in
that moves us because it's meaningful or
interesting or uh enjoyable.
Lastly, sensory play. So, smells,
tastes, feelings. You can see here she's
reaching into the mystery bag and she's
feeling it to see what it feels like.
Can I guess what it is? or maybe
smelling it to see what it smells like.
And then feelings. We may you may also
play some games where you're working on
feelings of the students.
So, let's talk a little bit about role
playing. Role playinging is one of my
all-time favorite activities
and occurs naturally in students lives.
But we can also try to uh encourage it
by giving students the the kind of
sentence patterns that we want them to
use or the vocabulary we want them to
use. What I really like about role
playing is that is very versatile. So I
can teach vocabulary, I can teach
sentence pattern, I can teach
appropriate responses in a certain type
of situation.
I can I can I can make meaning a
meaningful connection between real life
and the classroom through role plays. So
I really love role plays and I do it in
I do it in all my classes, right?
uh of course it's a simulation of real
life which is important and it's of
course meaningful the key term
so let's do a little a very simple role
playing activity here so this is going
to be a guided activity
so I'm going to just do a very simple
dialogue here and I like doing a
dialogue in Q&A form question and answer
form because it does give students that
you know they need to respond when they
hear a question. Right? So, here we have
the very simple dialogue. Hurry up, Billy.
Billy.
I can't find my school uniform. Dad, can
you help me?
Here it is. Very simple dialogue. And
I'm just going to focus on these two
lines here. So, I can actually listen to
this dialogue in the Town for Kids uh
digital program that I'll show you in a
minute. Then I can do some practice.
So, I'm going to be the teacher. I'm
going to be looking for something in the
room. So, teacher says, "I can't find my
scissors. Can you help me?" The student
can find the scissors, which are
obviously right on the desk or
something, and say, "Here they are." I
can do this with lots of different
activities. I can't find my pen. I can't
find my marker. I can't find my bag. I
can't find my
uh gloves. Whatever you want to use, we
can do. And then the student, Here they
are. Here it is. Here they are. Here it
is. So, just a way to reinforce this
this kind of uh activity. Now, I can
also do the same thing with when they're
doing a free play activity. I can say,
"Here's we're just going to color today
or we're going to make a book together
today." But they need to actually ask
for different colors and things. So, I
don't have a
red crayon. You have a red crayon? Oh,
here. Here it is. Okay. So, I'm going to
follow up this role play by doing it as
a guided activity where the students are
asking for help finding something. So, I
can start off with student one student
asking another student and we're all
watching, right? So, we're all paying
attention. And then I can just do it as
more of a free activity. So, students
can all be moving around and asking for
help to find something. An activity like
this. This is a probably for a five,
six, you know, fiveyear-old up into, you
know, lower primary
because it's it's a very simple basic activity.
Okay. Are songs a form of play? So I
want you to think about the I want you
to think about the what we said that
play is and I want you to tell me is are
songs a form of play? I won't spend too
long here waiting for an answer.
I think you know the answer I want. Yes,
you all know the answer I want which is
of course songs are a form of play. A
song is playful if it is interesting,
enjoyable, meaningful. Right? If it is
intrinsically motivating. Now for me, I
love to sing. So anytime the teacher
says time to sing, I'm very very happy.
So a song includes movement, imagination
and interaction, which makes it also a
form of playing. And we can also include choices.
choices.
So the benefit of using music is that it
helps us to improve our memory. It
increases our vocabulary.
The part where we plan our movements and
the the brain is all lit up when we
actually are doing listening to music or
singing music or even dancing to music.
So it encourages us to be creative and
expressive and it connects this physical
activity to social activity. if we're
all singing together and helps us as
well to develop a sense of rhythm in our language.
language.
So, I'm going to do a little activity
here. And this activity is going to have
a before, a during, and an after.
I approach a song the same way I
approach a reading or a listening
activity. I have an activity before to
get ready. I have my activities or
during the song. And I also have
something to do to follow up on the
song. So it's not occurring in in a
vacuum, right? It's occurring in
relation to other things.
So I'm going to do
a song about shapes.
I don't know if you can see very good
because of the uh because of the
background. You Oh, you can. Okay. So
this is a circle. What is it everybody?
It's a circle. Very good. It's a circle.
So, when you look around your room, do
you see any circles?
Ah, I can see a circle. My coffee cup is
a circle.
Do I see any other circles? Um, my fan
is a circle. My light is a circle. So, I
can say circles are everywhere. Can you
say that everybody? Circles are everywhere.
everywhere.
Oh, very good. Okay, so of course I'm
going through this activity very quickly
with you. I would probably take a little
bit longer with my students.
What is it? Same thing. It's a square.
What is it? It's a square. Okay, very
good. Do you see any squares?
Uh oh. When I look on the floor, the
tile is a square.
Is this a square? I'm not quite a
square. Okay. So, I'm looking looking
for squares, getting my students to find
the squares. I may even give the student
a card and ask them to walk around the
room and find the squares. So, I'm going
to do it with four different shapes.
Square, circle, diamond. Well, it's
harder to find a diamond, isn't it? And
then an oval. My oval is my mouse. My
mouse. So, we can find these shapes
everywhere. So, shapes are everywhere.
So, now we're going to go and we're
going to listen to a song. So, give me
one second. I'm going to pull this up.
We're going to we're going to listen to
this song about five times. So, the
first time we're just going to listen.
Okay. Just listen.
Can you hear?
Angelie can hear.
>> Yes. Yes, I can hear in the sound. [Music]
>> Okay, very good. So, we listen. Just
listen one time. So, the students head
will start to bop because they're
enjoying the song, right? So, next time
I'm going to actually give students one
of these cards. So, I'm going to give a
student a square or diamond or circle.
They're going to have to listen and when
they hear their sound, they can raise
the card. Okay, but let's listen again.
Everybody has a card.
We're going to listen again.
I'm square, by the way. [Music]
[Music]
Cles, oals, diamond squares. There are many shapes.
many shapes. >> Okay, so I did very well. I heard
>> Okay, so I did very well. I heard square. I list I lifted square. Are
square. I list I lifted square. Are students going to automatically get it?
students going to automatically get it? No. Some may not get it the first time.
No. Some may not get it the first time. Maybe not even the second time, but
Maybe not even the second time, but they'll they're actively listening now
they'll they're actively listening now for a word. Okay. So, I do this once,
for a word. Okay. So, I do this once, twice, and then I ask the students to
twice, and then I ask the students to pass the card to the next student. They
pass the card to the next student. They get a new card. Now, I have circles. And
get a new card. Now, I have circles. And I listen again.
