ERIC Number: ED311093
Record Type: Non-Journal
Publication Date: 1988-Mar
Reference Count: N/A
Active Affective Learning for Accelerated Schools.
Richardson, Robert B.
This paper provides the groundwork for Active Affective Learning and teaching adapted to the needs of the disadvantaged, at-risk students served by the Accelerated Schools Movement. One of the "golden rules" for the practice of Accelerated Learning, according to psychiatrist Georgi Lozanov, has been to maintain an "up-beat" classroom presentation at all times. The power of suggestion is such that dwelling on the mistakes of the past in order to avoid repeating them in the present and the future will tend to produce outcomes consistent with whatever was dwelled upon. Instead of spending time talking about what not to do, a teacher should present a simple, well-prepared program of suggestions for doing things, and then proceed to do them with the students. The following factors are discussed in creating a positive affective atmosphere: (1) physical surroundings; (2) self esteem; (3) student behavior; (4) goals and outcomes; (5) competition; (6) "right" and "wrong" answers; (7) individual learning styles and individual students; and (8) expectations and outcomes. Four notes and a 57-item bibliography are appended. (Author/FMW)
Descriptors: Affective Objectives, Classroom Environment, Classroom Techniques, Compensatory Education, Disadvantaged, Elementary Education, Elementary School Students, Emotional Response, High Risk Students, Humanistic Education, Minority Groups, Program Descriptions, Progressive Education, Psychoeducational Methods
Publication Type: Reports - Descriptive
Education Level: N/A
Authoring Institution: Stanford Univ., CA. Center for Educational Research at Stanford.