[relo] teaching through emotions
Post on 21-Dec-2014
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Teaching Through Emotions
Presented by Katie Bainktbain53@gmail.com
www.elfellowkbain.wordpress.com
ObjectivesToday’s webinar will
demonstrate direct and practical ways to use
constructivist and socio-affective teaching principles
to help students connect with the teacher, others, and themselves to achieve high
learning goals.
Constructivist Teaching Principles
Constructivism is a theory of learning which posits that students learn by
actively constructing their own knowledge
(von Glasersfeld 1996; Fosnot 1996; Duffy and Cunningham 1996).
According to von Glasersfeld (1995, 5),
“Concepts cannot simply be transferred from teachers to students––they have
to be conceived.”
Emotional Intelligence
Goleman defines emotional intelligence as
"knowing what one’s feelings are and using
that knowledge to make good decisions."
What hinders your students from making good learning decisions?
• Insecurity• Family• Socio-economic-status• Lack of guidance• Peer pressure• Feel unsuccessful as learners
Activities to Promote Emotional Intelligence Using the Constructivist Theory
• Art• Music• Games• Drama and Role Play
Why Use Art in the TEFL Classroom?
Students respond to visual images
Art generates discussion.
Allows students to use language in
context
Students can use their language skills to describe an actual piece of art or
conduct internet research using target vocabulary.
Using art can take the emphasis off of accuracy
and encourage students to focus on fluency to
clearly express their thoughts and ideas.
This is beneficial for students who are
held back by fear of making mistakes.
Helps develop students’ creative
and critical thinking skills.
How can you make it more successful? Choose art that is relevant to the
students. Art that reflects their interests, background, or culture.
Use sentence starters to help
students.
• Describe a picture I see a ____________.• Give opinions I think __________.• Agree and disagree I disagree because ___________. I agree because ___________.
Use a piece of art to generate questions.
• What are they doing?• What colors do you see?• How many people are there?
3 Ways to Use Art in the Classroom
#1 Look at Art
Ask students to choose a character from a painting or sculpture and a write a
mini-biography or story about the character.
Compare two pieces of art with similar subjects, practicing comparative
langauge and adjectives.
Sharing Art
• Ask students to to bring in a photograph they have taken.
• Ask other students to write a paragraph about events leading up to a photograph.
Ask students to bring in a piece of art that represents their childhood and
ask the class to form sentences about what they used to do.
Create illustrations of vocabulary words that depict their meaning.
What vocabulary words about emotion could you teach using this painting?
Increase their ability to connect emotionally with a piece of art
Introduce vocabulary that describes emotion such as melancholy, lonely, apprehensive, ecstatic, anxious
Let’s Hear from You!• How do you think art can be
beneficial to your classroom• What ideas did you learn today that
will work in your classroom• Why do you think it is important to
incorporate visual elements into your lessons?
Music“Developments in brain-based
research note that central features of music and language are housed near one another in
the human brain, suggesting they may share features of a
‘grammar’ that orders musical elements and language elements
similarly” (Lems, 2005, p. 14).
Lesson Idea - Grammar
• Listen to a song several times. Give students copies of the lyrics and discuss their meaning and the students’ enjoyment of the song.
• Next, give students copies of the song lyrics with blank lines for inserting their own lyrics into the song. Students use the grammar construct being studied in class but use their own creativity to express personal ideas.
• Allow students to share their writings with the class.
• If possible, create a “songbook” of students’ writings.
If I Were A BirdIf I were a birdEven just for a minuteI’d wake up in the morning and sing and fly and feel the freedomI’d fly long distancesAnd I’d never get tiredCause I’d know that I had freedomIf I were a birdI think I could go all over the worldHow would it feel to be completely free?I swear I’d not worry about simple thingsI’d have a shelter wherever I’d goCause I know there were plenty of treesWhen you would keep me as a prisoner, I’d always fly away from youCause I could fly awayIf I were a bird
Lyrics for “The Tiger Rock”
I can run very fast. I can live in the jungle.I can use my sharp claws. I can roar very strong. You can see my black stripes. Who am I?
GAMES1. Games are FUN! They help to lower the
affective filter.2. Games are MOTIVATING! They intrinsically
pique interest as students learn through play.
3. Games are CHALLENGING! They can challenge students to be responsible for their learning and knowledge in a new way.
4. Games are INTERACTIVE! They inherently create situations in which students interact with each other.
5. Games are REPETITIVE!
Game:Grammar Board Race• Board Race Video
• Questions1.What is the objective of the lesson?2.Did the students meet the objective?3.Would you use this game in your
classroom?4.How could you change this game to
make it more appropriate for your context?
Drama Research• Teaching through drama
“makes students aware that English is not just words, structures, and idioms, but it is a lively, dramatic and versatile means of communication.”
(Zalta, 2006)
Reader’s Theater• Select a text
• Practice – Explore – Practice (cycle) o Spoken Vocabulary (pronunciation) o Places to pause o Repeated text o Opportunities to express contrast
• Perform o For a live audience o For a virtual audience
Reader’s TheaterThe Very Hungry Caterpillar - by Eric Carle A: In the light of the moon B: a little egg A: lay on a leaf B: One Sunday morning, A: the warm sun came up, and BOTH: ―Pop!‖ B: Out of the egg came a tiny A: And very hungry B: Caterpillar. BOTH: He started to look for some food.
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