I did very well that time. I'm very proud of myself. Okay, so we're doing
proud of myself. Okay, so we're doing active listening with the song. Okay, so
active listening with the song. Okay, so I want to start incorporating some
I want to start incorporating some movement because a song needs movement
movement because a song needs movement to actually fully engage my brain,
to actually fully engage my brain, right? So I want to give students a
right? So I want to give students a choice of movement. So I'm going to ask
choice of movement. So I'm going to ask the students, how can I represent a
the students, how can I represent a circle? What can I do to be a circle?
circle? What can I do to be a circle? Maybe some students are going to go
Maybe some students are going to go circle or circle or circle. So, I'm
circle or circle or circle. So, I'm going to pick the big one because I like
going to pick the big one because I like big movements. I'm going to say this is
big movements. I'm going to say this is circle. So, whenever we hear the word
circle. So, whenever we hear the word circle, we're all going to go like this.
circle, we're all going to go like this. Circle. How about diamond? What? What's
Circle. How about diamond? What? What's a diamond? Diamond's difficult. Ah,
a diamond? Diamond's difficult. Ah, diamond. Okay, we're just going to do
diamond. Okay, we're just going to do the top part of the diamond. Square. Ah,
the top part of the diamond. Square. Ah, square. Square and oval. Is this an
square. Square and oval. Is this an oval? Now oval's big, right? So,
oval? Now oval's big, right? So, circles. Let's practice. Circles, ovals,
circles. Let's practice. Circles, ovals, diamond, square. Let's all do that
diamond, square. Let's all do that again. Are you ready? Circle, oval,
again. Are you ready? Circle, oval, diamond, square. Okay, we're doing
diamond, square. Okay, we're doing really well. So, this time we're going
really well. So, this time we're going to listen and put in some actions. Here
to listen and put in some actions. Here we go.
we go. I'm very excited now because this is
I'm very excited now because this is challenging.
challenging. [Music]
[Music] circles.
>> Okay. So, we got our we got our shapes. We can practice this adding an extra
We can practice this adding an extra dimension of challenge to the activity.
dimension of challenge to the activity. Next, I'm going to ask for some other
Next, I'm going to ask for some other I'm going to work through until I get a
I'm going to work through until I get a whole range of movements that my
whole range of movements that my students can do. By the way, my students
students can do. By the way, my students might start singing along at this point
might start singing along at this point or they might start at least going
or they might start at least going good. Perfect. That's great. We're not
good. Perfect. That's great. We're not actually to the singing part, but that's
actually to the singing part, but that's okay. I don't mind.
okay. I don't mind. [Music]
[Music] >> Okay, we're going to do the whole song
>> Okay, we're going to do the whole song this time. Are you ready?
this time. Are you ready? >> Circles, ovals, diamonds, squares. There
>> Circles, ovals, diamonds, squares. There are many shapes out there. Everywhere
are many shapes out there. Everywhere you look, you'll see.
you look, you'll see. >> Let's go find some shapes now.
>> Let's go find some shapes now. ovals, diamonds,
ovals, diamonds, >> there are many shapes out there.
>> there are many shapes out there. [Music]
[Music] >> Let's go find some shapes now.
>> Let's go find some shapes now. >> Okay, so that's it. That's my song. I
>> Okay, so that's it. That's my song. I hope you enjoyed that.
hope you enjoyed that. Let's go back to the
Let's go back to the slide. What happened? Why?
what's happening? Oh, okay. So, here we are. We did our We learned some
are. We did our We learned some vocabulary words before. We learned some
vocabulary words before. We learned some sentence patterns. We may have done a
sentence patterns. We may have done a shape parade and walked around the room
shape parade and walked around the room went circle, circle, square, square.
went circle, circle, square, square. We uh we'll do this one in a second.
We uh we'll do this one in a second. Magnific shapes to words. So now we're
Magnific shapes to words. So now we're going to follow up by using shapes to
going to follow up by using shapes to make some objects. So for example, I
make some objects. So for example, I have a I have a
have a I have a I can put this together and put this
I can put this together and put this together and what what is that? I don't
together and what what is that? I don't know what is that. Okay. I can identify
know what is that. Okay. I can identify shapes of houses, cars, etc. So you can
shapes of houses, cars, etc. So you can see here triangle,
see here triangle, square,
square, rectangle, all of these things happening
rectangle, all of these things happening here. So I'm I'm making this song relate
here. So I'm I'm making this song relate to the real world or this these these
to the real world or this these these vocabulary relate to the real world and
vocabulary relate to the real world and I can even follow up by creating a new
I can even follow up by creating a new environment. By the way, this is an
environment. By the way, this is an activity also from the from the program
activity also from the from the program which I'll show you in a second. Okay.
which I'll show you in a second. Okay. So, we can use a song to actually have a
So, we can use a song to actually have a whole meaningful lesson that is playful
whole meaningful lesson that is playful and joyful and interesting to the
and joyful and interesting to the students and hopefully intrinsically
students and hopefully intrinsically motivated.
Hey, I'm looking through all of these. I'm looking through all of the Oh, a
I'm looking through all of the Oh, a robot. Good. I like that idea. Okay.
robot. Good. I like that idea. Okay. Oh, building a robot together would be
Oh, building a robot together would be really fun, right? Building a class
really fun, right? Building a class robot with different shapes. Okay.
robot with different shapes. Okay. One activity I love to do with my
One activity I love to do with my students and my teachers is to make
students and my teachers is to make shapes with their hands. So, how do I
shapes with their hands. So, how do I make a circle? How do I make a square?
make a circle? How do I make a square? How do I make a triangle? It's a really
How do I make a triangle? It's a really fun activity, especially if you can get
fun activity, especially if you can get three people working together to create
three people working together to create the shapes. If we were face to face, we
the shapes. If we were face to face, we would be doing this activity right now
would be doing this activity right now all together.
all together. Oh, making shapes with Play-Doh. Good.
Oh, making shapes with Play-Doh. Good. All right. One way to really get to
All right. One way to really get to bring all of these kinds of things
bring all of these kinds of things together is by using steam activities.
together is by using steam activities. So, I'm sure you've heard the term
So, I'm sure you've heard the term before. Science, technology,
before. Science, technology, engineering, art, and math altogether
engineering, art, and math altogether equal steam. Nice thing about steam is
equal steam. Nice thing about steam is that it really does incorporate a lot of
that it really does incorporate a lot of different ideas into uh one one lesson.
different ideas into uh one one lesson. for instance. So for instance, if I'm
for instance. So for instance, if I'm doing the shape song, I can do some
doing the shape song, I can do some science like you said, maybe make a
science like you said, maybe make a robot with shapes. I can I can introduce
robot with shapes. I can I can introduce technology which I just did by using
technology which I just did by using some of the digital programs.
some of the digital programs. Engineering, how to arrange shapes to
Engineering, how to arrange shapes to have to be something more meaningful.
have to be something more meaningful. Art, of course, being creative with
Art, of course, being creative with shapes. And then even math. lots of ways
shapes. And then even math. lots of ways to bring these all of these different
to bring these all of these different ideas into one uh meaningful activity.
ideas into one uh meaningful activity. Okay, so I'm going to actually go back
Okay, so I'm going to actually go back to the program now for a second. Excuse
to the program now for a second. Excuse me.
