Silvia, I have a huge smile on my face now after having seen your video. What a great fun-tastic first attempt!
I am sure you can engage your students very well with Max. I like how you have introduced him, the problem you created and also how you interacted with him. Very well done.
One suggestion I give you is to think of a catch phrase that your puppet can say over and over. Students will even say it when you wait in the expectation of the puppet saying it!
Which catch phrase would you have for our shy friend?
Thank you Juan. I waz looking forward to knowing what you thought. I will think about the catch phrase. I must keep working on the voice too. This puppet came with a Spanish book to teach emotions to children with the name Max, but I would prefer a funnier name like Bubbles, the bee in the video I posted earlier. Any ideas are welcome!
A positive relationship between the student and the target language is as important as the positive relationship between the student and the teacher. The positive learning environment is essential. The classes with my English teacher in primary school were boring. The situation improved in high school, but everything changed when I attended a summer school in Reading, UK. For the first time in my life I enjoyed my English classes; the teachers were so motivating, cheerful, interesting... everything I wanted. I wanted to be like them... I was fascinated by them... and at the age of 20, while still at University, I started working in a language school. I loved teaching so much, and yes, my teachers from UK were my role model! I have been teaching 21 years now and I always try to be entertaining, funny, interesting and motivating for my students. And yes, affective language teaching leads to successful language learning!
Task 3 1. How long does it take to see the result of affective language learning in students? 2. What are the 5 most important activities to implement in a classroom to show affective language learning? 3. How can affective language learning be applied to stop bullying? 4. What to do to stop name-calling? 5. Does affective language learning have any possible relation with positive reinforcement? 6. Is there any research regarding affective language learning? 7. How to go about showing affection without being able to speak their mother tongue? 8. What can you do when students get frustrated because they can't perform in the language? 9. How can we turn evaluation into an affective stage of the lesson too? I know that we cannot skip testing, so how do we make it affective too? 10. How is affective learning perceived by parents?
Just love it Silvia! Great job
ReplyDeleteBrilliant! Love it :) You're a natural. (Am realising I got the puppet and cat names backwards now. Oops!)
ReplyDeleteHahaha thanks!
ReplyDeleteSuper!!!
ReplyDeleteI SIMPLY LOVED IT... Congrats!
ReplyDeleteMuchas gracias!!!:-D
ReplyDeleteSilvia,
ReplyDeleteI have a huge smile on my face now after having seen your video. What a great fun-tastic first attempt!
I am sure you can engage your students very well with Max. I like how you have introduced him, the problem you created and also how you interacted with him. Very well done.
One suggestion I give you is to think of a catch phrase that your puppet can say over and over. Students will even say it when you wait in the expectation of the puppet saying it!
Which catch phrase would you have for our shy friend?
Thank you Juan. I waz looking forward to knowing what you thought. I will think about the catch phrase. I must keep working on the voice too. This puppet came with a Spanish book to teach emotions to children with the name Max, but I would prefer a funnier name like Bubbles, the bee in the video I posted earlier. Any ideas are welcome!
ReplyDelete