This document discusses affective teaching and learning. It emphasizes that teachers should focus on students' beliefs, attitudes, and motivation. After an unsuccessful class, teachers should reflect rather than blame students. The document provides ideas to make learning more affective, such as involving movement, emotions, and cognitive activities. It stresses varying activities, challenging students, and explicitly discussing learning goals and benefits. Teachers should create a safe environment where students feel comfortable making mistakes and learning from them. The overall focus is on developing students' self-beliefs, beliefs about learning, and positive attitudes.

1. We take for grated what we
think we know best

2. Affective &
Effective Learning
We take for grated what we
think we know best

3. Why should I care?!
• Transactional or transformational goals?!
• What does it change?!
• Theory AND/OR practice?!

4. A philosophical starting point
pros
cons
• It is a universal principal
in business,
communication – all
spheres of life
• Not enough time
• Quick-fixes don’t work
long term
• It’s all about how you feel.
• Results are not quickly
• Results may not always
visible

5. Affective Teaching – the center
It all starts in your center – your beliefs, ideas,
attitude and deep rooted models of perceiving
students and their learning
“I know it” is the best sign you don’t

6. Affective Teaching – the center
The role of the teacher – facilitator,
mediator and coach
“This is more than a technique it requires personal
improvement and change”

7. Affective Teaching – what do you
do?
After a class that didn’t work well what do you do?
•Weep
•Blame students
•Get some wine
•Complain to a friend

8. Affective Teaching – what CAN
you do?
After a class that didn’t work well what do you do?
• Not take it personally
•Reflect
•Constructive talk to colleague
•Involve others
•Try something new

9. The affect in learning – simple?
Looking at the whole student:
•Movement activities (body)
• Activities of emotional involvement
• Cognitive activities

10. Ideas for the classroom
• The comb – clear your head from negative
thoughts
Elegant
Lovely
Intelligent
Thankful
Smart
Active

11. The affect in learning - Motivation
• Whole course goals
“What is in there for me?”
“Why do we..”/ “What are the benefits of”
Asking these questions as a habit
• Your passion

12. Activities/ Projects
• The “Why and Why not study FL project”
• Bring different points of view on the table
• The findings board

13. The affect in learning - Motivation
• Explicit about activity
• Vary activities - The 20/15 rule – change activity each
20/15 min.
• Challenge – time/ completion/a thematic frame for the
activity

14. Activities
Beginning: We do this to learn/ practice to….
Middle: How are you doing about……
End: What did we learn/ how can we learn better?
• Signs about how students feel about the activity
“I’m ok”
“It is too easy”
“I need help”
• The challenge box

15. The affect in learning - beliefs
• Beliefs about self
• Beliefs about learning
• Beliefs about the subject

16. Activities:
• Draw yourself as a language learner
• Include beliefs about the self in questionnaires
• Work with/ through stories
• Make students create a comic about overcoming
challenges

17. The affect in learning - mistakes
• Beliefs and attitude - mistakes – family/cultural
• How to correct mistakes in class
• Learn to make mistakes
• Learn to learn from mistakes

18. Ideas for the classroom
• Ask explicit questions as a reflection – portfolio/
questionnaires
• Make mistakes and feel ok about it
• Students writing stories about making mistakes
• Share successful mistake stories

19. The affect in learning – standards?!
The CEFR stresses on the affective part of
Language Learning!
Example: beliefs and attitudes towards learning