CARING and SHARING = in, the Foreign, \ Toe Clagg ‘A Sourcebook on Humanistic Techniques Gertrude Moskowitz Profs of Rog Langue Bivesion “TenpeUnieraty Harla ELT Division Harla #, Meco if @ , Goeeeanrane | NEWBURY HOUSE: Behave} 617 eS PUBLISHERS, ING, | 4WHAT EDUCATORS AROUND THE GLOBE SAY ABOUT CARING AND SHARING 4 “nat a fantastic book! I road the entite thing in one ating,” — AS, Connecticut tonya iti Reese rin inte nhow kobe tn eae ee te ch) SRST otters” ’ i" sure te te oa - ede = f jas idan acy frm the Wook und found wat the bert ime Lever had sae Dees ie | eta Snes ene napa Se ; rohit a wren yn bt tena el 1. Title, pete See toca Heaton center gave each facha copy fit a gift on Teacher's Duy” Rass tor masts ' po ma eee ai ‘yy students have been spreading tho word about these activites so smch tat the rade of 4 He ‘ther angage teachers ve bean begging them 4 do the same kinds of things in thir ‘Cover sketch by Ellen Greenland cover design by Vinca, 5 y clases" ~ HH, New Jeaey ie RE “have wed Goring and Sharing with success Hawa, China, and Thalland where the Se vets iain ane ‘Thanks from the author and publisher are extended to: techniques were clove and secre wih ahtpailerinesbauetea roe seer uty nha Sho” -12 er Yk vt etn cede eps recreate pene arse as with wondefl alt.” — RD, Now York “oy stents have says eponde so poste to de exces tat lat your sed to tae nly the exeres and no textbook.” —-~ 5, Japan “caring and Sharing has beens temenousbelp and enconsagement tome eet ice | care oh icat Bateh Counel presentation in Pain tave ben wag sendy end recommending t wily.” ~AP, Fran in he Kansan, anova, nd of vl importance plan to introduce chem, tomy chock bod" DP, Canals NEWBURY HOUSE PUBLISHERS, INC. ‘ROWLEY, MASSACHUSETTS 01969 rates ir tees SES RE cman or To Bet #2 arnt, Nowea ork, LY 10022 ‘DERECHOS RESERVADOS rota noun de ct ie oe all {sal pardon a pre eget eresAcknowledgments bet euoematt ead by an author ofa book has included a Acknowledgments * v ‘ecoramendations. Gudrun Hull di the msjor work on the German Veriction, The Latin was primarily translated by Rudolph Matintono, with some assistance from Domenica Faleione. Luiz Diaz judiciously translated all the ‘Spanish, which was confirmed by Patricio Concha, Dr. William Calyano, and ofthe meaning of many of the words and the quotes. Much thought and time were required to compete each translation—far more than one would imagine. Tam indebted to the people whose ideas were adapted, modified, or served as catalysts in developing some ofthe humanistic enerees inthis book. Their names accompany those exereies which I di not totally oxginate, 1 the methods courses end workshops on humanist techniques that [have ven, the foreign lnguage teachers that I taught were a splendid soure of, ‘inforcoment. Tor enthusistm, feedback, and sucessful use ofthe techniques ‘in their own clases made the convictions Thad sbout the value of humanist ‘techniques in the foreign language clas becom even stronger. Moskowitz and my daughters, Lynne and Janae entitled to many, is and tlk about the book ast developed and for acting as sovinding boards he need for an opinion related to it. ‘Abig bouguet should go to Ellen Greenland fr the sketch on the corer and to Midge Bloc forthe layout of the cover design Although many people were involved inthe book's proton, tho ane who, worked the hardest and most diligently of all was Rosalie Rodrguez, who typed ‘the manuscript over and over and over. Her nordinete patience and wilingness to help made the tremendous job of typing get done when deadlines seemed imposs- she considered my bock her book at well. Whats many days she care to work extra eatly of stay Rupert Ingram, president of Newbury louse proved to'be very Thad disappear with his cooperativeness, promptness, and thoughtfulness. ‘And my appreciation would be incomplete without mentioning that my ‘mother’s patience and my father’s persevernce, which rubbed off sufficiently well on me, most certainly contributed tothe fruition of this book. Gertrude Moskowitz Philadelphia, Pennsylvania March 1977CREDITS [ART WORK IN THE PHOTOGRAPHS ‘Chapter: ESOL poster—Grace Paceli ‘German poster~Barbera Cavanaugh ‘Chapter 2: Hebrew poster—Jan Cohen rench poster—Elle Greenland CChapter3:SelPKit-Cathe Makem Self. Collages (2), (b)-Students ina French class of Sylvia ‘Northeast High School, Philadelphia Pa. ‘Sculptue in Feelings: fee—Ellen Wiberty; daring~Cat Boscia; coptimistic—Richard Reilly ‘Chapter 4: Spanish poster—Ruth Graves Latin poster—by the author of the book. CChopter5: - German poster-Lamry Sauppe French poste:—Eilen Wiberly Hebrew poster—Jan Cohen. ‘Transactional Analysis posterBarbara Cavanaugh Appendix C; ESOL poster—Talla Dunsky ‘Latin postor-Mary Conway Stewart French poster—Eilen Greenland German poster-Barbara Cavanaugh erty, student in a Spanish class of Contents ACKNOWLEDGMENTS INTRODUCTION CHAPTER | ALL ABOUT HUMANISTIC EDUCATION ‘The BigGap 5 ‘Analyzing Out Educational Dilemma 7 ‘The Growth of Growth 10 Growth Must Be Taught [Readings Related 10 Theory of and Rationale for Humaniste Education CHAPTER 2. ALL ABOUT HUMANISTIC EXERCISES ‘What About Your Present Instructional Materials? 