Uh oh, it seems like I'm not sharing. Can you see?
Can you see? Oh. Oh no.
Oh. Oh no. I just realized I did not share the
I just realized I did not share the previous activity with you. Sorry about
previous activity with you. Sorry about that. Let me try that again.
Now you can actually see the program. I didn't share the activity. Let me show
didn't share the activity. Let me show you the song again since I wasn't
you the song again since I wasn't showing it to you earlier. You're only
showing it to you earlier. You're only listening. Sorry about that.
listening. Sorry about that. Uh oh.
Uh oh. Ah, now you can actually see the song.
Ah, now you can actually see the song. And I'm so sorry I didn't show that with
And I'm so sorry I didn't show that with you earlier.
you earlier. [Music]
[Music] circles, ovals, diamonds,
circles, ovals, diamonds, there are many shapes out there.
there are many shapes out there. Everywhere you look, you'll see. Let's
Everywhere you look, you'll see. Let's go find some shapes now. Circles, ovals,
go find some shapes now. Circles, ovals, diamonds, squares. There are many shapes
diamonds, squares. There are many shapes out there. Everywhere you look, you see.
out there. Everywhere you look, you see. Let's go find some shapes now.
Let's go find some shapes now. >> Sorry about that. I should have been
>> Sorry about that. I should have been showing you the the activity before and
showing you the the activity before and I realized I was not. Uh, makes it more
I realized I was not. Uh, makes it more interesting. Maybe also get your stu the
interesting. Maybe also get your stu the students can be inspired to uh come up
students can be inspired to uh come up with the motions based on what they're
with the motions based on what they're seeing on the screen.
seeing on the screen. So, I'm I'm looking now at the e academy
So, I'm I'm looking now at the e academy as you can see and you the things that
as you can see and you the things that I've been talking about are all here on
I've been talking about are all here on display, right? So we have our social
display, right? So we have our social and emotional learning, our physical
and emotional learning, our physical the things about safety and hygiene. We
the things about safety and hygiene. We have music and movement to for our
have music and movement to for our physical activities and then steam. So I
physical activities and then steam. So I want to show you a steam activity now
want to show you a steam activity now that I find very nice. Let me think
that I find very nice. Let me think where I put that one. Here we go.
where I put that one. Here we go. So the idea of steam is that we can uh
So the idea of steam is that we can uh actually apply what we're learning to do
actually apply what we're learning to do some kind of activities. So this one is
some kind of activities. So this one is more about numerousy
more about numerousy >> less and same.
>> less and same. >> So first we investigate the idea. Let's
>> So first we investigate the idea. Let's learn what is more, less and the same.
learn what is more, less and the same. >> Arrange the cubes in two rows. And
>> Arrange the cubes in two rows. And [Music]
>> so you can see here that it actually changes
changes depending on what's happening. By the
depending on what's happening. By the way, the student has the ability to
way, the student has the ability to manipulate the screen to actually do
manipulate the screen to actually do this activity on their own
this activity on their own but done as a whole class activity
but done as a whole class activity >> or same.
>> or same. >> So I have two levels here.
>> So I have two levels here. Count the number of apples on both
Count the number of apples on both trees. Does the tree in the picture
trees. Does the tree in the picture frame have more, less, or the same
frame have more, less, or the same number of apples compared to the tree
number of apples compared to the tree outside the picture frame? Click on the
outside the picture frame? Click on the >> Good job.
>> Good job. [Applause]
[Applause] [Music]
I'm going through these very quickly >> of quantities
>> of quantities >> because I really want to get to the
>> because I really want to get to the activity.
activity. >> Let's compare quantities.
>> Let's compare quantities. >> Okay,
comparison of height. Okay, >> I'm not going to go through all of them
>> I'm not going to go through all of them because I really want to get to the
because I really want to get to the final activity.
final activity. >> The final activity is where they're
>> The final activity is where they're actually doing some kind of experiment
actually doing some kind of experiment or working through something. So, these
or working through something. So, these are all designed to be done in the
are all designed to be done in the classroom together as an enjoyable and
classroom together as an enjoyable and hopefully intrinsically motivating
hopefully intrinsically motivating activity.
activity. So here the materials that you will need
So here the materials that you will need are here. Now if you don't have a scale,
are here. Now if you don't have a scale, fine. You don't need a scale. Uh all of
fine. You don't need a scale. Uh all of these are designed
these are designed for mostly you'll have everything in the
for mostly you'll have everything in the classroom that you need. You don't have
classroom that you need. You don't have to go out and buy new things. So here
to go out and buy new things. So here we're just doing some comparison. So we
we're just doing some comparison. So we did the comparison online together. Now
did the comparison online together. Now we're going to do some comparison in the
we're going to do some comparison in the classroom. And the student can actually
classroom. And the student can actually do the setup themselves. So we have two
do the setup themselves. So we have two boxes. One student can set up the balls.
boxes. One student can set up the balls. The other student can tell you is it is
The other student can tell you is it is it which one has more or less or is it
it which one has more or less or is it the same? Right? Same here. We're
the same? Right? Same here. We're stacking. Is one taller or shorter? And
stacking. Is one taller or shorter? And again, the student can set up the
again, the student can set up the activity after being guided uh same as
activity after being guided uh same as the teacher doing it for them. And you
the teacher doing it for them. And you may even see that you do this as a
may even see that you do this as a guided activity and later during free
guided activity and later during free time you see the students are actually
time you see the students are actually doing the same thing themselves. And
doing the same thing themselves. And that's the nice thing about a steam
that's the nice thing about a steam activity.
