Four top tips on reducing students ’ affective filters
By Lisa Fátimah
Sharing Good Practice
Hello ! Welcome ! How are you ? I am so glad you are here ! I believe in you ! You can do it ! Thank you !
Given the many demands educators have to juggle , successfully teaching a second language , modeling comprehensible dialogue , and reducing the affective filter by creating low-anxiety situations in a test-obsessed world , can feel like a gamble , a frustrating pursuit , extra work , or a waste of time .
Yet it does not have to be . . .
In 1982 , when Linguist Stephen D . Krashen proposed his hypothesis on affective filter reduction , ( Principles and Practice in Second Language Acquisition ), he wrote :
“ Acquisition requires meaningful interaction in the target language . The best methods might also be the most pleasant , and that , strange as it seems , language acquisition occurs when language is used for what it was designed for , communication .”
Input →→ FILTER >>>> → Language Acquisition Device →→ Acquired Competence * ( Dulay and Burt , 1977 , Operation of the Affective Filter ) * Principles and Practice in Second Language Acquisition
“ True peace is not merely the absence of tension ; it is the presence of justice .” - The Honorable Dr . Martin Luther King
In a hip-hop song , “ Justice ,” would be renamed “ Just-us ,” - the teacher and the students in the classroom having honest , meaningful , personalised conversations . As the guiding leader in the classroom , educators , are responsible for the energy that we bring into the room .” We affect the filter .
Boredom , alienation , intimidation , anxiety and the need to reduce the affective filter travels across all academic disciplines . Here are four tips to help foster students ’ success .
1 . Motivation : Personalize classrooms and assessments . Place positive affirmations in the classroom . Use simple vocabulary and powerful , positive imagery . Place students ’ photographs and goals in a consistent , accessible location .
“ I am responsible for the energy that I bring into the classroom . I am unique . I am powerful . I am different . I am prepared . I am kind . I am genuine . I am getting better and better every day . I am loved . I am patient .”
2 . Creativity and anxiety : Foster low anxiety by informing students of and preparing them for upcoming tests . Create communicative and collaborative assessments that address their learning styles . Add students ' names to the exam .
3 . Levity : Use comedy , art , costumes and peaceful music . Role-play reading comprehension lessons / tests . Go back / forward in time and include global accents ( provided that they are not viewed as offensive ).
4 . Self Confidence : Play academic games with student-centered lessons that build confidence and camaraderie .
Speaking slowly , reinforcing directives , legibly writing key points on the board , being mindful of our tone of voice , energy and biases , will foster greater student participation .
A critical component in reducing the affective filter is the relationship that we have with students . When we are genuinely interested in students ’ development and journey beyond the classroom , they can feel our sincerity .
I ’ ll never forget working at an all boys ’ boarding school . My student invited me to and really wanted me to attend his Saturday wrestling match . I was shocked . I knew nothing about wrestling , yet I am so glad I attended . It taught me that real and meaningful conversations begin when the relationship doors are open . Therein , face-to-face , is where true learning begins . These face-to-face encounters may be the only ones our students shall read and remember .
Class Time
| | Nov - Dec 2016 |
19