AFFECTIVE AND EFFECTIVE LEARNING Universit

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AFFECTIVE AND EFFECTIVE LEARNINGUniversität
BremenMarch 2009

• Jane Arnold
• English Language Department
• University of Seville

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• Affect refers to a wide range of phenomena that
  have to do with emotions, moods, dispositions and
  preferences.
• (Oatley and Jenkins)

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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)

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• The mind without affect isnt really mind at all.
  
• (Joseph LeDoux)

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

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• The truth of the matter is that about 99 of
  teaching is making students feel interested in
  the material. (Noam
  Chomsky)

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

• Success in learning depends less on
• things and more on people and the
  affective side of learning

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cognitive
affective
physical
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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

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• Technique is what the teacher uses.
• until the real teacher is there.
  
• (Parker Palmer)
• To know and to do is part of being a good
  teacher.
• but above all to be.

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• 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)

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Process of reflection

• Think of a situation where things didnt go very
  well.
• 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.

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Active Listening

• To do
• Empathize, dont 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 dont interrupt

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Inside
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Effect of motivation of learning

• Motivation action success
  (desireenergy)

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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

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Anxiety inhibits learning

• Input stage With listening or reading, the
  language doesnt get in.
• Processing stage limits the cognitive work
  involved in learning and thinking in the L2.
• Output stage With speaking or writing the
  language doesnt get out.
• (Tobías)

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• Students who think they cant learn are right,
  they cant
• unless they change that belief.

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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

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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)

Im ok
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Between
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Learning is first intermental between minds
that interact and only later does it become
intramental. (Vygotsky)
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Group dynamics study of the life and
functioning of groups

• Forming
• Consolidating
• Performing
• Problem-solving
• Ending

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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
  learners 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

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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.