Hi Silvia! I am very happy that you have enjoyed the last session! :)
Arrived late to guess who is who, but would really have to guess. Both names could be either one.
One aspect that called my attention is the spontaneity of your post. This freedom of wanting to show things that are dear to us is very important in the relationship with our students. Being informal allows these beautiful and meaningful moments in which we celebrate the relationship to happen.
I relate your comment with what you were mentioning about breaking the persona. I absolutely agree that spontaneity and being natural are key to building a relationship with students- and colleagues, for that matter;-)
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?
So adorable!!
ReplyDeleteThanks, Carolina!
ReplyDeleteVery cute. Is Max the cat?
ReplyDeleteNo, Venus is the cat;-)
ReplyDeleteI thought Max is the cat :)))
ReplyDeleteHi Silvia!
ReplyDeleteI am very happy that you have enjoyed the last session! :)
Arrived late to guess who is who, but would really have to guess. Both names could be either one.
One aspect that called my attention is the spontaneity of your post. This freedom of wanting to show things that are dear to us is very important in the relationship with our students. Being informal allows these beautiful and meaningful moments in which we celebrate the relationship to happen.
Loved both Venus and Max!!!
Thanks, Juan:-D
ReplyDeleteI relate your comment with what you were mentioning about breaking the persona. I absolutely agree that spontaneity and being natural are key to building a relationship with students- and colleagues, for that matter;-)
ReplyDelete