[MUSIC] Welcome back to Teach English Now.
In our last video we explained
the affective filter. That complex set of emotions that can help
or hurt your ability to process language. I shared the idea that learning
a language is like being on stage because learners constantly deal
with performing under pressure and doing thing that can
make them self aware. But once you recognize that learning
a language can be nerve-wracking for a lot of your learners, what can you, as a
language teacher do, to calm them
down and lower that affective filter. Let's discuss a few techniques. First of all.
From the very beginning of your classes,
make sure you relate to your learners. One of the strongest techniques you can
use with learners is to simply share your own failures and feelings when
it comes to learning new things. By sharing foolish mistakes you have made
and feelings you have had while learning new things, your learners will see that
you are someone who understands them. Personally, I am always involved in
learning a second, third, or even a fourth language so that I never forget how
difficult it can be to learn a language. Second, I like to describe
mistakes as normal. I praise effort and
use phrases such as mistakes are okay. Take your time. And you almost have it
right. Always encourage those who get on
the stage that success comes in applied continuous effort. In this sense,
I almost always praise process and I get students away from thinking
about a finished polished product. Third. Use formative evaluation. If you
remember, in the second module
we talked a lot about two different modes of learning and how the diffuse
mode provides opportunities for students to let loose and not worry so much about
every single rule of the language. If you'll remember, we recommended
that you follow a 80/20 ratio. Meaning that you should practice with
the students in this diffuse mode about 80% of the time. Now, let's apply these
principles to
the idea of lowering the affective filter. These practice settings
are perfect opportunities for you to lower that affective filter. This is because
in practice settings
you can create an environment wherein learners can make mistakes without
being given a final judgement or grade. These practice sessions are times when you
can show students you aren't just a judge. You're a guide and
you are there to help students prepare for a later testing environment. When you
give feedback that is not a final
grade but is to help them along the way, this is called formative feedback,
or formative evaluation. I love this kind of evaluation because
students no longer see you as a judge, but as a coach. Giving you tips that will
help them to
perform better under game time conditions. This is all in contrast
to summative evaluation wherein students are evaluated by
their performance and given a grade. Fourth, be willing to look ridiculous.
Encourage it. When students see you look silly,
whether wearing a wig, squishing some cake through your fingers,
auditioning for a glee club, whatever. This helps students to recognize that
they themselves can take risks, and get outside their comfort zone. In some sense,
you are simply saying. In this space, in this classroom,
you are allowed to experiment. To fall on your face. To try funny things. In fact,
that is what I expect and want. Students will relax when they realize
that you have created a safe space for them to fall. And look foolish. No one will
look more foolish than me. I try to make sure of that. Thanks for watching Teach
English Now. [MUSIC]