Task 3

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?

Comments

  1. Danilo RibeiroApril 29, 2016 at 7:19 AM

    Carolina, you have very interesting questions, but the one about testing is quite hard to answer, right? Testing is not affective at all, but I believe testing the students formatively is the way to go. Great questions indeed!!!

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  2. Carolina Brenes BurgosApril 29, 2016 at 7:39 AM

    Danilo Ribeiro Thank you very much for your comments! I definitely believe that testing is a challenge; however, I do believe that there has to be a way to lower the affective filter when testing. That is my current personal challenge!

    ReplyDelete
  3. Danilo RibeiroApril 29, 2016 at 8:36 AM

    Let me know how it goes, because I am applying a test next week, and they have been freaking out for a month :/

    ReplyDelete
  4. Damien HerlihyMay 1, 2016 at 1:22 AM

    I think a good middle ground approach if you are working in the schooling system is to use portfolios combined with quizzing or traditional tests. Not all testing is bad as it can serve to reinforce ideas, help students remember new vocab and also what to focus on in your lessons. I think overtesting is bad and ranking students can be demotivating though.

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  5. Juan UribeMay 1, 2016 at 10:16 AM

    Hi Carolina! 

    Loved reading your questions and through them learning about what is important for you at the moment. 

    I believe the effects of affective language learning are immediate when it comes to the relationship quality as students see you as a an authority (not authoritarian) figure. 

    We can all show affect by how we receive our students, the type of activities we prepare and deliver, and by using language as a means of communication as many others. When there is a desire and reflection, we can convey acceptance, trust, and faith in many different ways. 

    Allow students to perform in different ways and have this practice happening in pairs or small groups. They can also perform well engaging physically and singing as a group. 

    It is part of our work to educate parents on how they can see their children's development through a different perspective. I wrote a mini-manual for parents some time ago. here is the link: http://childrenlearningenglishaffectively.blogspot.com.br/2012/10/a-mini-manual-for-parents-of-children.html

    Evaluation happens in many different ways such as portfolios, presentations, group work, theater, and more formal testing. Concerning the last, make sure they know how the test works and have them make similar ones during class. Share test strategies with them and let them know that what you are really interested in is their learning and not the grade they get. 

    It was such a pleasure learning with you, Carolina! Let's keep in touch!!!

    ReplyDelete
  6. yazhMay 1, 2016 at 10:24 AM

    Hey Carolina. Great questions!
    Following up on the Q9 conversation: I just had an INSET where the trainer was talking about the fact that we (educators) usually default to assessment OF learning when we should be also be working on assessment FOR learning and assessment AS learning. We forget that even things like CCQs are assessment (we were speaking more about adults). I wonder if affective language learning allows for the latter two types of assessment more? Not sure if that helps

    ReplyDelete
  7. yazhMay 1, 2016 at 10:35 AM

    Also on Q1. With regards to the lag time on affective language learning, here is my experience with Circle Time: I tried it for the first time a few weeks ago with three different classes. And the effect was immediate :) With my (officially) 6-7 year olds, (actually) 6-10.5 year olds, I did the full sitting in a circle and they really got into it and concentration and engagement were night and day different from the previous class. With my two classes the next day of (officially) 11-12 year olds, (actually) 11- 14 year olds, I just had them go round the class asking the person sat next to them and the engagement went up and misbehaviour plummeted. So, don't know what the statistics are, but that first taste for me was magic!

    ReplyDelete
  8. Carolina Brenes BurgosMay 2, 2016 at 9:32 AM

    Yasmin Hadi Thank you very much for your comments! I have been trying to help my students through testing by giving them practice and doing the test fun. I believe that by simply smiling students feel the difference on the test.

    Regarding the comments on Q1, my experience hasn't been as rewarding, as least not immediately. I have been having Circle Time for several weeks now and misbehavior is still a big part of the class. Some of them seem to be focusing better but some of them are still pretty reckless.

    ReplyDelete

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