23. AWord About Gimmicks - 24 Building a lime ‘Accentuate the Use of Lowaisk Activities Sharing Leeds to Caring 27 » Using Hursnistic Exercises 35, Sociometty n 2CHAPTER 3 ALL ABOUT THE EXERCISES ‘A Few Words About the Exercises Humanistic Exereiss forthe Foreign La t0 Others Reta “a Enereise 1. Colorful Names Exercise 2, Identity Cards Exercise 3. Lots in Common Brercise 4. One Bxenise 5. Search Exereise 6. A Tou vod Dialogs Exercise 7. Interview with You “4 46 8 0 for Someone Who . ching Experience cy Discovering Myselt My Strengths 16 a Exercise 1, Parts of Speech Like Me 76 Buareise 2. Someone | Just Met Eetese 23, Images 7 ‘The Dyadic Belt Formation Exercise 24 1 Like You Because, Exercise 25. The Wonden of You Bxercite 26. Me Power Exercise 29. Epo Trip Exercise 30. How Strong | Am My Seltimage 9 85 33 28. Allemand Right Exercise 31. Accentuate the Pulte Exercise 32. Success Story Exercite 33. Ageless 2 0 cy 87 0 guage Class 33 9 50 68 44 Contents * ix My Selfimage (continued) Exercte 34 1 Like You~You'te Ditfere Exercise 35. 1'm Attractive, You're Bxercive 36.1s That Me? 96 Exerc 37, See How I've Grown 98 Exercise 38. Priceless Gifts 99 Exercise 39, First and Last Impressions. 100 Expresing My Feelings 102 Exercise 40.1've Got 2 Fesing 102 Exercise 41. Feel Exercise 42, Exercise 43. Say’ Exercise 44, Talking Pictures 108 Exercise 45, Names People Play 109 Exercise 46.Semse Appeal 110 Exercise 47. Feeling Mime 112 Exercte 49.1 Bajoyed, I Enjoyed Bxercite 50. The Last Good-bye My Memories 117 Exercise $3. Childhood Fa Exercise 54. Family Album = 121 Exercie 5S. Funniest Thing 123, Exercise 56, Fun is 133 Exercive 57. Surprise! 125 Sharing Myself” — 127 Exercie $8. Who's Who? 127 Bxercve 59. Birth Ord Exercie 61. Highlights of My Life. 133 Bxorcite 62. Someone Special 134 Exarcte 63, Secret Autobiography 135 Exercive 64. Step Right Up and See Me 136 Bereie 65. Mysterious Me 139 Exercise 66. And Tost Heppened 140 Exercise 67. Memories of Us 14 My Values 143 Exercise 68, Cherished Object 143 Exercise 69, Famous Figures 144x * Contents My Values (continued) Exercise 70, Fieman, Save My... 145 Exercioe 71. What Makes You Angry? ‘The Artsané Me 158 Exercise 79. Selfcollage 158 Exercise 80. The Best Product-Me 160 Seytwith Music 173 Curtain Up 174 Exercise 90, Animal, Vegetable, Fruit 178 Me and My Fantasies 178 Exercise 94, Curious Curio Exercise 95. Swap Shop Exercise 100, A Day to Remember 193 CHAPTER 4 ALL ABOUT WRITING YOUR OWN HUMANISTIC EXERCISES 195 Read Widely 195 Search through Your Cu ‘Connect the Content wi Sentence Stems and Leading Questions Help 197 Finda Theme and Brainstorm It 198 Discovering Myself 204 Exercise 105, Picture Me 204 213 My Most Important Symbol 216 ‘My Values 217 Exercise 117. HowMany Times? 217 [Exercise 118, People I Like +219 Exercise 119. The Key That Opens 220 Exercise 120. Car Conscious 220 [References on Humanistic Exercises forthe Foreign Language Class Other Sources of Humanistic Exercises Contents * xi 22 m2aii * Contents CHAPTERS “ALL ABOUT TRAINING TEACHERS IN HUMANISTIC TECHNIQUES 24 Get Some Experience First 28 ‘Teaching Original Exercises 228 8 jgnments warding to Use Humanistic Techniques 236 ‘Appendixes A tanguages: English, German, Latin, Spanish, APPENDIX A. Words and Expressions Indicating Feelings and Emotions m APPENDIX B. a APPENDIK C. 307 APPENDIX D1. F Using Bach Exercise 326 "APPENDIX D-2, Levels of Language in which Each Humanistic Exercise Can Be Used 307 APPENDIX D3. sf Speech Emphasized in Specific Exercises 328 [APPENDIX D-4, Tenses, Moods, and Setience Forms Emphasized in Specific Exercises 329 [APPENDIX D'S. Vocabulary Emphasized in Specific Exercises 330 333 337 3a ILLUSTRATIONS ‘Humanistic poster created to decorate an ESOL classroom u (German) Humanistic Poster: "A ltl laugh makes a big day.” n ‘The Johari Window Model "7 (Hebrew) Humanistic Poster: “Happiness can be measured by how many people you lov: 8 (French) Humatistc Poster: “Inthe garden of fiendship Ihave gathered my fiends” 28 Dyadic Bett 7% Feel Wheel 104 ‘A booth atthe selffir displaying favorite intorests, memories, andevents. 137 Samples of sl 157,159 161 163 ‘Sketches of happy moments recalled from chilthood 165 Impressions of contrasting felings: outgoing vs. shy; generous vs selfish; fee vs, hibited 67 ‘Shapes created with the eyes closed, expressing positive feelings: fe, daring, optimistic 169 (Spanish) Humanistic Poster: “Love does everything!” 218 (Latin) Humanistic Poster: “If you want to be loved, thea love.” 218 Flow chart showing teachers learning format nr aabow is prettier than the pot at the end 233xiv * lustations (French) Humanistic Poster: “One must ‘speak with an open heart.” B3 (Hebrew) Humanistic Poster: “You touch me and there is. sunshine,” 3B CARING and SHARING Poster crested by a teacher to discuss a book read dealing with ‘transactional nay ns ince Haataaped posted fr an ESOL cls 206 (Latin) Humanistic Poster: “While we live, let uslive.” 306 (French) Humanistic Poster: “Touch the heart, find the friend.” 