Key words: principles, pedagogical principles, young learners, language teaching, teachers, pupils Annatatsiya

3.2 Final reflection
Among children's books, there are many advantages in using picture books for language learning. Firstly, the advantage of using picture books is that the pictures offer the students a way to understand what the teacher is reading, even if they do not know the word in the story context. Furthermore, picture books contain rich language because they are usually well designed so as to be read aloud to children long before they are read individually by children . Thus, linguistically, picture books can help students master the vocabulary and grammar as well as the four language skills: reading, writing, listening, and speaking (Stern, 1991). In addition, picture books can not only provide authentic materials but also support curriculum and understand the other cultures. Lastly, pictures can elicit students' interest, excitement and discussion. Therefore, picture books should be effective for teaching EFL young learners.
Folktales: Repetitive Sentence Patterns, Rhythmic Refrains, and Predictable
Folktales always play very important roles in the processes of language learning because folktales usually contain repetitive language patterns, phrases, or questions, refrains, strong rhythm and rhyme, sequences of numbers or days of the week. For example, repetitive patterns can be the schema for students' comprehension of the children's stories and predicting the action in the plot and the ending. In addition, folktales make it easy for students to remember the vocabulary and grammatical structures contained in them (Kowalski, 2002). Additionally, with repeated refrains, it's natural for learners to join in enchanting rhyming and that can help them be familiar with sound patterns and thus increase their listening ability. Among folktales, The Gingerbread Man is a good, cumulative story, because the important feature of cumulative stories is that elements (things, people or experiences) are added as the story progresses, through stories, with a degree of familiarity students naturally have certain expectations of story structure, language and patterns (Mallan, 1992). For example, the cumulative story with a repetitive pattern is like The Gingerbread Man: I've run away from a little old woman, a little old man, and a cow...
I've run away from a little old woman, a little old man, a cow, and a horse. The recurring phrases or events can aid their understanding and memory (Mallan, 1992). Because of their particular story patterns, cumulative stories can also offer children the chances to engage in language play by chanting or singing the repeated story events as follows:
Run, run, as fast as you can
You can’t catch me
I'm the Gingerbread Man.
Through hearing stories, students can learn to appreciate the beauty and rhythm of language. Teachers are usually amazed at how quickly children "chime in" when a story has a refrain such as Three Little Pigs:
Little Pig, Little Pig, let me come in! Not by the hair of my chinny chin chin!
Another story, The Three Billy Goats Gruff, has rhythmic refrain as follows:
Trip,trap;
Trip,trap;
Trip, trap," went Little Billy Goat Gruff's hooves on the bridge.
These rhythmic refrains above, obviously, are easily memorized when students chant or sing together. Based on review, when children listen to stories, verse, prose of all kinds, they could unconsciously be familiar with the repeated rhythms and structure, the cadences and conventions of the various forms of written language. This phonemic awareness is a formalized extension of the language awareness that has been developed at the first level through listening to repetitive language patterns or rhythmic refrains from stories, poetry, rhyme, and songs (Nantz, 2002) Folktales are a good tool for young learners' language learning. Folktales such s Three Little Pigs. is a picture book from the Reading
House series, published by Caves Books Ltd in Taiwan. The series of classical tales introduce basic structures, sentence patterns, and common vocabulary regularly recycled for easy acquisition.
Multiple Teaching Techniques
Multiple teaching techniques include presenting the picture book, using flash cards, showing sentence stripes, playing puppets for story drama, playing the chosen story CD, reading aloud, role play, choral speaking/chanting, and singing songs with action. Selection of materials which encourage personal response Selection of materials which are in line with the major interests of the young learners will motivate young learners. A reasonable amount of time spent on a regular basis with a class usually allows a teacher to assess the students’ interests. Alternatively students could be given a list of certain literary texts with a brief summary of their content and asked to select the ones that they would like to study. Students should be allowed to choose topics that they find interesting and select literary texts connected with these themes or topics. Provide opportunities within the classroom for personalisation, by letting students work individually on those texts which interest them the most.
The use of meaningful learning activities as a source of learning is based on constructivism. This gives learners the opportunity to be active in setting appropriate questions in terms of their own learning aims providing basis for active knowledge creation. The notion of knowledge is therefore dynamic.
The purpose of learning activities is to create new knowledge and understanding of phenomena being studied by integrating new ideas, information and concepts into learners’ existing knowledge structures. The learning tasks not only prompt the production of new knowledge but also the application in authentic contexts when possible. Through learning activities, learners develop a proactive approach and ownership of their own learning.
Learning partnerships.Social interaction plays a key role in boosting learning, creating shared understanding and the co-production and sharing of new knowledge.
Learning partnerships are based on an interactive relationship between an individual and their environment. Interactive relationships therefore play a key role in learning experiences. They are formed in the relationships between students, between teachers and students and between other social networks and communities that have common learning goals. These partnerships form a key basis in pedagogical activities.
The partnership between teachers and students is built on the principles of equality, transparency, mutual responsibility and mutual learning. Building common trust is a shared task for all partners.
In line with the humanistic approach, this curriculum understands humans having the potential for growth, development and self-realisation. However, the structures that affect the self are complex. Building and maintaining the current state of the self, identity and knowledge are key aims in all education.
Learning is determined by the pedagogical methods teachers use when they are in class. The act of delivering effective pedagogy most of the time relies on the specific subject matter to be taught, on recognising the various needs of the learners, and on adjusting to the surrounding conditions of the classroom.

