REINFORCEMENT

These notes will consider some of the following issues:-

• How reinforcement differs from imitation.
• When to move the class on from the one to the other.
• How to ensure effective reinforcement work.
  

Pupils imitate by copying an immediate model using their short term memory.

Your aim is to make key language available for productive use by gradually transferring it from the short-term memory to the long-term memory.

A succession of activities which allow pupils to repeat without an immediate model reinforces this process.

TRANSITION

There is sometimes a tendency to move too quickly into the reinforcement stage.

Too sudden an increase in the time gap involved when moving from, on the one hand, imitation to, on the other, repetition without an immediate model, can produce a drop in performance and confidence.

It is important not to move on until the pupils are ready.
In mixed ability classes this can cause difficulties.

Therefore it is important to design work so that pupils either:-

• feel that they themselves are ready to move on (i.e. activities which reinforce 'learner confidence') and are ready to take risks, or
• can move on when they are ready and those who are not can remain with an immediate model to imitate. (i.e. 'differentiation' by task)
• are able to participate in the reinforcement activities at whatever linguistic level they feel capable of (i.e. 'differentiation' by outcome).

N.B.  Differentiation is an area which will be dealt with in more detail separately.

MEMORY

Reinforcement activities actively stimulate memory and help learners acquire the skills needed for effective memorisation to take place.

Examples of memory games for reinforcing language learning include:-

• Cover up / put into bin bag / hide from view / hand out to class etc.  objects / flashcards / OHTs etc. which pupils have named one at a time. Ask pupils to guess which object will be revealed next / has been chosen etc. When all have been identified, recapitulate in the correct order.
• Against the clock / in competition etc. how many of the new words previously introduced can be provided. Scores on the board. Further attempts to improve on previous scores. You can use mimes / flashcards / initial letters etc. to help. Help gradually withdrawn.
• Other games include The Telepathy Trick, Kim's Game, I've lost my voice!, etc.

Such activities can help inform the planning of future lessons. You will find out which new language has been assimilated and which words need re-introduction and more imitation in subsequent lessons.

VARIETY

Thorough practice is necessary for learning to take place. However, the interest, involvement and full commitment of the young learner must also be maintained. The teacher must therefore develop a large repertoire of activities for practice and reinforcement. In this way the activity can be changed every few minutes or so while the same new language is practised. Quite often, simply changing the teaching materials will stimulate new interest.

Thus, for practising the same new language you may require the following:-

• A wide array of visual aids e.g. flash cards followed by OHT drawings, mini flashcards, magazine pictures, posters, mime etc.
• A wide choice of audio stimulus e.g. sound effects, voice recordings, video
• A variety of memory activities, games, drama techniques etc.
• Computer programs which give the opportunity to repeat words and phrases.

PACE

Linked to variety is the need to maintain a brisk upbeat rhythm to the activities. Long pauses and hesitations can be avoided by ensuring the following:-

• Ensure that the class is ready for these types of  repetition/practice activities. Their responses will be much slower and harder to elicit if they have not been well enough prepared by the presentation and imitation stages.
• The 'snowball' technique involves getting one pupil to repeat the responses of the last 4 or 5 pupils to answer.
• The 'broken record' technique involves getting pupils to repeat a sentence say 10 times without a pause. Similarly, the same sentence can be repeated by different rows/groups of pupils as quickly as possible.

MOVEMENT

An activity involving physical movement by the pupils can help young learners remain alert and attentive. Many other ideas exist. Here are but a few.

• Pupils work in pairs, taking it in turn to mime and guess the sentence.
• Divide class into 2. Every time you say a word half the class stands up and repeats. Every time you say another word, the other half the class stands up and repeats.
• Start a drawing on the board/OHP. Pupils try to guess what it is. Every wrong guess adds a line to the drawing. Can also be done in pairs/groups.
• Pupils required to record their voices on audio or video.