Attention Strategies for English Language Camps

By Lara Ravitch

Attracting Attention

How can you attract children’s attention when they don’t speak the language? The key is establishing routines. The most effective attention-getting routines require the students to do something that stops talking and directs the focus to the speaker. These routines should be pleasant, perhaps even fun. They should not be strict or boring. They can involve popular song lyrics or camp themes. Here are some examples:

· Counselor says, “1-2-3 eyes on me.” Kids say, “4-3-2 eyes on you.”

· Counselor says, “If you can hear me, clap once.” Kids clap once. Counselor says, “If you can hear me, clap twice.” Kids clap twice. Counselor says, “If you can hear me, clap three times.” Kids clap three times.

· Counselor throws a ball in the air and the kids make a noise for as long as the ball is in the air. When the counselor catches it, everyone is silent.

· Counselor says, “When I say English, you say” and kids shout, “Awesome!”

· Counselor claps in a rhythm and kids try to repeat. Do three different rhythms.

· Counselor says, “Where’s Camp Lakewood?” and kids answer, “Here we are!”

Teach these routines and practice them at the very beginning of the camp session. Teach one on the first day, and then if you sense that the campers are getting bored with that one, teach another several days later.

Teaching Routines

Routines are only useful if campers learn them very well at the beginning. To teach the routine, explain it to the campers and have them repeat many times. Keep a fast pace and a positive, energetic attitude, and the repetition will not be boring.

Teacher: When I say (point to self, use hand to show talking), “1-2-3 eyes on me,” you need to say (point to campers, use hand to show talking), “4-3-2 eyes on you” and then turn your voices off (point to campers, cover mouth to show silence). Let’s practice! 1-2-3 eyes on me!

Students: (mumbling, not speaking all together) 4-3-2 eyes on you (some students continue talking).

Teacher: Good start, but you can do better! Let’s practice your part. You say “4-3-2 eyes on you” (point to students, use hand to show talking). Let’s repeat. “4-3-2” (use hand to show children should repeat).

Students: 4-3-2.

Teacher: 4-3-2 (use hand to show repeat).

Students: 4-3-2.

Teacher: Eyes on you (cover mouth exaggeratedly at the end, use hand to show repeat).

Students: Eyes on you.

Teacher: Eyes on you (cover mouth exaggeratedly at the end, use hand to show repeat).

Students: Eyes on you.

Teacher: 4-3-2 eyes on you (cover mouth exaggeratedly at the end, use hand to show repeat).

Students: 4-3-2 eyes on you (this time they do it well).

Teacher: Ok! Now I say “1-2-3 eyes on me” (point to self, use hand to show talking) and you say “4-3-2 eyes on you” (point to students, use hand to show talking). Let’s go! “1-2-3 eyes on me.”

Students: 4-3-2 eyes on you.

Teacher: Great job! Let’s try it really loud! (very loud) 1-2-3 eyes on me!

Students: (very loud) 4-3-2 eyes on you!

Teacher: Now let’s try it very quietly. (very quietly) 1-2-3 eyes on me.

Students: (very quietly) 4-3-2 eyes on you.

Teacher: Opera style! (sings in opera voice) 1-2-3 eyes on me.

Students: (singing) 4-3-2 eyes on you.

Teacher: Underwater style (strums lips with fingers to make underwater sound) 1-2-3 eyes on me.

Students: (making underwater sound) 4-3-2 eyes on you.

(Note: there are many other possibilities for fun repetition styles, such as robot voice, mouse voice, slow motion, super speed, etc.)

Teacher: Great job! Now make a lot of noise!

Students: (make a lot of noise)

Teacher: 1-2-3 eyes on me.

Students: 4-3-2 eyes on you.

Teacher: That was so fast! And your voices are off! Nice job - we are ready to work!

Whatever you do, do not try to talk while they are talking. Get their attention, and be silent until they are silent. Then, begin to speak.

Maintaining Attention

How do you maintain children’s attention when you are speaking English and they don’t understand it well? You can keep their attention if you keep them engaged, make what you’re saying comprehensible, and set expectations for behavior.

Maximize engagement

Kids pay attention better if you are being dynamic, if you have fun activities, if you are asking for their input frequently and getting them involved. Use singing, costumes, props, role plays, targeted repetition and personalization to keep them focused on you while you are talking.

For example, if you need to explain to your campers about their upcoming swimming activity, you can expect that they will be so excited about swimming that they might not pay attention to the information you are sharing. In order to get them to pay attention, you could use your arms to imitate the arms on the clock when you tell them what time to meet. You could then ask several campers, “What time, Danya?” “What time, Masha?” You could pull clothing out of a bag and ask them which things they should bring with them – a winter coat? NO! A pair of sandals? YES!

Maximize comprehensibility

Kids pay attention better if they understand. Think about your announcements ahead of time. How can you use simple language? How can you use gestures? How can you use gestures and visuals? Should you have a moment where they check in with a friend and make sure they understood? Speak simply and clearly, without too many extra words.

Say this:

· Today, we’re going swimming (swimming gesture).

· Meet at 2:45 (show a visual of the time) at the pool (show a visual of the pool or point towards it).

· Wear your swimsuit (gesture a swimsuit or show a picture) and bring a towel (gesture a towel or show a picture).

Don’t say this:

So it looks like today we’ll have the opportunity to have some time in the swimming pool. We’re supposed to get in the pool at 3:00, so I think if we meet at 2:45 or so that should work. Make sure you have what you need with you – it’s probably going to be easier if you change into your swimsuit ahead of time and just wear it, but it’s also ok to just bring it with you if you’d rather and then you can change in the locker room.

Set expectations

When you set rules with your camper group at the start of the session, make sure that you address the issue of attention. Even in an immersion setting, it might be best to have these first conversations in the campers’ native language.

For younger children, in particular, you may need to discuss what paying attention looks like. For example, it might include voices offf, eyes on the speaker, ears listening, hands to yourself. Have them practice talking loudly, responding to an attention-getter, and keeping their eyes on you and their mouths silent while you talk.

Teenagers, on the other hand, respond well to the concept of respect. Talk to them about how you will demonstrate your respect for them and ask them to demonstrate their respect for you by attending when you are speaking. Then, if they become inattentive, you can remind them of your agreement to be respectful.

Conclusion

It sounds impossible to attract and maintain campers’ attention when you are speaking a foreign language, but you can do it! Plan carefully and use strategies that you have prepared, and you will be able to make successful announcements and presentations to your campers.