Affective Teaching

Week2 - Task3: Take a picture that symbolizes affective language learning for you and sahre it with the group explaining why you took it. I chose this picture because when I look at the students faces, I can see happiness, connection, surprise, respect, willingness to participate, affection, surrender, confidence. And all of those elements are our goals to an affective language learning... where learning becomes interesting, memorable and challenging! And they can genuinely experience that English is easy! English is fun!

I planned this activity for a group of 12 stuents that range from 9 to 10 years old. In this lesson,, we have a story. The leading character (Vicky) calls her friend and asks if she´s ready for the party, and what she is wearing. The target language of the lesson is naming different clothing items and describing what one´s wearing. Chunks: come on! I don´t believe it! I´m wearing...get ready! Sounds great!! What about you? After pre teaching the history, reading the history and the dialogues, it´s time to manufacture the telephones so that they experience the language communicating in a funny way. I use plastic cups to make telephones. Each student decorates a plastic cup with tape color and I help them. For this, we need a plastic cup, a pencil, clips and strings. ( www.youtube.com/watch?v=AF1CzqOzgGk )

Discussion task #1: Choose one everyday object which was not presented in the session and create an activity with it. I created a fishing rod (using a stick, rope and a small magnet) which I used with vocabulary cards with has a paper clip each. I used it in the practice stage after presenting new vocabulary. I put all flashcards / word cards (ready or created by Students) in a box . Students fish a word/card and they have to say what it is or use the word in a sentence. In pairs, they can fish a couple of words and put them in one sentence. At the end of the term, when we have covered many words, we can ask some to fish words in a small group and create a story using the words they fished from the box. I believe it can be used with any language point as well and in different ways. The idea of fishing gets students excited and they feel the're taking ownership for their choice (though they can't really choose) , and thus feel relaxed practicing the language in a game-like and f...

Discussion task #3 This is a photo of one of my classes a few years ago. I have always been proud of this photo. It was taken after one stage of a whole day project. It represents affective learning because all the students were so excited and eager to go through all stages of the lesson (as you can see in those enthusiastic, excited and happy faces). I started simply by asking sts to bring a camera to class (one for each group) which was an exciting start for all of them. They had to take photos of different items around the school starting with the alphabet letters, then create a story with these words. You can read more about that project in my blog post here http://ayat-pdiary.blogspot.com.eg/2013/04/the-alphabet-photographing-game.html

Task #1 Bottles An activity to work motor skills, empty/ full, and to make a nice toy, students had to put sand and sticks inside the bottles. Later they played bowling. They had a lot of fun.

I've been very busy lately that I missed the live sessions but I'll try to catch up now! and here I"m posting my assignment for week 2: #Task 1: it is  a speaking activity aimed at encouraging students to use the English language and improve their speaking skills, it is performed with a pair of dice but instead of numbers I put words. They roll the dice to see what "poisonous words" they will get, they need to talk for 2 min non stop about a specific topic and without uttering these poisonous words! it is much fun and students love it so much.

Week 3 Task #1 We need to consider: - The topic: sometimes it's better to get a book about what you are working. For example, with my students, during the adaptation time, we worked with Spot's books. The first one Spot goes to school, so you can motivate children and show another way to learn or to prove that what they are learning is funny and nice. - Their language level: of course that for my toddlers I can't get a book with hard language but you can retell the story using only the images or I can pretend a story based on the images. They just need to enjoy the story, it doesn't matter if the book is telling this or not. - the age: we know that depending on the age they don't have a big time of concentration so we need to adapt the book for each age and group. - Puppets or flashcards: It is so nice when we have something with us, to make a surprise and tell the story, a puppet or a flashcard, according to the book we use something to call the studends attention...

Week Two: Discussion Task #3 To me the below photo (taken less than a month ago) perfectly illustrates the idea of affective language learning, which involves using different senses and intelligences. A young learner on this picture will retain information for a long time if not forever because of the “hands-on” approach that involved discovering a recipe, learning from mistakes, curiosity to act like an adult, and above all doing real things.

Week Two:  Discussion Task #1 When teaching students how to read time from analog clocks I successfully adopted a plastic spoon as the hour hand and a fork as the minute hand. I also allowed numbers on domino blocks to be used at the beginning. All that helped me to achieve spectacular results among visual and kinesthetic learners in a short time span. Much, much faster than if I used instructions given in the book.