Okay. All right. Very good. We're going to go back to our
to go back to our presentation now because I want to talk
presentation now because I want to talk about using digital tools in the
about using digital tools in the classroom. Now, the next training I'm
classroom. Now, the next training I'm going to do focuses exclusively on
going to do focuses exclusively on digital tools in the classroom. So, I
digital tools in the classroom. So, I won't spend too much time today talking
won't spend too much time today talking about it. What are the benefits is that
about it. What are the benefits is that we get this. The main benefit is this
we get this. The main benefit is this immediate feedback and the motivation
immediate feedback and the motivation because the students love to use the
because the students love to use the screen, right? The students are very
screen, right? The students are very happy to see the bright lights and the
happy to see the bright lights and the listen to the sounds and the bells and
listen to the sounds and the bells and whistles and all of that. It's also very
whistles and all of that. It's also very accessible and adaptable for students.
accessible and adaptable for students. Things we need to think about
Things we need to think about screen time management. You do not want
screen time management. You do not want to use the screen all day long. not good
to use the screen all day long. not good for the students in many many ways right
for the students in many many ways right so I would limit it to 10 to 15 minutes
so I would limit it to 10 to 15 minutes a day also these are meant to be active
a day also these are meant to be active activities right it's not meant to just
activities right it's not meant to just sit and stare
sit and stare not learning when you're sitting and
not learning when you're sitting and staring it needs to be interactive
staring it needs to be interactive not just interactive the student and the
not just interactive the student and the screen but interactive the student and
screen but interactive the student and their classmates and the screen okay so
their classmates and the screen okay so when we're doing an activity I I
when we're doing an activity I I recommend that you're getting the whole
recommend that you're getting the whole class involved. So you can do it as a
class involved. So you can do it as a whole class activity. Even if you're
whole class activity. Even if you're doing it as a onetoone, the student is
doing it as a onetoone, the student is working one-on-one with the screen,
working one-on-one with the screen, still can get feedback from the other
still can get feedback from the other students. So think about these things
students. So think about these things when you're actually doing uh using
when you're actually doing uh using digital programs. And I'll talk more
digital programs. And I'll talk more about this at the next training if you
about this at the next training if you come to it.
come to it. Uh one other consideration is when
Uh one other consideration is when you're looking at these activities that
you're looking at these activities that are online all of these I wouldn't say
are online all of these I wouldn't say all of them most of them can actually be
all of them most of them can actually be done in real time too. So draw your
done in real time too. So draw your inspiration do it online then do it in
inspiration do it online then do it in the classroom as a real activity. So for
the classroom as a real activity. So for example this is a matching activity
example this is a matching activity online or not online but in the digital
online or not online but in the digital program. You can do this very easily in
program. You can do this very easily in the classroom as well. So, it doesn't
the classroom as well. So, it doesn't matter which one you do first, the
matter which one you do first, the digital or this one, but it can all be
digital or this one, but it can all be carried on offline as well.
I'm running out of time, but here are some common concerns about
but here are some common concerns about play. It's too noisy and chaotic.
play. It's too noisy and chaotic. Every teacher has a different tolerance
Every teacher has a different tolerance for noise and chaos.
for noise and chaos. Yes, some games are more noisy than
Yes, some games are more noisy than other games. It does not mean the
other games. It does not mean the students are not learning. And that's
students are not learning. And that's the important thing, right? So even if
the important thing, right? So even if it's a bit noisy for you, try to
it's a bit noisy for you, try to tolerate it. If it's too noisy for the
tolerate it. If it's too noisy for the school, if it's disturbing another
school, if it's disturbing another class, it's a problem. If it's not
class, it's a problem. If it's not disturbing another class, it's not a
disturbing another class, it's not a problem, right? So, uh, just be aware it
problem, right? So, uh, just be aware it may be a little bit more noisy than
may be a little bit more noisy than they're used to. There's not enough time
they're used to. There's not enough time to play games.
to play games. The key here is is to
The key here is is to understand that they are learning
understand that they are learning through the playing. So you're not
through the playing. So you're not skipping curriculum to play a game,
skipping curriculum to play a game, right? You're enhancing the curriculum.
right? You're enhancing the curriculum. So when you're playing a game, you're
So when you're playing a game, you're not playing a game just to be playing,
not playing a game just to be playing, right?
right? Play is learning. We talked about it. So
Play is learning. We talked about it. So we do have enough time for it. It's just
we do have enough time for it. It's just a matter of adapting that game or that
a matter of adapting that game or that play activity to meet the curricular
play activity to meet the curricular demands that you have. My class is too
demands that you have. My class is too large. Yeah, this is a very common
large. Yeah, this is a very common concern in Asia, right? The classes tend
concern in Asia, right? The classes tend to be 30 40 students in a class. If you
to be 30 40 students in a class. If you have some kind of running around
have some kind of running around activity,
activity, it will be too difficult. So think about
it will be too difficult. So think about things that can be done at the desk or
things that can be done at the desk or can be done with just two people instead
can be done with just two people instead of having some kind of running around.
of having some kind of running around. It doesn't feel like real teaching, but
It doesn't feel like real teaching, but it is.
it is. The parents won't understand.
The parents won't understand. This is a common complaint. The parents
This is a common complaint. The parents won't understand. The principal doesn't
won't understand. The principal doesn't understand. We need to explain to
understand. We need to explain to parents
parents what is happening. This is learning,
what is happening. This is learning, right? I've given you some examples. I
right? I've given you some examples. I think we'll share the PPT with you. I
think we'll share the PPT with you. I will take out any of the pictures, but
will take out any of the pictures, but I'll share the PPT with you and you'll
I'll share the PPT with you and you'll be able to look back and say, "Oh, but
be able to look back and say, "Oh, but you see, here's what play is. Play is
you see, here's what play is. Play is building critical thinking and problem
building critical thinking and problem solving skills. It's creative.
solving skills. It's creative. It's a stressful stress stressfree
It's a stressful stress stressfree environment for learning. So, we need to
environment for learning. So, we need to talk to parents about why we're why
talk to parents about why we're why we're playing instead of learning, which
we're playing instead of learning, which we're not.
we're not. Okay. Uh,
Okay. Uh, my advice, incorporate more play into
my advice, incorporate more play into your lessons.
