If you are teaching non-English speaking students English vocabulary words, it might be helpful to have some sort of graphic to help make the association between the word and object. Of course, higher level vocabulary words often describe things that would be difficult to picture. My students had a weekly vocabulary list. I asked them to write a sentence using each word correctly. For my honors students (it was extra credit for my CP students), I asked them to find an example of this word being used like a newspaper or magazine article. When the students searched for the words, it helped them understand the context that word is typically used in. By writing the words in their own sentences and reading them in others writing, they understood some of the subtleties of the words better than just memorizing a definition.
A method that might be effective is to a) give students lists of terms; b) ask them to define the terms and c) then illustrate their definitions, either with images from the internet, or perhaps art that creatively expresses more abstract concepts.
In teaching classes on Asian culture, I often have to prepare lists of unfamiliar terms from other languages for students to learn, and have found this method pretty effective. It encourages them to seek out the meanings themselves and then associate the terms with images.
One way to improve on this method is to divide up longer lists and then have students share their findings with each other. This way they can see each others' work and have to take responsibility for helping each other learn the terms and concepts.
It all depends on the age and goal of the students. If the student is learning new vocabulary in their native tongue or in a second language which they have an advanced level of learning, then I like activities where students are required to think of synonyms for the words -- this is especially effective and easy in English because there are literally hundreds of thousands of words in this language and there synonyms for many, many words. Making students think about "other ways to say the same thing" force them to expand their repertoireand consider the connotation of one word versus another.
I have prepared handouts with pictures. It depends on the vocabulary, too, since concepts are difficult to find pictures for sometimes. And actually, it might not be a bad idea to have students find pictures themselves from time to time, a little research project. I do not know what age group you are speaking of, but I think that once students can read and write, they can write stories and find pictures. It seems to me that this will work whether you are teaching a new language or teaching the students' native tongue.
I have a vocabulary word of the day. I try to associate the word to a student's personality. I have Mr. Facetious in my class. I also have Miss Perseverance, etc.
I teach high school students. I teach the word idiosyncrasy in a fun method. My students are to write down their other teachers' indiosyncrasies. This is a very interesting assignment. They actually understand the word idiosyncrasy.
Finding ways to repeat the usage of the vocabulary will help the students claim ownership of the new vocabulary words.
I would imagine that teaching vocabulary to children anywhere is going to be about the same. I don't think that memorizing definitions is very effective under any circumstances because, no matter what kind of vocabulary it is, it must be understood and used in context. One assignment I have found very successful is having my students use a weekly vocabulary list to write a story. They must use every word in the list, usually about ten or fifteen words. Then we share the stories and discuss whether or not the words have been used properly. This is time-consuming, but it is also enjoyable. The discussions allow us to talk about the nuances of words and also often allow me to sneak in some grammar discussion. After each session like this, I often hear the students actually use the new words!
I assume you are talking about teaching English as foreign language, in which case I would recommend that you find your own ways in which to introduce more and more vocabulary to the children by using contexts in which those words can appear. You will have to translate those words and use native language to explain how they can use specific vocabulary. Make class interesting. It depends on the children in front of you. Each situation in classroom is different. Of course, by your experience you may find your own teaching method that applies to most of your classroom situations. But, reality is that you have to be flexible and open to any kind of situation. Children probably have questions to ask you. This is a positive thing. We want children to develop research skills. Encourage them to find the answer on their own; of course guide them as needed. I hope this helps.
that great method, are you using picture to make your students more understand and always remind in their brain?