This week, we take you through some of the principles of effective pedagogy that pave the way for innovative learning:

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  Inclusion
  
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  Motivation
  
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  Quality Assurance
  
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  Consistency & Transparency
  
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  Innovative Approaches
  

“Achievement should be interpreted in terms of the power of effort rather than the limits of ability.” 
Our principles for effective pedagogy

1. 
   Inclusion
   

The pedagogy should support inclusive practice in terms of education so that every child can develop their capacity in learning. We believe that everyone has equal value and should have access to high quality education around the world. We provide an inclusive, social and student-focused environment that welcomes learners of all backgrounds and needs.

2. 
   Motivation
   

Student motivation is mainly reliant on the teachers’ personality and their ability to develop and maintain a fruitful relationship. This can happen by recognising the student’s needs, interests and experiences and framing the learning for each learner. Our classes are delivered through the Nisai Virtual Academy (NVA) by qualified, subject specialist teachers. However, the inspiration from the relationship our students have with our teachers comes organically – the computers have only a support role to play.

3. 
   Quality Assurance
   

Another important factor in pedagogy is the quality of the school. As a Cambridge International School, we can provide Cambridge IGCSEs and A levels to students worldwide. In addition to that, we are approved by the Department for Education as a Section 41 provider for Post 16 learners. We provide programmes for Key Stages 3 – 5 with accredited courses by either OCR, NOCN or Cambridge. We are also the only online education provider to have been OFSTED inspected.

4. 
   Consistency and Transparency
   

The pedagogy should be methodical and consistent in order for the objectives, content and students’ activity to be aligned. The elements of online learning should correspond and should be transparent in its intention; it must be clear for the learner what they are expected to do. Our approach to learning is solely holistic and our programmes vary from long and short-term to online academic with 1:1 support and project based learning.

5. 
   Innovative Approaches
   

In theory, online learning should be fit for purpose; bringing an innovative approach which cannot be reached in any other way. Our approach, with our online material as well as the environment, is targeted only at our valuable students. We work with students to help them achieve their ambitions through holistic learning, creating pathways to university and subsequently future employment.
What Nisai offers
At Nisai, we adapt the way we educate to prepare today’s students for tomorrow’s future using a 21^st century pedagogical approach. Our approach is based on four learning strategies – aka the 4C’s:

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  Critical Thinking – Our students are motivated by our teaching methods and embrace technology for personalised learning. Our education tools help students develop their critical thinking skills
  
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  Collaboration – Both our students and teachers collaborate successfully in the online classrooms to implement effective learning results as well as to create an online learning culture
  
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  Creativity – Within the NVA we have a plethora of activities and The Chill Out Zone where learners can join clubs and societies
  
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  Communication – All of our learners are in small, live classes studying at a similar pace and ability. Coupled with trained teachers and well-paced online lessons; our learners receive more attention and are proven to communicate successfully with their teachers and peers. Understanding the identity of pedagogy is a necessity in order to recognise what role the technology can play in supporting education – and also to be able to identify the effective practices of teaching and learning.