Discussion task 3 The picture I share with you is how I feel the affective learning. My daughter is on this photo and it assossiates me about affective learning. Why? Because : It means joy - Happy to learn the language ; Enjoyment - They are motivated and enjoy the class ; Freedom- Not being afraid to make mistakes ; Power - I can do it! Inspiration - Willing to participate the class activities; Rainbow - Many suitable activities that catch their attention; Support .... Care .... Love .... Respect.....

Task #1 Yesterday, in the kindergarten we were making animals with the crayons. This is Bade. She made a rainbow fish. ♡ I would like to share this picture with you! :-)

Week 2 assign. Task #1 During my teaching career I have been using many everyday objects. They are so fun, and kids enjoy using them. Why? Because learning becomes playing- and that is what kids like most! Last week, while we were recycling food vocabulary, I brought some food at school and some paper cups. I showed sts the food items and hid them under the cups. One by one they were coming,secretly looking under the cup, while other kids had to guess what food item is hidden under it. It was a lot fun. They didn't want to stop guessing. At the end of the class, I put some chocholate balls under one of the cups, and gave them as a reward. They were so happy - that is what we want- happy and motivated learners, who enjoy our classes!

I mentioned about my puppet, Ruby, the Raccoon with her garbage can in our Week 3 session. Here she is in two photos! (Sorry I don't have a close-up photo of her.)  In the first, she's talking to the children and in the second, she's pulling the letter of the week from her garbage can (with a little help from me :). This class was an International Story-time for Toddlers who speak many different languages. They loved to come up to interact with Ruby! :-)

What a great session we had today. I was smiling all the way! These are Max and Venus. Guess who's who!

Wilbur's story reccommendations has a great list of stories to use in the classroom. Also the book is Teaching Children How to Learn is really good. http://www.deltapublishing.co.uk/downloads

Task #3 This photo represents my 10 minute walk to and from school every day. Each day at least one student will pop out of the corner and start walking with me. Most of the time nothing is said but smiling and giggles. I think the walks create a non verbal bond between us. The students feeling safe around me and for me it is showing they care.

Task 1# I love Post-It Notes and Paper Cups. When I create activities or games I try to incorporate as many methods of perception as possible! Post-it Activity 1 -Place picture cards on board. Have Ss write new words on post-its. Time Ss on putting correct post-it on picture cards. This can be a fun group game. Post-it Activity 2-Place picture cards on board. Place post-it notes under picture card. With words misspelled. Have the Ss face teacher with mallet or fly swatter. Say the target word. Have Ss race to hit correct picture card then unscramble word. Post-it Activity 3-Pick 12 words from new reading or new key expressions. Have Ss write words on post-it notes. Group the words A and B then give each words a number. Roll the dice if you roll a 2 and the word is Cat and then a 6 and the word is look. Have the Ss make a sentence with look and cat. Example: Look at the cat. Paper Cups Activity 1-Flip Cup. Show Ss a PPT slide or picture card with new word. Have Ss race to flip over cu...

Task #1:  This is a private minigroup (2 people) I have. They are elementary students with little contact with English but very positive attitude towards it. In this activity, students were given the opportunity to practice life-like conversations in common situations. They practiced how to start a conversation, introduce themselves and spell their names when necessary and give information with numbers when requested. I showed them a short model conversation where they should continue the conversation. I added a twist: the person giving information rolls a die. If it's odd, she selects who she is (and I encourage them to take on a different role, like an actress or a singer). If it's even, the other person selects who she is. They had fun selecting an alternative persona for each other, as they had to interpret friends in common and a boss who liked the f*** word very much (swearing is caring, they said). Since they were adults and friends and it was just the three of us, I did...

Task #2 Danilo Ribeiro and I interviewed each other, and here are our answers: "Tell me about your teaching place(s), special features, student profile and other interesting things you believe should be mentioned" DANILO: I am currently working at a mainstream English school for young learners and teenagers who mostly are sons and daughters of well-educated, well-off parents. I teach young learners aged 7 to teenagers who are taking a prep course to start college. It is worth mentioning that these kids are usually cultured and have travelled abroad, and therefore always have something to share about their personal lives. And what kind of affective learning strategies do you use in class, or intend to use? I absolutely love teaching children aged 7 to 11. I believe this is the right time to foster learning and encourage them to always do their best. So, here are some of the techniques and activities I use on a daily basis.  THIAGO: I am currently involved in private tutoring, ...

Discussion task3#week2 I chose this picture because it represents us as teachers taking care of our students' learning process in order to make them independent. I believe teaching affectively is related to promoting autonomy and confidence in our Learners The picture also shows how much students rely on their teachers and trust teachers will be always there to hold their hands whenever they need