All right. Uh, wrap up. Play and learning go hand in hand. Language grows
learning go hand in hand. Language grows when it's meaningful and social and
when it's meaningful and social and emotional. makes us feel good when we
emotional. makes us feel good when we are intrinsically motivated to learn the
are intrinsically motivated to learn the language because we have to know how to
language because we have to know how to do it to play. Okay.
do it to play. Okay. Okay. We got to the Q&A. I'm sorry I
Okay. We got to the Q&A. I'm sorry I went a little bit long today. I tend to
went a little bit long today. I tend to get excited and carried away. So, fire
get excited and carried away. So, fire away if you have any questions.
away if you have any questions. If you have questions about academics, I
If you have questions about academics, I will answer. If you have questions about
will answer. If you have questions about uh the program, my my colleague Angelie
uh the program, my my colleague Angelie will answer.
will answer. Uh does play work on the secondary
Uh does play work on the secondary level? Yes, 100% yes. Your students at
level? Yes, 100% yes. Your students at the secondary level want to play just as
the secondary level want to play just as much as your kindergarteners. Play works
much as your kindergarteners. Play works with adults. If we were in a training
with adults. If we were in a training session face to face today, we would be
session face to face today, we would be playing some kind of games. Now, with
playing some kind of games. Now, with secondary, the play is more ruleoriented
secondary, the play is more ruleoriented usually, right? We're not going to say,
usually, right? We're not going to say, "Okay, free play." Secondary students
"Okay, free play." Secondary students are just going to look at each other
are just going to look at each other like, "What's wrong with the teacher?"
like, "What's wrong with the teacher?" They'll just think you're crazy, right?
They'll just think you're crazy, right? Because secondary students are too cool,
Because secondary students are too cool, too cool to to just have a free place,
too cool to to just have a free place, period. Right? But definitely 100%
period. Right? But definitely 100% incorporate play into your class. Your
incorporate play into your class. Your students will thank you.
Are gamified lessons play-based learning? Yes.
Uh, I'm running through these questions. Please suggest some
questions. Please suggest some strategies for special education
strategies for special education students. I'm very sorry. I'm not
students. I'm very sorry. I'm not qualified to to really talk about
qualified to to really talk about special education. It's not it's not my
special education. It's not it's not my field. Uh, I I really appreciate that
field. Uh, I I really appreciate that some people can do it because I'm I'm
some people can do it because I'm I'm just not I'm not capable with if you
just not I'm not capable with if you have let's say you have an ADHD in your
have let's say you have an ADHD in your classroom.
classroom. That student needs to be helping you.
That student needs to be helping you. I've had this situation before where I
I've had this situation before where I had 30 students and one of them was
had 30 students and one of them was ADHD. It was like I had 60 students. So,
ADHD. It was like I had 60 students. So, one suggestion I would make is if you do
one suggestion I would make is if you do have some student that really needs
have some student that really needs special attention, make them the
special attention, make them the teacher's helper as opposed to trying to
teacher's helper as opposed to trying to incorporate them into play. So, get them
incorporate them into play. So, get them to do pass out papers and get them to
to do pass out papers and get them to collect papers and to you know clean the
collect papers and to you know clean the board and find ways to keep them
board and find ways to keep them involved because it's uh very important.
involved because it's uh very important. Now when you are playing these students
Now when you are playing these students can definitely take part and they will
can definitely take part and they will it will benefit them a lot right but I'm
it will benefit them a lot right but I'm not equipped to talk about other kinds
not equipped to talk about other kinds of special education students
of special education students suggest some online platforms for the
suggest some online platforms for the play
play interesting I mean the the one that I'm
interesting I mean the the one that I'm showing you today the town for kids is
showing you today the town for kids is not online so that's the nice aspect of
not online so that's the nice aspect of that one because you don't once you
that one because you don't once you download it you don't need to be online
download it you don't need to be online so you don't need to rip you don't need
so you don't need to rip you don't need to worry about is your internet
to worry about is your internet connection sufficient or not. And I
connection sufficient or not. And I think that's actually nicer than being
think that's actually nicer than being online because if the internet if you
online because if the internet if you have a problem with the internet, you
have a problem with the internet, you will if you're in the middle of a game
will if you're in the middle of a game and the internet goes out, that's very
and the internet goes out, that's very problematic. Your students will go nuts,
problematic. Your students will go nuts, right? So, uh I I prefer things that are
right? So, uh I I prefer things that are offline.
offline. There's lots of games on the the the
There's lots of games on the the the town for kids. Actually, if I if you'll
town for kids. Actually, if I if you'll give me one second, I'll I'll show you
give me one second, I'll I'll show you some more.
some more. Uh, for example, we were just doing
Uh, for example, we were just doing shapes.
We have a game such as this. >> Matching shapes. Click and drag the same
>> Matching shapes. Click and drag the same shapes into the empty boxes and match
shapes into the empty boxes and match them in pairs.
>> So, I can do that. >> Uh-uh.
>> Uh-uh. >> Uh-uh.
>> Uh-uh. Try again.
Try again. >> So this one again,
>> So this one again, >> very good.
>> very good. >> Something that you you can play in your
>> Something that you you can play in your class
class that the student can interact with the
that the student can interact with the uh program. So we have lots of games
uh program. So we have lots of games such as this that students can actually
such as this that students can actually do, right?
do, right? >> Matching pictures with words.
>> Matching pictures with words. >> If I'm not mistaken, you can get a free
>> If I'm not mistaken, you can get a free trial for this. I think Angelie will
trial for this. I think Angelie will talk a little bit about that. Click the
talk a little bit about that. Click the squares to reveal the hidden pictures
squares to reveal the hidden pictures and words.
and words. >> Remember their positions and match the
>> Remember their positions and match the pictures with the correct words.
pictures with the correct words. >> Okay.
>> Okay. >> Bedroom.
>> Bedroom. >> Oops, that's incorrect.
>> Oops, that's incorrect. Dining room,
Dining room, garage.
garage. >> I don't want to go through the whole
>> I don't want to go through the whole thing. You can also use a hint feature
thing. You can also use a hint feature so the students can actually see the
so the students can actually see the answers and then it will disappear
answers and then it will disappear again.
again. Okay, good. Let me see if I got some
Okay, good. Let me see if I got some more questions. Does play work in those
more questions. Does play work in those students with special needs? Again, I'm
students with special needs? Again, I'm not so qualified, but I I would think
not so qualified, but I I would think so. Yes.
so. Yes. What if a student is defiant and won't
What if a student is defiant and won't participate? Why doesn't the student
participate? Why doesn't the student want to participate? Because that
want to participate? Because that they're not intrinsically motivated,
they're not intrinsically motivated, right? Um
right? Um I mean, this is such a broad question
I mean, this is such a broad question because some students are defiant
because some students are defiant because they just don't understand.
