AFFECTIVE AND EFFECTIVE LEARNING Universität Bremen March 2009 Jane Arnold English Language Department University of Seville

Affect refers to a wide range of phenomena that have to do with emotions, moods, dispositions and preferences.

(Oatley and Jenkins)

The attitudinal climate of the classroom is a major factor in promoting or inhibiting learning.

In classes where the affective, attitudinal aspects are taken into consideration, students: miss fewer days of class have a higher self-concept achieve more academically cause fewer discipline problems use more higher order thinking (Aspy and Roebuck)

The mind without affect isn’t really mind at all.

(Joseph LeDoux)

The dinosaurs of the future will be those who try to live and work only from the head. Dr. Robert K. Cooper

The truth of the matter is that about 99% of teaching is making students feel interested in the material.

(Noam Chomsky)

Success in learning depends less on materials and tecniques and more on what goes on inside and between the people in the classroom. (Earl Stevick) Success in learning depends less on

things

–and more on

people

affective side of learning

–

and the

Affect in language learning

Individual factors motivation Relational factors crosscultural anxiety classroom learning styles self-concept, self-esteem

cognitive affective physical

Characteristics of a good activity

It is an example of real communication It has personal meaning for students It takes into consideration mind, emotions and the body It offers choice It improves the classroom dynamics

Technique is what the teacher uses….

until the real teacher is there.

(Parker Palmer) good teacher….

***** “To know” and “to do” is part of being a but above all “to be”.

Lecturer Teacher Facilitator

knowledge of the language, of methods ….

and of ways to create a psychological atmosphere conducive to high quality learning It includes the consideration of what happens inside and between the people in the classroom.

(Adrian Underhill)

Process of reflection Think of a situation where things very well.

didn’t go Remember all the details about what happened and how you felt.

Investigate reasons for behaviors Generate multiple explanations for what happened.

Decide what changes could be made so in future situations things could go better.

Active Listening To do: Empathize, don’t judge Listen with attention to what the speaker is saying, to both the verbal and non-verbal language.

Show interest and understanding Stay with the speaker – don’t interrupt

Inside

Effect of motivation of learning

Motivation (desire+energy) action success

MOTIVATION

Short term Use humour and be friendly Vary the activities and the rhythm of the class Include challenges so students have to think Show interest in students ’ lives, opinions… Be clear about the goals of the lesson Long term Teach for success Show interest in what you teach Incorporate choice. Discuss advantages of knowing the language Be clear about the goals of the course and celebrate when they are reached

Anxiety inhibits learning

Input stage

: With listening or reading, the language “get in”.

doesn’t

Processing stage

: limits the cognitive work involved in learning and thinking in the L2.

Output stage

: With speaking or writing the language doesn’t “get out”. (Tobías)

Students who think they can’t learn are right, they can’t …… unless they change that belief.

Self-concept

Is not inherited Is formed through early experiences with our environment Can be changed Is not easy to change Can be developed indirectly Is without doubt influenced by teachers

FIVE COMPONENTS OF SELF-ESTEEM Security (I know I am safe) Identity (I know who I am) Belonging (I know others accept me) Purpose (I know what I want to achieve) Competence (I know I am capable) (model of Robert Reasoner)

“I’m ok”

Between

Learning is first intermental minds that interact – between – and only later does it become intramental.

(Vygotsky)

Group dynamics: study of the life and functioning of groups Forming Consolidating Performing Problem-solving Ending

Group dynamics and effective teaching Alert, yet relaxed students learn better.

Interaction is more effective if learners get to know each other.

What goes on in the classroom affects the learner’s self-image.

Tolerance, flexibility and cooperation can be developed in the group and are useful for learning Group dynamics will influence how we feel when we walk into the classroom and that influences what we learn

Adding affect for more effective teaching and learning As language teachers, we already have many areas of competence to attend to. Yet adding one more, rather than increasing teachers ’ burdens might make attending to the other areas an easier task. At the same time, it might lead to a more holistic development of our students.

Arnold and Brown. A map of the terrain. In Affect in Language Learning. Cambridge University Press.