This document discusses teaching across different age levels, including teaching children, adults, and teens. For children, it emphasizes intellectual development, attention span, sensory input, affective factors, and using authentic language. For adults, it notes they can handle abstract concepts but may lack confidence. Teens are in between children and adults, so attention spans are lengthening but diversions exist. The main differences in teaching children versus adults are that children have shorter attention spans, benefit more from sensory input, and learn best through authentic language, while adults can grasp abstract rules and concepts.

1. Rabiatul Hamidah A1B214041
Rika Husyana A1B213256
Ramadan A1B213225
Reny Triana Sari A1B214044

2. CONTEXT OF LEARNING AND TEACHING
Teaching across Age Level
1. Teaching Children
2. Teaching Adults
3. Teaching Teens

3. Teaching Children
Five practical approaches to teaching
children:
a. Intellectual development
b. Attention span
c. Sensory input
d. Affective factors
e. Authentic, meaningful language

4. a. Intellectual development
Children (up to the age
about eleven) have limitation
in learning complicated
materials, in learning ESL or
EFL. They cannot grasp the
metalanguage we use to
describe and explain linguistic
concepts.
https://prezi.com/0_8pk7w06esh/teaching-across-age-and-
proficiency-levels/

5. Some rules of thumb for classroom:
1. Don’t explain grammar using terms like “present progressive” or
“relative clause”.
2. Avoid abstract terms.
3. Some grammatical concepts are introduced by showing students
certain patterns and examples.
4. Certain more difficult concepts are patterns require more repitition
than adults need.
Brown, H. Douglas.2007.Teaching by Principles: An Interactive Approach to Language
Pedagogy (Third Edition).USA: Pearson Education Inc. (Page 102)

6. 2. Attention Span
Children have a short attention span when
they have to deal with difficult, boring, and
useless materials. How do we make our materials
interesting for children?
 Activities should be designed to capture their
immediate interest.
 A lesson need a variety of activities to keep
interest and attention alive.
 A sense of humor will go a long way in keeping
children laughing and learning.
 Children have a lot of natural curiosity. Make
sure you tap into that curiosity whenever
possible, and you will thereby help to maintain
attention and focus.
Brown, H. Douglas.2007.Teaching by Principles: An Interactive Approach to Language Pedagogy
(Third Edition).USA: Pearson Education Inc. Page 103)

7. 3. Sensory Input
Children need to have all five senses stimulated
by using:
 Pepper your lesson with physical activity.
 Projects and other hands—on activities go a long way toward helping
children to internalize language.
 Sensory aids help children to internalize concepts.
 Remember that your own nonverbal language is important because
children will attend very sensitively to your facial features, gestures, and
body language.
Brown, H. Douglas.2007.Teaching by Principles: An Interactive Approach to Language Pedagogy (Third
Edition).USA: Pearson Education Inc. Page 103)

8. 4. Affective factors
Children are sensitive of what
other people think about them.
Therefore, teacher needs to overcome
such potential barries to learning by
building students self-esteem, eliciting
as much oral participation as possible,
and making students comfortable
when they make mistake.
https://prezi.com/0_8pk7w06esh/teaching-across-age-and-
proficiency-levels/

9. Teachers need to help them to overcome
such potential barriers to learning
• Help your students to laugh with each other at
various mistakes that they all make.
• Be patient and supportive to build self-esteem,
yet at the same time be firm in your expectations
of students.
• Elicit as much oral participation as possible from
students, especially the quieter ones, to give
them plenty of opportunities for trying things
out.
Brown, H. Douglas.2007.Teaching by Principles: An Interactive Approach to Language Pedagogy (Third
Edition).USA: Pearson Education Inc. Page 104)