because they just don't understand. Some students are defiant because
Some students are defiant because they're they have a terrible home life
they're they have a terrible home life and they they don't they don't know how
and they they don't they don't know how else to communicate. So there's a lot of
else to communicate. So there's a lot of things that could be going on if a
things that could be going on if a student is defiant. Right? Try different
student is defiant. Right? Try different activities because different students
activities because different students have different ways or different things
have different ways or different things that attract them. Right? If it is
that attract them. Right? If it is really a problem, like you've tried many
really a problem, like you've tried many many things, then it might be time to
many things, then it might be time to talk to the school counselor or, you
talk to the school counselor or, you know, to talk to the parents and see if
know, to talk to the parents and see if something's actually happening
something's actually happening outside of the classroom that is
outside of the classroom that is affecting their their ability to
affecting their their ability to participate. Maybe they're not eating
participate. Maybe they're not eating enough. I mean, lots of things could be
enough. I mean, lots of things could be going on here. It's a very broad
going on here. It's a very broad question, and I would say just try a
question, and I would say just try a variety of things. find something that
variety of things. find something that actually works for this student. Or same
actually works for this student. Or same as with somebody with ADHD, maybe you
as with somebody with ADHD, maybe you have another way you can get them to
have another way you can get them to participate. Maybe they can facilitate
participate. Maybe they can facilitate the game, right? Can you help me to run
the game, right? Can you help me to run this activity? Maybe that's that's what
this activity? Maybe that's that's what they need is the, you know, there's lots
they need is the, you know, there's lots of things that could be going on. So,
of things that could be going on. So, it's very hard to answer a question like
it's very hard to answer a question like this without the particulars of the
this without the particulars of the case. It's a it's a great question. It's
case. It's a it's a great question. It's just very difficult to answer.
just very difficult to answer. Please give more sessions on ECCE. I
Please give more sessions on ECCE. I don't know what that is.
don't know what that is. >> Curriculum of ECC. I don't know what
>> Curriculum of ECC. I don't know what that is. Oh, that's the that's the
that is. Oh, that's the that's the >> the one that's running the Okay. You can
>> the one that's running the Okay. You can send your suggestions to ECC. I'm very
send your suggestions to ECC. I'm very happy to come on and uh do that. Are we
happy to come on and uh do that. Are we able to access your E Academy web for
able to access your E Academy web for free? Yes, Angelie will talk about that.
free? Yes, Angelie will talk about that. >> Yep.
>> Yep. >> I think we can do the survey phase. Is
>> I think we can do the survey phase. Is it okay?
it okay? >> Oh, yeah. Sorry. Sorry. Sorry. Yeah. uh
>> Oh, yeah. Sorry. Sorry. Sorry. Yeah. uh we can um let me just share my screen
we can um let me just share my screen first uh so that uh our attendees will
first uh so that uh our attendees will be able to know what's in store for them
be able to know what's in store for them in this workshop still uh we'd like to
in this workshop still uh we'd like to ask you to stay back a little bit more
ask you to stay back a little bit more uh 10 to 15 minutes so the Q&A is still
uh 10 to 15 minutes so the Q&A is still ongoing you can still type in your
ongoing you can still type in your questions in the chat box meanwhile
questions in the chat box meanwhile we'll be popping out a survey it's a
we'll be popping out a survey it's a survey so that we'll be able to get a
survey so that we'll be able to get a feedback from you with regards to the
feedback from you with regards to the workshop that you have attended today
workshop that you have attended today and also there will be a portion there
and also there will be a portion there where you will be suggesting some uh
where you will be suggesting some uh future workshop or trainings that you
future workshop or trainings that you would like to have especially the one
would like to have especially the one that's um uh related to special needs.
that's um uh related to special needs. So uh we'll think about that. We cannot
So uh we'll think about that. We cannot answer that right now but uh we're happy
answer that right now but uh we're happy to hear that kind of uh you know read
to hear that kind of uh you know read that kind of question and we would be
that kind of question and we would be have to be ready for that if we're going
have to be ready for that if we're going to conduct any trainings about that. So
to conduct any trainings about that. So uh Mr. So, Christina, maybe we can pop
uh Mr. So, Christina, maybe we can pop up the um survey now.
up the um survey now. All right. So, on your screen, you would
All right. So, on your screen, you would see a survey there. It's an eight
see a survey there. It's an eight question survey. So, we encourage
question survey. So, we encourage everybody to uh reply to the workshop
everybody to uh reply to the workshop feedback. And uh meanwhile, while you're
feedback. And uh meanwhile, while you're doing that, still type your questions.
doing that, still type your questions. We will get back to that shortly. Let me
We will get back to that shortly. Let me just continue uh our slide. So uh later
just continue uh our slide. So uh later on we'll be flashing maybe in the next
on we'll be flashing maybe in the next two three minutes we'll be flashing the
two three minutes we'll be flashing the attendance form wherein uh this is going
attendance form wherein uh this is going to be the information that we need in
to be the information that we need in order for you to get your e certificate.
order for you to get your e certificate. Now please be u informed that the
Now please be u informed that the attendance form will only be active in
attendance form will only be active in the next two hours after we end this
the next two hours after we end this workshop because some of you might not
workshop because some of you might not be able to answer it right away but it's
be able to answer it right away but it's a Google form that we're going to be
a Google form that we're going to be attaching in the chat box. So just click
attaching in the chat box. So just click and download it so that you'll be able
and download it so that you'll be able to reply accordingly. So uh also we
to reply accordingly. So uh also we would like to encourage everybody if you
would like to encourage everybody if you need to get in touch with us with
need to get in touch with us with regards our e academic program. This is
regards our e academic program. This is my contact number and uh you can also
my contact number and uh you can also see it in the post that we made on
see it in the post that we made on Facebook or Instagram. You can contact
Facebook or Instagram. You can contact me. Um this is my email address Angel
me. Um this is my email address Angel for kids and my mobile number here. This
for kids and my mobile number here. This is also a WhatsApp and Viber number. All
is also a WhatsApp and Viber number. All right. So hopefully you're uh doing a
right. So hopefully you're uh doing a screen grab right now and uh just to let
screen grab right now and uh just to let you know uh thank for kids Singapore uh
you know uh thank for kids Singapore uh in our corporate social responsibility
in our corporate social responsibility program uh similar with what you have
program uh similar with what you have just attended we are doing storytelling
just attended we are doing storytelling live on Zoom and YouTube and also we
live on Zoom and YouTube and also we also still of course conduct uh other
also still of course conduct uh other workshop and in our pipeline just to let
workshop and in our pipeline just to let you know I'm inviting you all ahead of
you know I'm inviting you all ahead of time we will be having another workshop
time we will be having another workshop on the 4th of October uh this is again
on the 4th of October uh this is again Saturday. This is for the celebration of
Saturday. This is for the celebration of the national teacher uh teacher day and
the national teacher uh teacher day and we're encouraging you again. We will be
we're encouraging you again. We will be posting things in our Facebook and our
posting things in our Facebook and our Instagram so that you all can join
Instagram so that you all can join again. And of course another strolling
again. And of course another strolling sess uh storytelling session which we'll
sess uh storytelling session which we'll be doing on the 18th of October. So all
be doing on the 18th of October. So all of this will be posted just uh follow
of this will be posted just uh follow and like us on our Facebook so that you
and like us on our Facebook so that you get updated of our upcoming workshop and
get updated of our upcoming workshop and also our storytelling which we dedicate
also our storytelling which we dedicate also to your learners to your students.
