4. Questions As teachers, what do we do in ordertohelpourstudentsdeveloptheiremotionalskills? Are weableto use ourownemotions so as tohelpstudentsfeel free toexpresstheirown? Do weknowhowemotionsaffectthelearningprocess of ourstudents? In whatwaydoestheclassroomenvironmentaffectthelearningprocess of ourstudents?
14. Engagingstudents Begin with warm-up activities Use nonverbal activities to build confidence and be physically loose Some ideas: Charades Mime Role-play Use situations where students can vary language speech act performance: Differences in purpose, mood, register, formality, emotion, audience, themes, etc. Reflect on ways of performing language to construct alternative meanings
15. Oral performance Before engaging with the text/poem/novel of study, choose a short topic related text(s) suitable to perform or memorize Teacher modelling (do it yourself) Discuss with the class the meaning conveyed Students´ turn (in groups first) Mark up the text in terms of emphases and pauses to convey certain meanings (stanzas in a poem – a dialogue, a situation, etc) Practice performing the text Perform the text for the class Make it fun (never forget respect)
16. Whilereading – students as characters Select a scene from the text you are studying Make students define the conflicts/tensions in the scene. Make students define the social situation/context, roles, role attributes/agendas Make students define the final objective in the scene (describe scene, introduce character(s), conflict, mood, etc) Provide information to students for small-group role plays (you must be organized, students will detect if you are just improvising an activity)
17. Afterperforming – students as critics Make students reflect on what they have performed, specially on: What they felt about assuming the role they played, the role others played. Feelings about the situation or dilemma The language used to build their roles Conflicts/tensions addressed Relationship of role play to text studied and real life experience or contexts.