306 (German) Humanistic Poster: “Accept me as | am so lean Jean what I can ecome" 306 This book is dedicated to my uncle, Louis Sherman (1923-1970), who was the epitome of a humanistic human being.Beginning with the fourth printing ofthis book, [attempted to eliminate all language in it which was sexist in nature. Its hoped ware ofthe existence of sexist language, commonly found and viewed at “orrect” usage tn English, and wall publish materials wit tf alo hoped ‘that teachers of English wil instruct ther students accordinly. Introduction We havea mind, We have feelings. To separete the two ‘is todeny all that we are. To integrate the two isto help us realize what we might be,12 Caring and Sharing inthe Foreign Language Cate Introdvetion * 3 singing out the betin your stents the poste rend what stents el, thik, and know with foreign language program by b Ses The exer have modified area xing exercised in 0 ding, set to the screen et koe ‘where the source is known, stat ee stating that this ms tuttrs exerci, Where nose ined far en exec, scceptable way Joalization and eFesteem ae the ideals the en notsiply a inde Romani ate ef aly build ppt cbesvnes, and a cad ety Pay io ema ‘to help students to be themselves, to accept themselves, and to be proud of theses eA youl ow oom sg hes ames xr aeties ae mottling students’ desire to express ‘themselves in ‘te class and hold appeal forall age dhs commoniain hts 08 P= tatsfy the demands students make for re) inthic ering erent inant ce, Do expt pe students feel an added ‘warmth towards themselves see orig languge clas. Then err ‘who are on their their own and not taining others. To avoid redundancy, such, oe ee an Seon Lene i oe have experienced thes strate tavle wap él teachers in theiruse and ha unknown. “mhazever pone Ihave acknowledge the odgnatr of she had to say: —— pcre ems ‘Stn gee cent Tyres nd wie ph exercles only to discov mn developed by someon ese In many cases44 Caring and Sharing i the Foreign Language Class» fat hey have" ven don in Engin Te type of lad atmosphere we've eublhed has made students ot afi ov afhamed to share what they tink abt fe odaghto wth ther ethos and estat aboat Us depth they hve shown shout somes ‘She then referred to some of the unsolicited reactions of her students; “rhs tas go tobe the shortest period of he dy.” 6 sri dialogs” “We have to do tings thik about important and evry ay tings” ‘She coneluded out conversation by saying that because er soudents are happier, one te sdens tend to become much more xy want to be able to express their felings and then this happens, techniques in teaching frsign languages isexcting forthe egies because they do seem to Work; they pro personal development and human relations, sche found while working in the ares of el iter it and do the sam. What greater knowledge can we give students than knowledge of the life can we provide than ways to make it more fi ter preparation for a Chapter 1 About Humanistic Education ‘THE BIG GAP completed and the stated, carefully th The day acives| penetrating questions. They tour te school fr ev members, wio have spent three ta members, are now prepa ide and confidence appears on the goes cn, "we have some key is ample, we note that your philosophy cleanly acknowledges that one of(6 * Caring and Sharing in the Foreign Language Class cance of this taking er and students after classroom theve past “Could you be more explicit silence. “Well our students have elections of officers who have input into school functions,” he replies. “School functions. Ise. What types of school funeions?™” one ofthe interrogators interrogates. “Oh they plan school dance, and ways to rise money to Seve itso the 2” Mr. Caraway manages to eke out ody meet with faculty to determine the rules schoal’s rules were st ee we noticed the news cig about the student protests you eres ed ra ay ase eepesta ‘students oftheir own selfworth,” the leader continues, "We're very interested in hhow that comes about. Again we saw no tangible evidence of this happening during classroom instruction.” ‘At this point several of th staff members quietly converse with ech other and anew spokesman, Mr. Tilman, addresses the question. “Our teachers are sensitive, and in their dealings with students are kind and responsive to ing of eyebrows, ‘students must lean to aceept and understand one anothe difficulty discerning this oa! being implemented in your gees on “We have a wellzounded athletic program where student they profess to, We're in desperate ‘All About Humanistic Education * 7 need of tuming out student who belee in and understand themselves and other, concrete ways cut in the many truly believes inthe goals you developed in your stand is how to put them into operation!" ANALYZING OUR EDUCATIONAL DILEMMA ‘The situation you have just witnessed regarding school philosophies is only t00 ‘rue, The flettous parts that accreting teams often overlook how socal should not be separated. In reality, the purpose of school tends to have remained ‘singular the leaming of subject matter, ‘Signs of Stress in Youth and unrelited to them.8 * Caving nd Sharing in the Foreign Language Class ‘The lw mandates that youngsters attend school for a good part of the formative years of ther lies. Education which i not responsive to the obviows strains on youth an sarer, mors wholesome approaches to livin derelict, and just plain wrong. Are the Reasons for