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294 Serhan KÖSE<br />

8. Use Art in Activities<br />

Using art in language teaching allows students to see details, understand relationship<br />

(care about others), and learn to think creatively. It also helps to constitute wholes from<br />

parts. Sousa (2001:219) states that although learning in other disciplines often develops<br />

a single talent or skill, the arts engage many skills and abilities. He also continues<br />

saying that the arts reach students in ways they are not otherwise being reached.<br />

One another aspect is to use art activities in the class. As Jensen states (1998:88) get<br />

your class used to daily or at least weekly role plays. Have students to do charades to<br />

review main ideas. Students can organize extemporaneous pantomime to dramatize a<br />

key point.<br />

9. Use Humour<br />

Sousa (2001:63-64) states the benefits of humour as following:<br />

Physiological Benefits<br />

• More Oxygen. The brain needs oxygen and glucose for fuel. When we laugh, we get<br />

more oxygen in the bloodstream, so the brain is better fuelled.<br />

• Endorphin Surge. Laughter causes the release of endorphins in the blood.<br />

Endorphins are the blood’s natural painkillers, and they also give the person a<br />

feeling of euphoria. In other words, person enjoys the moment in body as well as in<br />

mind.<br />

Psychological, Sociological, and Educational Benefits<br />

• Gets Attention. The first thing a teacher has to do when starting a lesson is to get the<br />

student’s attention or focus. Because the normal human brain loves to laugh, starting<br />

with a humorous tale (such as a joke, pun, or story) gets the learner’s attention.<br />

• Creates a Positive Climate. When people laugh together, they bond and a<br />

community spirit emerges-all positive forces for a climate conducive to learning.<br />

• Increases Retention. We know that emotions enhance retention, so the positive<br />

feelings that result from laughter increase the probability that students will<br />

remember what they learned.<br />

• Improves Everyone’s Mental Health. Schools and all their occupants are under more<br />

stress than ever. Taking time to laugh can relieve that stress and give the staff and<br />

students better mental attitude with which to accomplish their tasks.<br />

• It is also an Effective Discipline Tool. Good-natured humour (not teasing or<br />

sarcasm) can be effective way of reminding students of the rules without raising<br />

tension in the classroom. Teachers who use appropriate humour are more likeable<br />

and students have more positive feeling toward them. Discipline problems,<br />

therefore, are less likely to occur.<br />

Mart 2005 Cilt:<strong>13</strong> No:1<br />

Kastamonu Eğitim Dergisi

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