10. 5. Authentic, meaningful language
Children are focused on what this new language
can actually be used for here and now. They are less
willing to put up with language that doesn’t hold
immediate rewards for them.
 Children are good at sensing language that is not authentic;
therefore “canned” or stilted language will likely be rejected.
 Language needs to be firmly context embedded.
 A whole language approach is essential.
Brown, H. Douglas.2007.Teaching by Principles: An Interactive Approach to Language Pedagogy (Third Edition).USA:
Pearson Education Inc. (Page 104)

11. 2. Teaching Adult
Differences between adults and children:
a. Adults are more able to handle abstract rules and concepts.
b. Adults have longer attention spans for material that may not be intrinsically interesting
to them.
c. Variation of sensory is not really needed.
d. Adults often bring a modicum of general self-confidence (global self-esteem).
e. Adults, with their more developed abstract thinking ability, are better able to
understand a context -reduced segment of language.
Brown, H. Douglas.2007.Teaching by Principles: An Interactive Approach to Language Pedagogy (Third Edition).USA: Pearson Education Inc. (Page 106)

12. However, adults are never
entirely problem-free learners, and
have a number of characteristics
which can sometimes make learning
and teaching problematic:
 They can be critical of teaching
methods.
 They may have experienced failure
or criticism at school which make
them anxious and under-confident
about learning a language.
 Many older adults worry that their
intellectual powers may be
diminishing with age – they are
concerned to keep their creative
powers alive, to maintain a ‘sense
of generativists’ (Williams and
Burden 1997:32).
Harmer, Jeremy.2001.THE PRACTICE OF LANGUAGE
TEACHING (Third Edition).Malaysia: Associated Companies
throughout the World (Page 40)

13. Some management “do’s” and “don’ts”
• Do remember that event though adults cannot express
complex thinking in the new language, they are nevertheless
intelligent grown-ups with mature cognition and fully
developed emotions.
• Don’t treat adults in your class like children.
• Do give you students as many opportunities as possible to
make choices.
• Don’t discipline adults in the same way you would children.
Brown, H. Douglas.2007.Teaching by Principles: An Interactive Approach to Language Pedagogy (Third
Edition).USA: Pearson Education Inc. (Page 105)

14. 3. Teaching Teen
Teens are in between childhood and adulthood therefore a very
special set of consideration applies to teaching them. Nevertheles, some
thoughts are worth verbalizing, even if in the form of simple reminders.
1. Some sophisticated intellectual processing in increasingly possible to
teenagers.
2. Attention spans are lengthening but with many diversions in teenagers’ life,
their attention spans can be shortened.
3. Varieties of sensory input are still important but not as much as children.
Brown, H. Douglas.2007.Teaching by Principles: An Interactive Approach to Language Pedagogy (Third Edition).USA: Pearson Education Inc.
(Page 106)

15. 4. Considering that teenagers ego, self-image and
self-esteem are at their pinnacle, the teacher
should give the self-esteem in its pinnacle by:
• Avoiding embarrassment of students at all costs.
• Afferming each person’s talent and strengths,
• De-emphesizing competition between classmates, and
• Encouraging small-group work where risk can be take
more easily ny a teen.
5. Teenagers are becoming increasingly adultlike
but don’t still bore them with overanalysis.
Brown, H. Douglas.2007.Teaching by Principles: An Interactive Approach to
Language Pedagogy (Third Edition).USA: Pearson Education Inc. (Page 106)

16. References
 Brown, H. Douglas.2007.Teaching by
Principles: An Interactive Approach to
Language Pedagogy (Third Edition).USA:
Pearson Education Inc.
 https://prezi.com/b8fgxylrh_nb/teaching-
across-age-level/
 Harmer, Jeremy.2001.THE PRACTICE OF
LANGUAGE TEACHING (Third
Edition).Malaysia: Associated Companies
throughout the World
 https://prexzi.com08pk7w06esh/teaching-across-
age-and-proficiency-levels/

18. Question
• Danang : in Teaching Across Age Leve, what
age classification for children, adult, and teen?
• Hendra : is there any differences the way of
of how to teach children, adult, and teen?
• Zulfa : what is the main difference way to
teach children and adult?