Learning a Foreign Language Evident? ‘To foreign language wachers, wk all the joys and benefits of foreign language, justifying for ray seem unnecessary. The ra foreign language teachers conf ‘Why should this lack of int Dropouts don’t leave school becuse we didn’t give them enough Facts, they don't find any meaning in them, All About Humanistic Education * 9 ‘newspaper vividly Mustates how much we are ia need in) Av wofrmens te The Reform of Education ‘There have been many critics who have waten strong condemnations of our schools, Accusations have been made that schools are oppressive places governed4 Al About Humanistic Education * 11 10 * Caring and Sharing inthe Foreign Language Class ‘This approach to humanizng is quite differént from that of imparting specific ‘THE GROWTH OF GROWTH subject matter fom designated fields, THE GROWTH OF GROWTH IN EDUCATION YYoungstrs today want change an they want ow. Thay ae searching fr thee identity and aren need of slFaceptance. They complain of elings of slation and detachment, Ahumaniaie poster ‘Through the ages man has bs secondary schools and (German) Humanistic Poster: “Alte laugh maker hotee nom in. rom i 30 eee ate gn tt "wou eat rn, Customarily the fesings of nes ow yo Retimetent a : ‘how often students aré told, TRudents art overlooked or dened in learning. Think} ‘You shouldn't fel that way.” ‘Self-gctualization asthe Goal of Education yyoungsté ‘Arthur Combs explains: So the role ofthe self-concept in earings viewed Cecil Patterson 7 purpose of self ctuliaing persons, that om Ti ‘ining individuals—persons who are themselves. istngaished them from 1 erates that Naslow' AL About Homanistic Bdveation * 13, In bis work as «therapist, Cat! Rogers concludes that underlying the whole realm of problems his clients present, there is one central theme: “Who. indivdual.can asks “Am which truly express But what ha ll histo do with earning foreign lng foxeign language and, a & Basing Humanistic Programs on Needs Maslow garded satin he basic psychologist of people ‘Among these needs are digit, ripe, belogingnes, ove, and eee. He ne ies lst devoid ofkaving 2 t apences working with Grog dct contend thi they lives Maslow ao refered to “expertences of joy to be worthwhile He stetsed that schools seem to look down con chiléen having a good time. He affirmed tht schools can ‘of accomplishment and that teachers should be joyful and selves, Too often though, learning involves pleasing she teacher ing ac OE teachers must not only accept 3 “Fatp TramrTeaMrabout what kind of persons they are, Healthy people are much ‘clearer about their values, and schools can help students derive ther values from a Iknowledge of themselves In keeping with ‘humanistic education should start with asessng ‘that these should be the foundation upon which instructional programs He categories children's basic needs into sx areas:# 1. Physica securityfood, clothing 2, Love-attenton, encouragement, praise, physisl support 3. Creative expression-promoting sensory copacities, reatively, exploring new ways of expressing oneself ‘mastery- achieving relative competency in basic skis14 © Caring and Sharing inthe Foreign Language Catt 5. Socal competency-acoeptance and interaction with peer, geting (0 know and relate to peers better 6 Self.worth-strength stresed and weeknesies played down ‘Tove self.wort, Valet notes, he other neds must be somewhat sified, is tens of foreign language Iearing the basic needs advocated by Maslow and Valett seem equaly desirable, compatibe, and posible to aim for, What Humanistic Education Is imate to study oneself. The content hopes, aspirations, beliefs, values, strives to integrate the abject matter and to the curriculum. ion, feelings ar always present end should be drawn influential role. Ir humanistic education, it isa two-way rect feings must be ecoaized inthe learning process and information must be avallable as well. Hawley and Hawley put it this way: ‘Humanistic education recognizes that teaming camo be carson nan emtion and aun mate, and penal, {other cas sued on aren of nareon "Thetwo sould tone. _Afecive education is effective education, It works on increasing SS in developing and maintaining god relator showing concern andsupport for others, and receiving these jon in itself, consisting of sharing, caring, ‘ng, gemuinenest, mpport, andi relating that emphasizes self-liscovery, introspection, sefesteem ‘ouch with the strengths and fours Teaming to care more for ourselves and others In ation find that thelr thoughts, feelings, and experiences are regarded ‘hoo, schoo! becomes important tothe. This typeof growth and closeness comes gradally. It is nor instant intimacy. ‘Semis who fa in school neve have hada chance to expesinee uch things—to become aware ‘others. Those who drop out because ‘havent given them enough fact What Humanistic Education Is Not is just as important fad or gimmick. It Beware of misusing ot mivconstruing humanistic educat +o know what humanistic education isnot tis not the A About Humanistic Bducation * 15 is nota form of therapy, though it may be therapet nessa Hiense, nor a confessions neither seniity Teachers Do Make « Difference Often foreign language teachers feel they do