ESL Lessons: How To Make Quality ESL Flashcards

In flashcard development there are many things to think about when aiming to become a legend in your own lifetime. These are:

1 Size

2 Paper

3 Drawing Implement

4 Style

5 Colour

6 Lamination

To make flashcards of the highest order an effort to maintain quality and consistency in all these areas needs to be made. If one of these fields are neglected, it isn't too much of a problem. If two areas are ignored then you can be assured that your flashcards won't become the "old masters" of the future. Not thinking about any of these things before making your flashcards is right out, totally unacceptable, you'll be the mockery of the teachers' room and lambasted by the students - sent back to your home in shame.

Acknowledgements: The flashcard picture here comes from ESL Kids Lab where lots of teaching resources can be found.

Size is important, let no one tell you otherwise.
No matter how well you wield your weapon, if these flashcards are too small, then the children at the back will crane their necks like mating giraffes in an attempt to decode the microdot being displayed before them. Equally, flashcards that are too big, although being highly visible, aren't advisable. Flashcards the size of billboards can be seen easily by all it is true, but your school won't thank you for using so much paper or card on just one simple resource, not to mention that they are also a real pain to carry around with you.

In my experience, half an A4 sheet of paper (A4 is roughly 30cm x 21cm (12 inches x 8.25 inches)) is the ideal size for a flashcard. With this size the picture is clearly visible to all and at the same time not too draining on resources.

The paper used for your flashcards will determine your options as far as drawing implement and lamination are concerned. A laminating machine chokes to a standstill if given thick card to deal with, in addition there is the problem of the laminate peeling badly afterwards. Paper that is too thin will result in ink running through to the other side when drawn upon, turning your flashcards into impressionist flashcards. Not a bad idea actually, perhaps this is the year that a flashcard wins the Turner prize for "art".

To get back to the point, you should choose paper that is sturdy enough to be drawn on easily (none of that toilet paper quality stuff please), but not too thick to cause problems with laminating. A decent quality printer or photocopy paper is sufficient.

Paper photograph by Michael Maggs.

This is especially important for those of you who are tempted to farm out the drawing process to various friends. It is better for you to have all the flashcards in a particular series drawn by the same hand, in the same style. This provides a consistency that enables the students to remember the pictures in their groups.

Imagine an art gallery that displayed a DaVinci, a Jackson Pollock, a Constable, a Dali and a Canaletto all next to each other and you get an idea of how uncoordinated it looks when different styles are combined.

You've probably spent hours selecting the paper, drawing the pictures and cutting them out and now have about thirty seconds before going into the classroom and using them.

Please don't be tempted to colour them in a hurry and spoil your hard work.

Carefully select a good set of colouring pencils, well-sharpened and confidently make your way into the classroom. Felt-tipped pens (texters to some) are useless as they dry up halfway through colouring and run into each other. On the same note, crayons aren't suitable due to the amateurish effect they give the finished flashcard.

Simply ask your students to colour the outline flashcards (with copies ready to replaced spoilt ballots) to the best of their ability, using colouring pencils, and relax while your quality resources are completed for you. Ensure that they are done to a quality that you are happy with. If not, keep providing copies until you are.

This is the most important step in producing quality and durable flashcards. If your school doesn't possess a lamination machine or is reluctant to let you use it, draw your flashcards on card to make them longer-lasting and more usable.

The process of lamination is quite an obstacle course in its own right.
Firstly the paper must be cut to a size so that the lamination overlaps the paper by about 5mm all way around. This ensures that nimble children's fingers aren't able to easily peel the laminating plastic off. Secondly, don't be tempted to laminate a whole sheet of A4 and then cut into two afterwards. This provides an unsealed edge which will soon be picked away at by your roomful of Artful Dodgers.

It helps to run your flashcard through the laminating machine twice. I usually flip it over and put it through again. This ensures that if the heat source is running low on one side of the machine, that all parts of the finished flashcard are equally heated and sealed, ensuring that the flashcards last far longer than your career in teaching.

Finally, when your flashcard is complete, take great care to cut the sharp edges of the lamination plastic into rounded corners. Not only does it protect your own hands from puncture wounds, but ensures that you aren't sued by the irate parents of your bleeding students.

You will now have a completed set of potentially award-winning ESL flashcards. You will also be the envy of all the other teachers in your school and your popularity rating with the school administration should soar.

There is only one aspect which I haven't addressed, and that is of whether to write on the flashcard or not. This is very much down to personal taste. One of the advantages of including text is that it gives the students a chance to remember the spelling. On the other hand, including text can make the flashcard look cluttered. The most industrious teacher could possibly make two sets of cards, one with text and one without. I must confess that personally I don't fall into that category and only ever make one set...... WITH text.

Have you ever had a group of young students for a writing activity where almost nothing gets done due to broken pencils, ink spills, tipped pencil cases and exploding pens?

If the answer is yes then you need to give more thought to what writing implements you are allowing in the classroom. By being in control of which pens or pencils are allowed in the classroom you can save lots of wasted time and use it to actually getting some meaningful work from your students: How to Save Time in The Classroom by Using The Right Pencil.

Thanks to lensmaster Spirituality who gave me some useful critique on this lens which immediately resulted in a few changes to it. Thanks!