What ensures optimal learning in the ESL classroom? Creation of a positive atmosphere seems obvious; however, typically, little time in academia is devoted to this topic. Tips and tricks for achieving a relaxed yet attentive atmosphere are demonstrated.

1. “I’ve learned that people will forget
what you say . . . what you did but
they will never forget how you made them feel.”
Maya Angelou

2. Remember Your Favorite Teacher?
Dr. Sharla Jones

3. If the Walls Had Ears . . .

4. Before the First Class . . .
What are students thinking?
Teacher: easy or strict?
Male or female?
Young or old?
Tests: afraid of failure!
Grades!
Strangers:
New friends?
How to communicate?
Speak my language?
Other cultures
different—can I connect?
English Skills:
Embarrassment! Don’t
want to look foolish!
How good is my English
vs. others?

6. Brain and Heart:
How to Create an Optimal
Classroom Climate
Carol A. Costello
M.A.-TESOL
Dept. of Foreign Languages, ESL, and
Philosophy
San Antonio College
ccostello4@alamo.edu

7. Optimal Classroom Climate: Overview
I. What’s NOT Taught
II. Manage Anxiety/
Elements of Rapport/Trust
III. The Big Picture / Your Thoughts

8. Case Study: Melissa
• Serious about teaching
• Likes being in the classroom,
but . . .
• Well prepared and organized
• Knows ESL teaching
• Experiments with different
techniques
• Stays on top of her courses
• First class technology
resources

9. Melissa’s Dark Side
• Feels uncomfortable
in class
• Senses a chasm
between herself and
the students
• Students may not
take another course
from her

10. What’s missing?
• Melissa is doing what she was taught in school
• Affective filter hypothesis: Krashen

11. Affective Filter Hypothesis
Motivation
Self-
confidence
Anxiety
L 2

12. Blame the Student?

13. What is NOT Taught
Foundation upon which effective teaching occurs

14. Rapport / Trust
• The positive relationship between the people
in the classroom
Subject Matter

15. The Classroom is an Emotional
Environment!
• Building Rapport
– Day One
– Throughout the semester
“Rapport Index”
Day 1 Day 2 Day 3 Midterm Final

16. Effect of Rapport / Trust
Cause: Connection between student and teacher
Effect: Students want to come to class
Students participate in activities willingly
Become interested in their education

17. Lowman, 1995
“The ability to stimulate strong positive
emotions separates the competent from the
outstanding college teacher.”

18. What Can You Do with a Room Full of
Strangers?
• Make Them Feel Important!
• Every Person is My Teacher

19. Principles of Creating Rapport
Be
Approachable
Connect
Care

20. Be Approachable: Work the Audience

21. Be Approachable, Be a Person
Go into the class.
Teach from the back of
the room
Be Approachable

22. Be Approachable: Mingle with the Students

23. Be Approachable: Stand More than Sit

24. Connect: Show Your
Personal Side

25. Connect: Roll Call
• Names
• Countries

26. Take Photos with Names
Connect: Cell Phone and Names

27. Connect: Use Passport or Similar Game

28. Connect: Different Cultures

29. Dr. Nel Noddings
“The student is infinitely more important than the subject matter.”

30. Care: Tell Them “Why”
• Activities are not random
• Everything has a purpose

31. Care: Tell Them Why You Love Teaching

32. Care: Show How Rules Help Them
• Police or teacher
• Absences
• Cell Phone Addiction
• Speaking Native Language
• Tardiness

33. Care: Be Easy to Reach
“I don’t come here to go home!”

34. Care: Praise Them!
• In front of class
• Use their name
• Find “excuses”
• Write on their tests

35. Care: Vulnerability
• Refugees
• Culture Shock
• Poverty
• Bullying
• Immigration status

36. Principles of Creating Rapport
Enthusiasm
Use your entire person
to promote learning
You Tube!
Classroom
as Theater
Check for Engagement!

37. The Classroom as Theater
• Relaxation, smiling face
• Voice
• Space
• It’s like a reality show!

38. Show Enthusiasm
• Professor S. Ceci’s experiment/presentation style
– Constant
• Books
• Tests
• Grading
– Variable
• Enthusiasm
– Speaking
– Gestures

39. Are the Students Engaged?
• On task
• Show understanding
• Using English
• Look happy
• Homework completed

40. Show Respect and Understanding
• Ask permission to touch them or use their
items
• Explain the emotion of grades
• Give non-credit/extra credit tests occasionally

41. Classroom Rules
Show how rules make it easier to teach/learn
• Be consistent!
• Be positive!

42. Final Thoughts
Students have strong feelings about education

43. Can I Be Replaced by YouTube?

44. A Recruiting Station
• Show the students the benefits of ESL and
academic education
• Engender a desire to learn
• Show them they can learn and do
• Benefits for you, your colleagues, and the
institution!

45. Conclusion
• You can do small things and make a big
difference
• You get swift feedback on your actions
• You can change your teaching & life!

46. References
• University of Alberta: Olga Bilash
• http://www.educ.ualberta.ca/staff/olenka.bilash/best%20of%20bilash/buildingstudentrapport.html
• Buskist, W. and Saville, B. (2001). Rapport-Building: Creating Positive emotional contexts for enhancing
teaching and Learning. APS Observer, 14,. Retrieved September 19, 2013 from
www.psychologicalsciencs.org/teaching/tips/tips_0301.html
• University of Southern California: Center for Excellence in Teaching
http://cet.usc.edu./resources/teaching_learning/docs/teaching_nuggets_docs/2.4_Motivating-
your_students.pdf
• Affective Filter Hypothesis
• http://www.sk.com.br/sk-krash.html
• Noggins, Nel A Morally Defensible Mission for Schools in the 21st Century
(Reprinted from Clinchy, Evans, ed. Transforming Public Education: A New Course for America’s Future. (New
York: Teachers College Press, 1997, pp. 27-37) Retrieved September 20, 2013 from
http://edweb.sdsu.edu/people/Dkitchen/TE652/noddings.htm

47. Your Thoughts?