not have cr ot on the live teachers who are teaching their discipline because of their own sarees arin a students. The trouble is that often oo reece ation Straw yo dot 1 each actly ay fet he enti come op pra a my on cu, ay fat pte ens poagthl-contas oy us by students, so we don't realize our power to influence for better ‘An alm of this book isto harness that influence and to help make i¢ ‘and your students in such positive ways that twill be visible and clealy evident. Aren't Foreign Language Teachers Already Humanistic? “Two important questions frequently raised wh en talking sboutincorpor toumanistic teaching in fregn language cl see ete and activities to help teach the language teachers have recognized eng leaned by asking students snes might be: How does it advantages and disadvan- your room that gives you— 16 * Caring and Sharing inthe Foreign Language Css pleasant memories? What dots tan 19 Jook at it? These Kinds of personal question ‘Personalizing based charac ‘overloaked fr so long. truly intaresting and mean jr own growth peiticipating in personally rein the curiculum are vahued areas of eommurteati > earning. _ AFEBCTIVE MODELS OF TEACHING sn recent yeas. Sohn P. Many burnin programs have been, develops thas organized affective teaching into four mo each having a main focus Jing strategies ae in keeping with neti. Erikson's eight emotional ork of Paget, Examples of ‘iusion duing adolescence and 1. The developmental model-The ‘of ife in which ‘her ives. ie snliy and grouperienttion models The Work of ATE people become more ope with and sense foots ‘Communication sls ae tresed, ass ernpathiing with others. a cpoumessexpanson modes-Such model ae intended tative capacities. Prodncing a velased bat se fu ‘Mile’'s book shoul be reed by those interested theoretical base and ration above models, their he long and shor sang effects to be expected ‘i About Humanistic Education * 17 ting climate, and feeling ome soot To beter ‘ts mysterious name ithe Johari Window.!7 ews cole om th fst umes 0 - Meee tiene Boe epee eee : ‘Things ‘Things [Know Don’t Knowe "The Johari Window Model* Win Pete, ef, The 1973 Annual 4 Handbook ‘aves Asoass (979. Und th perio ‘The model is viewed as a communication window through whic Tam aware of. me may be atthe unconscious level Now how i oes the mode! work? Ideal, the largest area should be the Open18 * Caring and Shang nse Foreign Langsige htt insights oe, through sharing revert tothe Open Are. Therefore, ee pono rs wee, we be oe se decrease arse shi, em = Oo . of ia roy, oh alae rps wily ON on ee th roe of sing Se or “ASSUMPTIONS OF HUMANISTIC EDUCATION lying humanist educe- ives under ‘Simply steted, these ae some ofthe key pres un fai fiom which were dravn ugon in preparing the materials, the foreign language cls: ide learnings and an environ beings want to aetslize thes potenti : vg healthy relnshps with oor casemate is mone ems Jean aring more about onesie motating factor in earning 1 toreasing one's self-esteem enhances learning. along these lines nt of view taken here is that building language programs at Then oe cing inne gps en [FEARS ABOUT HUMANISTIC EDUCATION ‘in foreign language cases is thet Aten ae ae 1d inexperienced in humanistic ‘osegn language teachers are largely U All Abou Humane Education * 19 activites themselves. The whole notion is “foreign” to most foreign language teachers, And so they may hae fears and be reluctant about going into this ream, © may already be in that role whether they admit oi o not. We allhave the power tomske others feel better or worse about themselves, bu teaches, n partic, tuve this power with every sentence they ute. In uing self awareness techniques; teachers try to enhance the ste’ pesonal rowrh along With his growth in the target language. By doing 10, they recognize that affective goals ara legitimate part ofthe curriculum, And thre are cetan procedures 0 follow when conduct- ing humanistic exeries which hep stodents feel better and eroid the cause for concern that teachers may have, These wil be elaborated inthe next chapter to telp eliminate the basis for tho concer, ‘Athur Jerald regards all eachers at practicing psychologists, whether or ‘ot they know itor asap it things that ae importa to thie happen. ACQUIRING EXPERIENCE IN HUMANISTIC TECHNIQUES ‘Actually humanistic techniques are good forthe teacher 2 well s the students in expanding growth and self awareness, getting in touch with feelings, and increas:‘20 * Caring and Sharing in the Foreign Language Clas rencet0 cen you pit nea 8 sa estou nave to cain ht and conferences at activities, You wi ae not the foreign language clas, since many Tanguge. Atle sate presen avalible " Such publeaton ae avalble sincply and primary ize values action an Ande, tsb wa esl will ind the ins and outs and dos an ioe ass, Following th them” by doing wt ‘and the experien : ‘oa can alo try the exercises on fiends, family, and reactions . es 1g up some yourself. cee ‘nas samples of exercises ‘And don’t overlook Chapter pene ade are intended forall at teacher trainers, many poi! sng the lst: Mode of Tesching Affects 1970, p.1 All About Humanistic Bdveation * 21 2 Raph L Mosher snd Norman A Srna “Peychololal Eduction