also to your learners to your students. And uh we would like to encourage
And uh we would like to encourage everybody in the group uh in the
everybody in the group uh in the attendance form that you're going to
attendance form that you're going to fill up. We have have attached there the
fill up. We have have attached there the WhatsApp group and viviveror group. We
WhatsApp group and viviveror group. We still encourage you to join the group so
still encourage you to join the group so that you get to be updated. We are with
that you get to be updated. We are with our upcoming events and activities.
our upcoming events and activities. All right. So, um everybody uh we've
All right. So, um everybody uh we've seen that uh some of you already filling
seen that uh some of you already filling up the form. So, maybe we can continue
up the form. So, maybe we can continue uh first with a few questions. Alan, if
uh first with a few questions. Alan, if we have some questions here that you
we have some questions here that you would like to address.
would like to address. >> One question I keep seeing is the where
>> One question I keep seeing is the where they're going to get this where they can
they're going to get this where they can get the program. So maybe you should
get the program. So maybe you should answer that one.
answer that one. >> Yeah. All right. So the program uh it
>> Yeah. All right. So the program uh it will uh fill up the attendance form and
will uh fill up the attendance form and then we will get in touch with you
then we will get in touch with you because there are two programs that you
because there are two programs that you can uh really be interested in. One is
can uh really be interested in. One is for the E Academy kindergarten software.
for the E Academy kindergarten software. This is for kindergarten early
This is for kindergarten early childhood. And we also have the primary
childhood. And we also have the primary uh for elementary uh ec academy
uh for elementary uh ec academy software. So once you filled up the
software. So once you filled up the form, we'll be able to identify which
form, we'll be able to identify which program that you will be interested in
program that you will be interested in and we'll communicate with you.
>> Great. Uh one thing I'll point out is next in two weeks we have another
next in two weeks we have another training which will focus more on
training which will focus more on digital tools. So I invite everyone to
digital tools. So I invite everyone to come back to that. That should be very
come back to that. That should be very interesting. And I'll be using I'll
interesting. And I'll be using I'll mostly be using the primary uh the
mostly be using the primary uh the primary program though I may include
primary program though I may include some of the kindergarten there as well.
some of the kindergarten there as well. And the concepts really apply broadly
And the concepts really apply broadly right I do try to include both
right I do try to include both kindergarten and primary when I'm
kindergarten and primary when I'm talking. So I did have a very
talking. So I did have a very interesting question here about how can
interesting question here about how can parents be more actively involved.
parents be more actively involved. I I'm a big proponent of getting parents
I I'm a big proponent of getting parents involved as much as possible. In fact, I
involved as much as possible. In fact, I encourage schools to do a parent
encourage schools to do a parent training sessions where you actually
training sessions where you actually invite parents in, especially for
invite parents in, especially for kindergarten. You invite the parents in
kindergarten. You invite the parents in and talk to them about what they can
and talk to them about what they can actually do to uh complement the the
actually do to uh complement the the learning that the students are getting
learning that the students are getting in the classroom. So, if if you have the
in the classroom. So, if if you have the opportunity to uh interact with parents,
opportunity to uh interact with parents, that's really great. Encourage them to
that's really great. Encourage them to read to their kids. encourage them to
read to their kids. encourage them to ask questions about what they're
ask questions about what they're learning, to pay attention to the report
learning, to pay attention to the report cards and things. Uh, as far as the town
cards and things. Uh, as far as the town for kids program, there is an app that
for kids program, there is an app that goes with it. So, you can, of course,
goes with it. So, you can, of course, the parents can actually ask the student
the parents can actually ask the student to sing the song or to read the story to
to sing the song or to read the story to them that they've actually learned in
them that they've actually learned in the classroom.
the classroom. Okay,
Okay, I'm just looking for any more questions
I'm just looking for any more questions here. If I missed your question, I'm
here. If I missed your question, I'm very sorry. You're you're welcome to uh
very sorry. You're you're welcome to uh ask again. I have one about the
ask again. I have one about the constructivist approach. This really
constructivist approach. This really everything we've been talking about is
everything we've been talking about is kind of based around a constructivist
kind of based around a constructivist approach. Uh play is a key component of
approach. Uh play is a key component of the constructivist approach, right? It's
the constructivist approach, right? It's students are learning
students are learning uh constructivism is basically that the
uh constructivism is basically that the stu the learning is meaningful and it's
stu the learning is meaningful and it's relevant to to the outside world, right?
relevant to to the outside world, right? and the students are constructing their
and the students are constructing their learning as much as the teachers are.
learning as much as the teachers are. Right? So that really ties into
Right? So that really ties into everything we're talking about here. So
everything we're talking about here. So yeah, I would say constructivist
yeah, I would say constructivist approach for K to3 learners is perfect.
approach for K to3 learners is perfect. I'm I'm a big fan of the constructivist
I'm I'm a big fan of the constructivist movement.
movement. Okay. Uh
active learning is the same. Yeah, active learning and play-based learning
active learning and play-based learning are very similar ideas. So yeah, sure.
are very similar ideas. So yeah, sure. Can you modify your own game using the
Can you modify your own game using the time for kids? No, that's not that's not
time for kids? No, that's not that's not a thing. But you can you can adapt it.
a thing. But you can you can adapt it. So like let's say it's a it's for a one
So like let's say it's a it's for a one student doing one thing, but you can
student doing one thing, but you can adapt it to where it's a classroom
adapt it to where it's a classroom activity. So it's applicable, but it's
activity. So it's applicable, but it's not uh not modifiable. You can't go in
not uh not modifiable. You can't go in and modify the program.
and modify the program. What kind of play are applicable for 1.5
What kind of play are applicable for 1.5 to 2 year old? free play.
to 2 year old? free play. 1.5 years to two years is it's just free
1.5 years to two years is it's just free play, right? I mean, you can play with
play, right? I mean, you can play with them, but as far as like a guided play,
them, but as far as like a guided play, you can ask them to to do it, but it
you can ask them to to do it, but it won't last but maybe one or two minutes,
won't last but maybe one or two minutes, and then they're going to just do their
and then they're going to just do their own thing, right? So with free with with
own thing, right? So with free with with uh playing with one and a half to
uh playing with one and a half to twoyear-old children, it's just playing
twoyear-old children, it's just playing with them as opposed to guiding them in
with them as opposed to guiding them in how to play.
how to play. Wow, you guys have lots of questions.
