SUGGESTOPEDIA

SUGGESTOPEDIA Suggestopedia is a teaching method which is based on a modern understanding of how the human brain works and how we learn most effectively.Suggestopedia was developed by the Bulgarian doctor and psychotherapist Georgi Lozanov. GEORGI LAZANOV

It is often claimed that it can teach languages approximately three times as quickly as conventional methods. The first aim of Suggestopedia is to help students eliminate the feeling that they can not succesfull and to help them overcome the barriers to learning. Another aim of it is to teach students communicate fluently.

The characteristics of Suggestopedia Stimulates the whole personUndoes blocksGoes rapidly forwardGives creative solutionsEncourages relaxationStrengthens self-imageTalks to all the sensesOptimizes learingPropagates talentEnhances learningDramatizes materialIncludes pictures, music and movementAddresses the whole person WWW.NUVEFORM.ORG THE PRINCIPLES OF SUGGESTOPEDIA1. Learning is facilitated in an environment that is as comfortable as possible, featuring soft cushioned seating and dim lighting.

2. "Peripheral" learning is encouraged through the presence in the learning environment of posters and decorations featuring the target language and various grammatical information.

3.The teacher assumes a role of complete authority and control in the classroom.

4.Self-perceived and psychological barriers to learners' potential to learn are "desuggested".

5. Students are encouraged to be child-like, take "mental trips with the teacher" and assume new roles and names in the target language in order to become more "suggestible".

6.Baroque music is played softly in the background to increase mental relaxation and potential totake in and retain new material during the lesson.

7. Students work from lengthy dialogs in the target language, with an accompanying translation intothe students' native language.

8. Errors are tolerated, the emphasis being on content and not structure. Grammar and vocabularyare presented and given treatment from the teacher, but not dwelt on.

9.Homework is limited to students re-reading the dialog they are studying - once before they go tosleep at night and once in the morning before they get up.OPTIMAL LEARNING

10.Music, drama and "the Arts" are integrated intothe learning process as often as possible.11. THE NATURE OF INTERACTION: T-Ss S- Ss12. HOW IS EVALUATION?: No formal tests

THE TECHNIQUES AND THE CLASSROOM SET-UP

Classroom set-up: Emphasis is placed on creating a physical environment that does not "feel" like a normal classroom, and makes the students feel as relaxed and comfortable as possible.This is accomplished in the classroom by the use of dim lights, soft music,cushioned armchairs,and walls decorated with scenes from a country where the target language is spoken.

PERIPHERAL LEARNING: Students can absorb information "effortlessly" when it is perceived as part of the environment, rather than the material "to be attended to. It is claimed that by putting posters containing grammatical information about the target language on the clasrroom walls.Therefore a student can learn from what is present in the environment even if his attention is not directed to it.

POSITIVE SUGGESTION: Teachers appeal to students' consciousness and subconscious in order to better orchestrate the "suggestive" factors involved in the learning situation. Teacher can do this through direct and indirect means. Direct suggestion appeals to students consciousness: A teacher tell students they are going to be succesfull but indirect suggestion which appeals to students subconscious is more powerful.

VISUALIZATION: Students are asked to close their eyes and visualize scenes and events, to help them relax, facilitate positive suggestion and encourage creativity from the students.

CHOOSE A NEW IDENTITY: Students select a target language name and/or occupation that places them "inside" the language language they are learning.For example later on they may be asked to talk or write about their fictional hometown, childhood, and family.

ROLE PLAY: Students pretend temporarily that they are somone else and perform a role using the target language. In the lesson the students were asked to pretend they were at a party and were going around meeting other people there.

Primary Activation: Students "playfully" reread the target language out loud, as individuals or in groups. For example; three groups of students read parts of dialog in a particular manner: the first group, sadly; the next, angrily;the last amorously.

Secondary Activation: Students engage in various activities designed to help the students learn the material and use it more spontaneously - activities include singing, dancing, dramatizations and games - "communicativeintent" and not "form" being the focus.

MAIN STAGES OF SUGGESTOPEDIA

PRESENTATION: The teacher teaches the material in a playful manner instead of analyzing lexis and grammar of the text in a directive mannerFIRST CONCERT: Teacher does a slow, dramatic reading of the dialog synchronized in intonation with classical music. For example there might be the dramatic reading of a piece of text accompanied by classical music in a foreign language course.SECOND CONCERT: Students put aside their scripts and the teacher reads at normal speed according to the content, not the accompanying pre-Classical or Baroque music - this typically ends the class for the day.PRACTICE: The use of games, puzzles etc. to review the learning.THE ADVANTAGES

motivation and self esteem are increased and encouragedmusic helps long term memorizationgames and free activities help memorizingthe critical approach and open discussion favour the analytical thoughtlearning stress disappears thanks to the alternating phases of relaxation and activitiesthe feeling of belonging to a group helps to exchange ideas and experienceswe learn to trust the power of the mindthe use of music to get students sit back and relaxAuthority conceptNo anxiety, no fear

THE DISADVANTAGES

Environmental limitations;(Unavailable of music and comfortable chair No advanced comprehension technique )ignores mechanical activities in internalizing the grammar rules or the vocabulary items.the techniques may not work well in all the learners and cultures(cognitive differences of the people)no homeworkTHANK YOUFOR WATCHING!!!