in Secondary R, Rogers, “igi Toeter Leas and Fels n Learning” Doo A Read and Sidney B, Si ‘Combs and Doalé Says. nda Bearer, New York: Harper & 9. Abitiam H. Madow. Sel Actuaning People: A Study of Poycheloie Heth.” Clark B. Monsatas,o. The Sof Explrctions te Personal Growth, New York Harper & Re 6094 Affective Hemant Eduction: Goals, Popes, and Leemag ear Sieger Feuson (1978), 1S. Robert C Hay and Inbal Hawley. A Handbook of Personal Groth Acts {fr Closroom Use. Abe, Mass: Edscation Reeuch Asoristes (1972), p15 16, Joho P Mier, Humanizing the Cleon, oh Luft. Of Huan Iteretion. ao Alto, Cai Mayfield Pobihng ey M,Jourar. Sef. Diclonre: An Experiment! Analy ofthe Transport Self New York: John Wiey and Sens, In, 188, Copyright © 1971, John Wiey and Sons, Inc, Uied with prison, 19, Wid, 20, Arthur T. Jetsih I Search of Sef Exploration of the Role of122 * cating and Sharing in che Foreign Language Clase ‘READINGS RELATED TO THEORY OF ‘AND RATIONALE FOR HUMANISTIC EDUCATION eds The Live Casroom:Fenovation New York: Viking Press (1975), New York: McGraw Hl (1967 Chapter 2 All . About ; Humanistic Exercises ‘Well, look who's here! I'm glad you've come. I could’t see writing a book ‘encouraging humanism without being able to tak directly to you. ‘You're here to learn all about humanistic exercises so you can try them? Great! Fm delighted! Feel fre to interrupt or ak questions 2s we go along. WHAT ABOUT YOUR PRESENT INSTRUCTIONAL MATERIALS?24 * ang and Sharing in che Forcign Language Cas te angus i th eons 19 Fesoun" ve therm a-supplementary Hist expressions. Oddly en Jay for communicating how we need to know to express well: Most of us use so few eises are gimmicks? Quite the use them, Let me share what ‘amethods course foreign languap fits and make appropriate jean’ underst vt not understand their purposes ot how to foster them the intended benefits and results BUILDING A CLIMATE OF ACCEPTANCE rie, ap thas seen eta Nam, ppt ce Te eects As yous the einige, yoo nd ‘type of atmosphere. Your student ten bef. You om elo All Aboat Humanistic Exercises * 25, ACCENTUATE THE POSITIVE ‘You'd ike to know what ae the cut active activities sk you to try something You got stuck on the postive ones after a few rouble thinking up negative ones? Are you ever typical! This is \ 1 was trying to ilustrate i that, in my opinion, of key importance ‘in using humanistic exercises is focusing on the positive apect, Activities which emphasize identifying our strengths and those of others, developing a more / Youd like an example of wi students ae in group nd are i about the person on the: sight, thats focusing on the postive asec. ‘ot be ssked to tell one thing they think these students should change about themselves. That would be emphasizing the native. Or if students are sharing a pleasant experience or memory, don’t ask them to share an unpleatent or unhppy Why Avoid a Negative Focus? the students want to dal with the ‘This des tend to come up because wei een eens eee 126 * Caring and Sharngia the Foreig Language Class 7 7 fhe . ‘Al About Humanistic Bsercies * 27 ‘AVOID THIS LIKE THE PLAGUE. The tasting climate tbat eo established : USE OF Lows {and enabled students to eliove ing up he negative wat «90 es) wl ‘LOW-RISK ACTIVITIES (eG to diminli. Onet you start incaing it to oot wil 07 forthe Rea ease tad - ea nmnopote vc tw Heng on nese commen: 0 Roar ye tcclg torent techaiquel? ares aca to quickly wipe out all ofthe psive ones which We expresed. SE ses eae woe sng lows activities: “The poste foes isa concerted effort fo coms the orehelning ene ie Sean ing ox ovetly personal ‘ a pnd ping ores Gv fo a tik and pont enh dged emai A oa a aid adic, We dnt nel oui Bev thing you di recently which hurt someon co We're aready convinced oft, What we have to 4048 fee ‘ourselves of it by ‘would sold cise focusing on the good things in ‘qurselves and others, Students can flourish and {pow when the foros on aceptance and apo ee asf ahighisk or threat And ifthe Negative Comes Ur? Scmething Iw nd ever happened Wa How do you dal withthe negative when it comes up, then? ‘To begin with, when at ditk sbout myself sotvites ace going 10 7 Ay wont fle seca Say yt L ] ‘tine Uva kan ofl ada far less is the positive side stage of now we think and fel and how wear others andotbers oS ata pile baloaa te Explain chat if we har many good things above ‘ourselves and one bad thing, ‘deal withthe negative sde of thin se topics are not only highrise a ea onde hing tick wee and eon Ae ing chow hone cane a The two often go together. Reven- we wy emg bade ight message oye tem ep aaanion negate, eviow what you sd previously. You cn as point out that 7 : sone tin cone up ae ugetin ater scstoned we ‘oat Some nl to looking at the negative side, er prone tae ta Positive Focus Enhances Growth eo som “You seo by stesng he positive, a bond pee eect ‘and a feeling so necessary to youngster very fdy ‘eipmg undo Me ‘Theda of hunt acts, a view itis thatthe should be underestimate themselves. Feeling accepted 4 ae though provoking, enforcing, nd no threatening By icang warns owt tepid obey ean cen abo something. Ee ele ed ey woe the "We allhavestenghs we aren't aware of. it 0 itpropenly can be put aside, Focusing