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Presented by English Language Fellow Katie Bain in Barranquilla, Colombia.

Presented by English Language Fellow Katie Bain in Barranquilla, Colombia.

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  • ." It includes the ability to maintain hope and an optimistic outlook in the face of disappointments and difficulties. He also defines emotional intelligence as empathy, which is awareness of the feelings of others.

Transcript

  • 1. TeachingThroughEmotionsPresented by Katie Bainktbain53@gmail.comwww.elfellowkbain.wordpress.com
  • 2. ObjectivesToday‟s webinar will demonstratedirect and practical ways to useconstructivist and socio-affectiveteaching principles to helpstudents connect with theteacher, others, and themselves toachieve high learning goals.
  • 3. Constructivist TeachingPrinciplesConstructivism is a theory of learning whichposits that students learn by activelyconstructing their own knowledge(von Glasersfeld 1996; Fosnot 1996; Duffy and Cunningham 1996).According to von Glasersfeld(1995, 5), “Concepts cannot simply betransferred from teachers to students––theyhave to be conceived.”
  • 4. Emotional IntelligenceGoleman defines emotionalintelligence as "knowingwhat one‟s feelings are andusing that knowledgeto make good decisions."
  • 5. What hinders your students frommaking good learning decisions?• Insecurity• Family• Socio-economic-status• Lack of guidance• Peer pressure• Feel unsuccessful as learners
  • 6. Activities to Promote EmotionalIntelligence Using the ConstructivistTheory• Art• Music• Games• Drama and Role Play
  • 7. Why Use Art in the TEFLClassroom?Students respond to visual images
  • 8. Art generates discussion.
  • 9. Allows students to use language in contextStudents can use their language skills todescribe an actual piece of art or conductinternet research using target vocabulary.
  • 10. Using art can take the emphasis off of accuracyand encourage students to focus on fluency toclearly express their thoughts and ideas.
  • 11. This is beneficial for students who are heldback by fear of making mistakes.
  • 12. Helps develop students’ creative andcritical thinking skills.
  • 13. How can you make itmore successful?Choose art that is relevant to the students. Artthat reflects their interests, background, orculture.
  • 14. Use sentence starters to help students.• Describe a pictureI see a ____________.• Give opinionsI think __________.• Agree and disagreeI disagree because ___________.I agree because ___________.
  • 15. Use a piece of art to generate questions.• What are they doing?• What colors do you see?• How many people are there?
  • 16. 3 Ways to Use Art in theClassroom#1 Look at Art
  • 17. Ask students to choose a character from apainting or sculpture and a write a mini-biography or story about the character.
  • 18. Compare two pieces of art with similarsubjects, practicing comparative langauge andadjectives.
  • 19. Sharing Art• Ask students to to bring in a photograph they havetaken.• Ask other students to write a paragraph aboutevents leading up to a photograph.
  • 20. Ask students to bring in a piece of art thatrepresents their childhood and ask the class toform sentences about what they used to do.
  • 21. Create illustrations of vocabulary wordsthat depict their meaning.
  • 22. What vocabulary words about emotioncould you teach using this painting?
  • 23. Increase their ability to connectemotionally with a piece of artIntroduce vocabulary that describes emotion suchasmelancholy, lonely, apprehensive, ecstatic, anxious
  • 24. Let’s Hear from You!• How do you think art can be beneficial toyour classroom• What ideas did you learn today that willwork in your classroom• Why do you think it is important toincorporate visual elements into yourlessons?
  • 25. Music“Developments in brain-basedresearch note that central features ofmusic and language are housed nearone another in the humanbrain, suggesting they may sharefeatures of a „grammar‟ that ordersmusical elements and languageelements similarly” (Lems, 2005, p. 14).
  • 26. Lesson Idea - Grammar• Listen to a song several times. Give students copiesof the lyrics and discuss their meaning and thestudents‟ enjoyment of the song.• Next, give students copies of the song lyrics withblank lines for inserting their own lyrics into the song.Students use the grammar construct being studiedin class but use their own creativity to expresspersonal ideas.• Allow students to share their writings with the class.• If possible, create a “songbook” of students‟writings.
  • 27. If I Were A BirdIf I were a birdEven just for a minuteI’d wake up in the morning and sing and fly and feel the freedomI’d fly long distancesAnd I’d never get tiredCause I’d know that I had freedomIf I were a birdI think I could go all over the worldHow would it feel to be completely free?I swear I’d not worry about simple thingsI’d have a shelter wherever I’d goCause I know there were plenty of treesWhen you would keep me as a prisoner, I’d always fly away from youCause I could fly awayIf I were a bird
  • 28. Lyrics for “The Tiger Rock”I can run very fast.I can live in the jungle.I can use my sharp claws.I can roar very strong.You can see my black stripes.Who am I?
  • 29. GAMES1. Games are FUN!  They help to lower theaffective filter.2. Games are MOTIVATING! They intrinsically piqueinterest as students learn through play.3. Games are CHALLENGING! They can challengestudents to be responsible for their learning andknowledge in a new way.4. Games are INTERACTIVE! They inherently createsituations in which students interact with eachother.5. Games are REPETITIVE!
  • 30. Game:Grammar Board Race• Board Race Video• Questions1. What is the objective of the lesson?2. Did the students meet the objective?3. Would you use this game in yourclassroom?4. How could you change this game to makeit more appropriate for your context?
  • 31. Drama Research• Teaching through drama “makesstudents aware that English is notjust words, structures, andidioms, but it is a lively, dramaticand versatile means ofcommunication.”(Zalta, 2006)
  • 32. Reader’s Theater• Select a text• Practice – Explore – Practice (cycle)o Spoken Vocabulary (pronunciation)o Places to pauseo Repeated texto Opportunities to express contrast• Performo For a live audienceo For a virtual audience
  • 33. Reader’s TheaterThe Very Hungry Caterpillar - by Eric CarleA: In the light of the moonB: a little eggA: lay on a leafB: One Sunday morning,A: the warm sun came up, andBOTH: ―Pop!‖B: Out of the egg came a tinyA: And very hungryB: Caterpillar.BOTH: He started to look for some food.
  • 34. THANK YOU!Katie Bainktbain53@gmail.comelfellowkbain.wordpress.com