1. Universidad Dr. Rafael Belloso Chacin Maracaibo, Venezuela September, 17th 2004 A Blended Experience

2. Who’s on line today?

3. Our Classroom

4. Reviewing

5. Feelings Count Emotions and Learning Session 5 Prepared and moderated by Barbara Dieu and the Webheads October 15th 2004

6. Key Questions How do emotions affect learning, and how does the classroom affect emotions? How can teachers foster emotional intelligence and create emotionally safe classroom environments?

7. Learning Objectives understand how emotions affect learning consider and understand the five aspects of “emotional intelligence” create emotionally safe learning environments

8. Negative Emotions

9. Positive emotions

10. How can these affect learning?

11. Emotions may be triggered by events outside classroom by personal needs or fears by events inside the classroom

12. “The effective language teacher is someone who can provide input and help make it comprehensible in a low anxiety situation.” (Krashen, Principles and Practice, p.32) The Affective Filter Hypothesis

13. Emotional intelligence skills awareness self-discipline/management motivation empathy conflict resolution

14. Awareness I feel anxious whenI feel frustrated when I feel restless when I feel energetic when I feel irritated/angry when I feel stressed whenI feel confident when I feel comfortable when I feel encouraged when I feel interested when

15. How do you feel?

16. Self Discipline/Management What is the problem? What solutions are available? Which solution is the best in this context? How can I implement each step of the solution? How did I do?

17. Motivation

18. Conflict resolution http://www.educationworld.com/a_lesson/00-2/lp2059.shtml

19. Empathy “If we were supposed to talk more than we listen, we would have two mouths and one ear” Mark Twain

20. Emotionally safe environments Wingate, Jim. How to be a Peace-full Teacher. 1st ed. Canterbury, UK: Pilgrims Publications

21. What variables can you “control”?

22. What variables can’t you “control”?

23. Your range of action What you can “control”What you cannot “control” space for display lesson content lesson pace variety of content motivation of the class rules for behaviour involving learners in decision making process fairness in class mutual respect group dynamics/relationships in class your emotions the weather natural abilities and disabilities learner’s previous experience classroom size and furniture learner’s home environment an imposed coursebook

24. How would you create an emotionally safe environment?

25. Create emotionally safe environmements by establishing a basis of trust and openness early on getting to know each other giving positive opportunity to express themselves and interact with others encouraging risk taking, curiosity showing mistakes are opportunities to learn letting learners assume personal responsibility setting realistic goals and positive expectations being open to laughter and fun

26. Teaching as a natural activity Wingate, Jim. How to be a Peace-full Teacher. 1st ed. Canterbury, UK: Pilgrims Publications

27. Teaching explicit curriculum : the content implicit curriculum : how to get along, how to motivate yourself, how to persist, how to resist temptation and stayed fixed on a goal, how to work together towards a common goal

28. Your comments