lunes, 29 de diciembre de 2014

Theatre of the Oppressed

Theatre of the Oppressed was born in 1971, in Brazil, under the very young form of Newspaper Theatre , with the specific goal of dealing with local problems – soon, it was used all over the country. Forum Theatre came into being in Peru, in 1973, as part of a Literacy Program; we thought it would be good only for South America– now it is practiced in more than 70 countries. Growing up, TO developed Invisible Theatre in Argentina, as political activity, and Image Theatre to establish dialogue among Indigenous Nations and Spanish descendants, in Colombia, Venezuela, Mexico... Now these forms are being used in all kinds of dialogues.

In Europe, TO expanded and the Rainbow of Desire came into being – first to understand psychological problems, later even to create characters in any play. Back in Brazil, the Legislative Theatre was born to help the Desire of the population to become Law – which it did at last 13 times. Right now, the Subjunctive Theatre is coming slowly into being.

TO was used by peasants and workers; later, by teachers and students; now, also by artists, social workers, psychotherapists, NGOs... At first, in small, almost clandestine places. Now in the streets, schools, churches, trade-unions, regular theatres, prisons...

Applied Theatre Workshops employ a variety of processes based on Theatre of the Oppressed to define issues, clarify objectives, build skills, and rehearse practical action by engaging participants in interactive theatre techniques and exercises.
Game playing is one of the core activities of Applied Theatre. An extensive arsenal of well-crafted and expertly facilitated games allows participants to stretch the limits of their imaginations, demechanize habitual behaviors, develop new responses, and analyze societal structures of power and oppression. Game playing is useful, fun, and builds community!
Image Theatre allows participants to explore situations they would like to change and see what positive transformation looks and feels like by sculpting their own and others’ bodies into images of problems and transformation. Images are “dynamized” with words and actions to develop processes for making transformative change.
Forum Theatre performances present short plays which show a situation that needs to be changed. Audience members are invited to replace an actor on stage and try to change the situation. Other actors respond in character, trying to maintain their oppressive or exploitative power. Forum Theatre provides a means for testing solutions in action. The audience makes and evaluates all choices. Some of the groups with whom CAT works create and perform their own Forum Theatre pieces, while others supply us with information from which we develop scripts. Legislative Theatre is an extension of Forum Theatre which leads to public policy proposals.
Rainbow of Desire exercises use Image and Forum Theatre to explore internalized oppression as the result of external, social, and systemic pressures. Participants develop an understanding of self-oppression as a way of increasing empathy and exploring opportunities for creative expression and public transformation.

sábado, 27 de diciembre de 2014

Experienced professionals

The NNEST of the Month Blog has published monthly interviews for the past ten years, and is celebrating its 100th interview. . 

Find nonnative and native speakers of English who share interests in NNEST, teaching English, and World Englishes issues.
The guests are people just like you:  graduate students,  novice instructors or experienced professionals with sound reputation in teaching ESL/EFL or applied linguistics field.
You can read the interviews by clicking on the names below:





    Blanca Coma



         To read past interviews, go to http://nnesintesol.blogspot.com/



martes, 16 de diciembre de 2014

The "Happy Classroom" Programme



Observing My Emotions

Level: Secondary Education
Objectives: Helping students to better cope with difficult emotions.

Procedure: This activity focuses on certain emotions that we find difficult to deal with in order to promote emotional self-regulation. We are returning here to the idea of des-identification with the contents of our awareness, in this casem emotions that are painful.

We start by asking the students to take up a relaxed posture, sitting in a seat or on the floor. They can close their eyes or direct their gaze towards a point on the floor at a distance od a metre. We do three deep inhalations and exhalations.

We ask students to remember a more or less recent event that produced a painful emotion. They can also choose a relatively steady experience that causes them some kind of pain.

When they have chosen the emotion, we ask them to try to identify the cause of it and to reproduce in their body and mind what happens.

Now that we have observed and re-experienced that emotion, we are going to name it: rage, fear, sadness, shame, disgust, guilt...

Then we let go of the resistance produced in us by that emotion and we try to acceot it as it is. This does not mean resignation, but an acknowledgement that it is real and that it is in us. Only then we will be able to transform it. 

At this pount, we can begin to distance ourselves from our emotions. We tell ourselves: "I am not that emotion: I am the one who observes the emotion. I am much more than an emotion".

Finally, we become aeare of our breathing, experiencing the calm that is produced by sitting and breathing pacefully. We think of the following phrase: "I live in the present, I am peaceful". We repeat this sentence several times, trying to feel intensely the joy of being alive in the present moment and the peace that this exercise has produced in us. We continue savouring this feeling during a couple of minutes. 

Time: A minimum of 10 minutes. According to the capacity of concentration of the students and the available time, we could extend it for longer.
Notes: This exercise is an adaptation of "Meditation on emotions" proposed by Vicente Simón (2011: 126). 


The Traveller from the Future

Level: The last grades of Primary Education and Secondary Education.
Objectives: Understanding better oneself. Being able of self-giving useful pieces of advice for one's own life.

Procedure: This activity is inspired by an Ben-Shahar 82007: 220) proposal adapted to work the Perspective strength. It is about asking students to imagine themselves in 40 or 50 years time: at that moment, they will very likely have treasured lots of experiences and they will count with more wisdom to undestand themselves and the world around. We will ask them to choose a problem or difficulty they are going through at that moment, and to imagine their "future selves" travelling back in time and giving them a piece of advice. Next, they have to write down their problem, and what piece of advice they would give themselves. The activity would end bringing together the writings of those students that would like to share thir contributions with the group.

