Suggestopedia

SUGGESTOPEDIA
ORIGINATOR: GEORGI LOZANOV
Is an affective- humanístic approach in which there is respect for the students’ feelings. This approach has been developed to help students eliminate the feeling that they cannot be successful or the negative association, they may have toward studying and thus , to help them overcome the barriers to learning. One of the ways the students’ mentalreserves are stimulated is through integration of fine arts, an important contribution made by lozanov’s colleage Evelina Gateva.

1. the classroom is bright and colorfull
Learning is facilitated in a cheerful environment
2. there are posters containing grammatical information
students learn from the environment even if their attention is not directed to it. (peripheral learning)
3.teacher speaks confidently
if the students trust and respect the teacher’s authority, they will accept and retain information better.
4. Teacher gives students the impression that learning will be easy and enjoyable
The teacher should attempt to “dessuggest” the learning psychological barriers.
5. The students choose new names and identities
With new identities they are more open andsecure, they feel less inhibited.
6. The students introduce themselves to the teacher (role play)
The dialog that the students learn contains language they can use immediately.
7. They play rhythmic instruments as they sing as song.
Songs evoking positive emotions and freeing the speech muscles.
8. The teacher distributes a lengthy handout to the class. The title of this dialog is “towant to is to be able to”.
Teacher should integrate indirect positive suggestions into the learning situation
9. The teacher mentions a few points about SL grammar and vocabulary these are in bold print in the dialog.
The teacher should present and explain the grammar and vocabulary but a few. The bold print allows the students’ focus to shift from the whole text to the details before theyreturn to the whole text again. The dynamic interplay between the whole and the parts is important.
10. There are reproductions of classical paintings throughout the text.
Fine art provides positive suggestions for students.
11. There are one dialogue but in two languages one in native language and other in target language.
Made the meaning clear by the translation.
12. The teacherreads the dialog with a musical accompaniment and matches her voice to the rhythm and intonation. ( active or first concert).
On the conscious plane, the learner attends to the language, on the subconscious plane, the music suggest that learning is easy and pleasant.
13. Teacher reads the script a second time with different music in a normal tone. (passive or second concert)
A calm state whenlistening is important for overcoming psychological barriers and taking advantage of learning potential.

14. read the dialog in the night and in the morning because at these times the conscious and the subconscious is most blurred.
15. Dramatization reduces barriers to learning
16. The fine arts enable suggestions to reach the subconscious
17. The teacher leads the class invarious activities involving the dialog, questions-answers, repetition and translation.
18. Music and movement reinforce the linguistic material; the students can achieve a state of “infantilization” so that they will be more open to learning.
19. Play is important by not focus on linguistic forms but rather on using the language.
20. The teacher corrects the errors gently and with a softvoice.

GOAL OF TEACHERS
* Desuggesting the psychological barriers learners.
* Using techniques to activate the “paraconscious”
ROLE OF TEACHER
* Teacher is the authority in the classroom.
* Create confidence, trust and respect in the learners to the teachers.
* Initiates interaction with the whole group and individualy.
ROLE OF STUDENTS
* Will be responsive to the...