Okay. Okay. Again, if I miss your question,
Okay. Again, if I miss your question, I'm so sorry.
We encourage now everybody to uh keep filling up the attendance form. Yes.
filling up the attendance form. Yes. >> Uh which are which we have uh already
>> Uh which are which we have uh already sent in the chat box. And also those
sent in the chat box. And also those viewers that we have in our YouTube
viewers that we have in our YouTube live, it's already there. And please be
live, it's already there. And please be reminded that this attendance forms is
reminded that this attendance forms is only active after 2 hours. So uh two
only active after 2 hours. So uh two hours from your time because you're all
hours from your time because you're all from different countries. So count it.
from different countries. So count it. uh uh setting now and then the next two
uh uh setting now and then the next two hours we will uh close the form.
hours we will uh close the form. All right. Thank you so much to to those
All right. Thank you so much to to those uh filled up. Now uh what we're going to
uh filled up. Now uh what we're going to do as uh stated in the form allow us
do as uh stated in the form allow us seven uh business days to provide you
seven uh business days to provide you your e certificate. uh you can reply
your e certificate. uh you can reply also to the email that we're going to
also to the email that we're going to send to you if you have any questions
send to you if you have any questions about this workshop and then we will do
about this workshop and then we will do our best to respond to your questions
our best to respond to your questions because we're not sure if we were able
because we're not sure if we were able to read all of the question that has
to read all of the question that has been posted here.
been posted here. >> Yeah, really lots of questions.
>> Yeah, really lots of questions. >> I have a really I have one more
>> I have a really I have one more interesting question. I have one more
interesting question. I have one more that I want to talk about because I
that I want to talk about because I think it's really interesting.
think it's really interesting. Transition periods. Transitions are
Transition periods. Transitions are really difficult. This it's where
really difficult. This it's where teachers lose control of the class a lot
teachers lose control of the class a lot of times, right? Because they're
of times, right? Because they're transitioning from free play to guided
transitioning from free play to guided play or guided play to free play or from
play or guided play to free play or from a worksheet to a play. You know, these
a worksheet to a play. You know, these periods of transition are where teachers
periods of transition are where teachers really lose control. I would just say
really lose control. I would just say have some very specific routines you use
have some very specific routines you use with your kids, right? Uh when I used to
with your kids, right? Uh when I used to teach kindergarten, my one thing I did,
teach kindergarten, my one thing I did, I realized I was screaming all the time
I realized I was screaming all the time and I realized this is not intelligent.
and I realized this is not intelligent. I'm losing my voice. They don't respond
I'm losing my voice. They don't respond to my screams anymore. So I start I
to my screams anymore. So I start I learned how to I just hold up one
learned how to I just hold up one finger. That finger means calm down. And
finger. That finger means calm down. And the last student the last student not to
the last student the last student not to calm down is is going to have you know
calm down is is going to have you know is going to face some discipline. Though
is going to face some discipline. Though it was never very punitive. But you'll
it was never very punitive. But you'll notice the student the students get
notice the student the students get really used to see me hold up one finger
really used to see me hold up one finger and they start whispering like oh it's
and they start whispering like oh it's oh the finger. It's the finger. It's the
oh the finger. It's the finger. It's the finger. Calm down. Calm down. So that
finger. Calm down. Calm down. So that just gets them to it gives them a focal
just gets them to it gives them a focal point without you having to
point without you having to uh gives them a focal point is something
uh gives them a focal point is something they're very used to. But make sure
they're very used to. But make sure you're doing the same thing over and
you're doing the same thing over and over again. It has to be very
over again. It has to be very consistent. Some teachers will count.
consistent. Some teachers will count. Some teachers will and they'll count
Some teachers will and they'll count quietly, not screaming, right? So one,
quietly, not screaming, right? So one, two. If they get to 10, it's it's a
two. If they get to 10, it's it's a problem, right? So have some kind of
problem, right? So have some kind of focal point or something they're
focal point or something they're listening for that reminds them that
listening for that reminds them that it's time to calm down and move from one
it's time to calm down and move from one activity to the next.
activity to the next. Okay. You can also ask them to set up
Okay. You can also ask them to set up the room for free play or clean up the
the room for free play or clean up the room for regular play. It just gives
room for regular play. It just gives them something to to do rather than just
them something to to do rather than just kind of being aimless while you're
kind of being aimless while you're setting up the class. But nice to have
setting up the class. But nice to have something they can focus on.
something they can focus on. Okay, I think that's it for now. I think
Okay, I think that's it for now. I think I've really gone over my time and I'm I
I've really gone over my time and I'm I I'm keeping you guys from your family.
I'm keeping you guys from your family. So, thank you so much. Uh I hope to see
So, thank you so much. Uh I hope to see you on October 4th.
you on October 4th. Until then, farewell.
>> Thank you so much, Alan. Thank you so much. So, we're still going to be here.
much. So, we're still going to be here. We're waiting for the others to start
We're waiting for the others to start filling up the form. We're still sharing
filling up the form. We're still sharing it in our group chat. Sorry, in our uh
it in our group chat. Sorry, in our uh Zoom uh chat box.
So, please make sure you're sharing an active email address so that we'll be
active email address so that we'll be able to receive the uh e certificate.
able to receive the uh e certificate. And again, we are encouraging everybody
And again, we are encouraging everybody if you can uh just
fill up the form after 2 hours then we'll be able to receive your uh
we'll be able to receive your uh information and kindly choose the kind
information and kindly choose the kind of program that you're interested in so
of program that you're interested in so that we'll be able to uh create the
that we'll be able to uh create the account for you and for this free trial
account for you and for this free trial that we're giving to each of the school
that we're giving to each of the school and teacher that are interested.
All right. Thank you so much everybody for joining us.
All right. Thank you so much for joining us. Thank you.
us. Thank you. You all have the permission to leave the
You all have the permission to leave the zoom now. Thank you so much for joining
zoom now. Thank you so much for joining us. Thank you our attendees from uh
us. Thank you our attendees from uh Philippines, from India, Indonesia, we
Philippines, from India, Indonesia, we have attendees from Pakistan, we have
have attendees from Pakistan, we have attendees from Malaysia as well. Thank
attendees from Malaysia as well. Thank you so much for joining us today and
you so much for joining us today and hope to see you in our next workshop
hope to see you in our next workshop which is going to be on the 4th of
which is going to be on the 4th of October and it will be facilitated again
October and it will be facilitated again by Alan Davis. Thank you so much.
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