Time: 30-45 minutes.


Finding the Funny Side

Level: The last grades of Primary Education and Secondary Education.
Objectives: Using humour to help us overcome a worrying situation or conflict. Seeing oneself optimistically, evaluing the positive and funny side of the negative things that happen to us.

Procedure: Usually good humour can help us overcoming adverse circumstances. Even if we cannot do anything to avoid a negative situation, a bit of good humour can help us go through it. We are going to work on two possibilities to find the funny side of things:

  • Using humour to overcome a worrying situation or conflict. We ask our students to remember a time when they were involved in some difficulty or interpersonal conflict, and if they were able to use humour to help. If not, they can imagine what they could have done to find something funny in the situation, so as to take out some of its negative power on them.
  • Laughing at oneself. This time we ask them to remember something that turned out bad, if they made a mistake or were involved in a ludicrous situation, and that, istead of seeing it from a negative perspective, try and find the funny side and laugh.
Time: Between 30 minutes and one hour.
Notes: We have to be careful with the use of humour in these situations, because we can make a mistake by only laughing and not facing situations seriously. Humour is a resource that eases our suffering, but we cannot stop there, we have to face difficulties using the strategies required by each situation. 




jueves, 4 de diciembre de 2014

What's your learning style?


My Scores:
Auditory: 40%
Visual: 45%
Tactile: 15%

I am a Visual learner!

Visual

If you are a visual learner, you learn by reading or seeing pictures. You understand and remember things by sight. You can picture what you are learning in your head, and you learn best by using methods that are primarily visual. You like to see what you are learning.
As a visual learner, you are usually neat and clean. You often close your eyes to visualize or remember something, and you will find something to watch if you become bored. You may have difficulty with spoken directions and may be easily distracted by sounds. You are attracted to color and to spoken language (like stories) that is rich in imagery.
Remember that you need to see things, not just hear things, to learn well.

Auditory
If you are an auditory learner, you learn by hearing and listening. You understand and remember things you have heard. You store information by the way it sounds, and you have an easier time understanding spoken instructions than written ones. You often learn by reading out loud because you have to hear it or speak it in order to know it.
As an auditory learner, you probably hum or talk to yourself or others if you become bored. People may think you are not paying attention, even though you may be hearing and understanding everything being said.
Remember that you need to hear things, not just see things, in order to learn well.

Tactile
If you are a tactile learner, you learn by touching and doing. You understand and remember things through physical movement. You are a "hands-on" learner who prefers to touch, move, build, or draw what you learn, and you tend to learn better when some type of physical activity is involved. You need to be active and take frequent breaks, you often speak with your hands and with gestures, and you may have difficulty sitting still.
Remember that you learn best by doing, not just by reading, seeing, or hearing.

jueves, 27 de noviembre de 2014

Questionnaire on Multiple Intelligences

What are Multiple Intelligences?
It has been claimed by some researchers that our intelligence or ability to understand the world around us is complex. Some people are better at understanding some things than others.

For some of us it is relatively easy to understand how a flower grows but it is immensely difficult for us to understand and use a musical instrument. For others music might be easy but playing football is difficult.

Instead of having one intelligence it is claimed that we have several different intelligences.

These are listed below:

  • Kinaesthetic - Body Smart
You may be body smart. You will enjoy sports and are good at swimming, athletics, gymnastics and other sports. This is sometimes called being Kinaesthetic smart.
  • Linguistic - Word Smart
You may be word smart. You will enjoy reading, writing and talking about things. This is sometimes called being Linguistic smart.

  • Logical - Number Smart
You may be number smart. You will be good at mathematics and other number activities; you are also good at solving problems. This is sometimes called being Logical smart.

  • Interpersonal - People Smart
You may be people smart. You will like to mix with other people and you will belong to lots of clubs. You like team games and are good at sharing. This is sometimes called being Interpersonal smart.

  • Intrapersonal - Myself Smart
You may be myself smart. You will know about yourself and your strengths and weaknesses. You will probably keep a diary. This is sometimes called being Intrapersonal smart.

  • Musical - Music Smart
You may be music smart. You will enjoy music and can recognise sounds, and timbre, or the quality of a tone. This is sometimes called being Musical smart.

  • Visual/Spatial - Picture Smart
You may be picture smart. You will be good at art and also good at other activities where you look at pictures like map reading, finding your way out of mazes and graphs. This is sometimes called being Visual/Spatial smart.

  • Naturalistic - Nature Smart
You may be nature smart. You will like the world of plants and animals and enjoy learning about them. This is sometimes called being Naturalistic smart.


lunes, 24 de noviembre de 2014

Motivating activities

The word "motivation" is typically defined as the forces that account for the arousal, selection, direction, and continuation of behaviour. Actually, it is often used to describe certain sorts of behaviour. A student who studies hard and tries for top grades may be described as being "highly motivated", while his/her friend may say that he is "finding it hard to get motivated". Such statements imply that motivation has a major influence on our behaviour. 
Motivation can be defined as a concept used to describe the factors within an individual which arouse, maintain and channel behaviour towards a goal. Another way to say this is that motivation is goal-directed behaviour.

Useful links:
10 Surefire Tips for Motivating ESL Learners 
Motivational Factors in the ESL Classroom
Ways of Motivating EFL/ ESL Students in the Classroom