the best ide of ccs, increase our sel acceptance,ShtPen cur identity, and oa sg.0n the postive aspect and low-risk eciites hers This approach then is an antidote for the isolated, detached, ips safeguard against such situtions on gti school, His an instrumental means of ‘SHARING wet in langng teacher a often he eo peor LEADS TO CARING Tet ot a nin nero ed ee eter ; 1 bug laof nst ae cs orm ade Theor seal fenate vce upon ot ye eomined to dea only with the pone? Bexaflt ee ert felings, ot ye, te‘8 * Coving and Sharing in she Foreign Language Cas it others: 1 to know ws. When we don’t know ia . ng eeptncs towards them, we are more likely sed. Sharing, then, enhances By sharing ovrse! ful or disinterest Sse ae st tlfecepaee The = shots, ‘and self-acceptance, We might say ¢ Humanini Poste pines can be messi ny people You Humanistic Poster: den of friendship 1 have gathered my friends.” All Aboot Humanistic Exercises * 29 _, People who are more selecting fer tht ifthe gt to know the, they . Such individuals often Wear “masks” so others won't find out ‘acceptance is crucial for mental health and growth. And it certainly can only en- hance leaning, THE RIGHT TO PASS. ce sharing, what if someone does want to participate in an activity? good question. A ground rule forall exercises which shouldbe stressed is students have the right to pas (not respond when it’s their tur), if they prefer. ‘This i to show respect forthe students feelings should some topic unexpectedly touch a sensitive atea in someone. I've rarely seen anyone pas in exercises and low-risk, but the ground rle should be repeated enough sing themselves inthe target language, they should ask for help ‘with what they want to say. HELPING STUDENTS PERFORM IN THE FOREIGN LANGUAGE all lvls, with the expectations of udentsdifering according to thes backgrounds in the Language, Other exercies can be used ony in upper levels ofthe lngusge since, by Wr ery nature, they complex thinking and expression So activites are chosen to sit40 * Caingand Sharing inthe Foreign Langage lat sesponses will have tobe sven ‘Sometimes the vocabulary can be has: ariel have oak you fr specif ters they wileed OW. ‘ponds A nd Base iuded 1 ast yo eng th Nos id pertsvien. Te eerie in his book ae intended to eneo" expansion | the text and liberated expression at al level of fanguaet, Making Mistakes snake lots of mistakes when they speak? the foreign lengua. they risk aking ¢ feinnize eros, the teacher can structure the respons 0 ae ls in parialt. From the errors mae the teacher Reverting to the Native Language ‘Be aware of the fact tha! the stadents can et 0 absorbed in © aoe o the native engage they cannot ws he target Ln hey my wi ery thy can re any expres everng the) Wan the ei ang make — hem if they need help withthe language, but they t roaming Sing an exercise (Ther are occasions when You say wih fo ecient i th nae lana? th en fm tthe canmot do aon the target anguage #8) ‘BUILDING A FEELING OF TRUST ‘As I said earlier, every’ — vee erate that they be corrected that bbe era ‘lio very crucial for students to at they share. Ths is why a ‘won't be made fun of because ae eptance is necessary. ‘As students find that what they contribute 10 sry tet peers ana that every word they say he tat tine students acm to speak the foreign angst, thY All About Humanistic Bxercises * 31 ‘SETTING GROUND RULES FOR EXERCISES ‘The way the teacher introduces an exercise wilt the fei or ing tone for how the lass wil respond. The teacher should set general ground rules for behavior during the exerelss and remind students of them if ny are broken. agree, you're ready to hear thee ground rules and some guidelines on uta and often fn, At fist they may 0es én, you'll look forward more and teaching and teachers who have ealing alot with you-your felings, experiences, values, ee perience, values hopes, and desires. We'll “We'll get to know each other in tes ficial henge co oe oe eee cent cya me en scteracataes yeaa rea einai dame cise, There wll bea pu tothe we're studying and a purpose in ous geting to know age we're studying d others, too, Often you'll be ites, Semetimes youl be owt few tree abot, fat you aed nd you ects othe ay. Tas how to plan future lessons,” - ee rules ae broken, Fist of all, we will listen {in our group as each speak.” essuaaeencta“gecond, we will not tease of laugh sje who shares. Remember well be dis: acoetie things we fel tae or have experience, None of es 6 ce rei when sig sooeting pesonal Thaow [don So ths sie iaornt-m0 tony? Passing 6 respond toa particular question or ‘when it’s your tum you can Pas. will ask you why. s-phid if you have reasons for mit to share an experience for acetin & Beryone wil espect your ight to do this ané no Srian doce not mean you should pess because you ate no tan How say wat you wat ton th oi guage. thats he aes we be relating from grou then? The means ings a ar ues nth FOCUS OF EXERCISES seis doesnot mean that the question or execs wil Be song 187 probably want ‘the very positive a personal things we" rather not answer, that’s okey.” Acts pint you can ak whether hae ae any qoesion® a fora event the pound ves. You might wan to wnt hem on He chalkboard as —onposingrtivpsncgeemier tems 1, Bveryone gets listened to 2, Noput-downs 3, The cight to pass Te ses becate you don't now hw to ty something 8 NE foreign language the gloomy or hi if there is something you'd GETTING OFF T0 A GOOD START ‘hen be prepared to jump sight in with seit exes that Ton and interesting and go through the proce sid you w ‘technique wil be dependent onthe guage ofthe class and the time of All About Humanistic Exercises * 33 Contam of indo hay tthe to flow st. Get wien feck ome ned Aska ed44. * caring and Sharing in the Foreign Language Class 1 to be like other people, and fine tobe ike others, but ‘There are many Ways bout us that art ry often we fee i's important ssoume earn ings abo fa ie ‘in other words, three things oan at tenot ne age ihe cs “a ‘Bomen that ey a thee ting yu oa then gave sever Fars aie sho. crate by Ted pwon to putt ame o he See. annoanced hat ould Often si pptrested ia us bene of our ifferences. WEN thers. Often people ae interested in us of our alffereces. rom ol All About Humanistic Exercises * 35 ist leamed a number of nei and interesting things about people in our class that ‘makes us want to know even more about them, It ‘nd hearing thers impressed by ther, and now we ‘the end when you summar purpose and mening of th HINTS ON USING HUMANISTIC EXERCISES ‘Any particular hints I cen pass ston of the school yen, loam the student tiately—which you no doubt cus on learning therm, too. the acivities to those with high C this chapter un; * plan foo many ‘one period. They often will take longer ‘than you think when students become intersted in them, Where the responses of students require some time and thou topic as homework fs. Then they can than the wsualasignm ‘and find they mis out on an interesting ‘motivated to doit the next tre, dents do not do the asignment arena, they may be more tidents to think about or write will ora them to sha,jy * Cag and Sharing in the Foreign Langage lst Working in Small Groups done neat upto alow ott exer nun ie c Thats Mat giana og OS SE ‘ ut ofthe activity. Groups ca be = 2 See retuis gy oe en chet wok it meando pte most toind ‘humanistic techniques i is wise ; fo fovus on geting acqusiated with only one Pe sve wi cir i which ath student Na atlength, For acts in which the ach other, lcger groups ae dei al receives. several tums or is requested to respond “eae ge andes pote eds pt aime , emi aig nis ecg oY oe wor t's to teachers. You're: sepa 7 i in to give some ce a ged es etic ose eet a tray to overcome these worse sto chook activ} ‘xe so engrossing the el eal wat to partite the. And Nv may neighboring clsses a ‘Sometimes it does get be pres 8 ° ton down a bit if the ‘ects working O82 the elas your trust itt have to remind stden affected by the student exciting. re cond total class to hear before sy snes eer An 088% wath your own personal experiences and Getting the Class nto Grows oe etn tues int groups? Tete ae many wea ae am all. different ways. Use ose sogeryne sot sens Sree are eas on te ; sent ein te Sa a ui a oe sig te Soe an aft coe and he gc eed yang Pt SON One a rt ope Fred a Hen “A common way of forming groups is har All About Humanistic Exercises * 37 person now hes, This means of dividing into groups leaves the formation up to chance, However, ways also shouldbe utilized that take advantage of other elements. (One suggestion [sto ask the students to find a partner orto form groups with others they do not know well or have not been in a group with as yet. Another ‘ee sto tell those students wino usually initiate choosing partners to wait tobe chosen by those This ater technique allows students to reverse ther typical role of “picker” and “pickee” to see how it feels, Ta some ofthe students can be regrouped based upon a response ‘made inthe exerci sie 3, “Lots in Common,” the students find others y. I they have sought out others wth the same horoscope sign o favorit season ofthe yea, anew activity. In Exercise Jn which each person decides on a colored plece of construction paper for making ‘a mume-tag, When the exercise is conclided, the students can form a group with ‘others who chose the same color as they di. Forming groups in these ways points out to students a common bond they shar, They wil like the idea of being grouped ‘with others onthe basis of thels commonalities, Here are two unusual alternatives for grouping students based upon choices ‘they make:* 1. The students stnd in a citcle. Ask one third ofthe las to volunteer to step inthe mn, such a eight or ten), Tell ‘volunteers to select someone inthe cuter circle whom they want to get to know better. Each of the students inthe remaining third ofthe class then picks a group (of two that has heen formed and joins it to make groups of three, Ifyou want ‘wo groups can combine, this point the clss is divided equally in the four comers atthe room, Next tell he clas to form a fifth group in the middle, witha designated aummber that you give leaving the various comers ofthe room to do so, The clas will now be divided. Into ive groups, ‘These two alternatives give the students some opportunity for choice of a oup they'll be in without encouraging cliques ‘Thanks to Don Nir for thove tw ies for gouping student socomerscaly