Wyniki wyszukiwania - Biblioteka Nauki

1

Creating a ‘Positive Environment’ Through Drama in the EFL Classroom

100%

Gałązka A. , Trinder M.

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2018

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tom 54

193-205

EN

We all learn best when we are in a state of rational and emotional balance, or what is referred to as ‘flow’. We know that body and mind are linked physically, cognitively and emotionally and teachers need to recognise and support the integrated development of all the three areas within their teaching and to seek safe and positive ways of doing so. The emotional environment improves students’ self-awareness, motivation, empathy, recognition of choices and leads to strong and supportive communities. Drama provides a supportive forum for checking out that impact in a distanced way, with the teacher there to mediate the experience, often from within a role. Drama offers a stimulating and rich opportunity to discuss and understand our own emotions, attitudes and beliefs through observing, empathising with, feeling and exploring the emotions of characters both portrayed and interacted with in a role. Drama provides a safe emotional context and a sense of security for learners. In the various fields of research into the factors influencing success in Second Language Acquisition (SLA), trends accentuating the importance of recognising the indicators of success based upon personality and psychology have been ascribed great significance. In the paper, the results of a pilot study to an ongoing research project will be presented. The main aim of the project is to establish the influence of drama on the creation of a positive educational environment, taking into consideration such variable factors as: feeling of security, feeling of identity, sense of belonging, sense of purpose, feeling of competence, and through this an improvement in language competence. The research is a theoretical-empirical investigation of a diagnostic-explanatory-verifi catory nature. Results will be presented from the perspective of both quantitative and qualitative analysis.

2

The Role of Educational Coaching in Enhancing Teachers’ Well-being During Pandemic

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Gałązka A. , Jarosz J.

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tom 64

39-49

EN

The coronavirus pandemic has turned out to be the biggest challenge the modern educational systems across the world have ever faced. Many teachers observed as their well-being plummeted as they started to overwhelmingly worry about the health of their families, as they were facing confusing instructions, unclear expectations or technical difficulties. The purpose of this qualitative study is to diagnose the role of educational coaching in stimulating the well-being of teachers during the pandemic of COVID-19. The results indicate that educational coaching can help teachers improve their well-being during the pandemic when teachers need to change their role - from classroom to remote - and succeed under a new set of circumstances.

3

Supporting English Language Teachers in Teaching Autistic Primary School Learners

100%

Gałązka A. , Dick-Bursztyn M.

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2019

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tom 58

191-207

EN

The aim of the paper is the presentation of the complex problem of a lifelong developmental disorder, known as Autistic Spectrum Disorders (ASD), in the context of inclusive education offered to these students in general, and in teaching of English as a Foreign Language in particular. First, the theories and typical symptoms of autism will be outlined, followed by examining the behaviours that enable teachers to recognise these form of disorders during lessons at school. Next we review some strategies and teaching techniques that may prove efficient and successful in the ELT classroom for both teachers and autistic students. Finally, we concentrate on the analysis of the data collected as a result of a small-scale qualitative study conducted among a group of EL teachers involved in teaching autistic learners. The study was designed with the purpose of interviewing teachers about the efficiency and successfulness of the currently recommended teaching techniques in their classrooms with ASD students.

4

Resilience in the Face of the Ongoing War in Ukraine and Coping Strategies Adopted by Polish Students of Modern Languages in Higher Education

80%

Trinder M. , Dziedzic M. , Gałązka A.

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2024

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tom 75

67-77

EN

The Russian invasion of Ukraine on February 24, 2022 shattered Western illusions of peace and security, raining tensions on both a macro and micro level. This article was thus inspired by how the war had affected Philology students in Poland, specifically emphasising the city of Rzeszow, which lies close to the Ukrainian border. The aim assigned to the research project was to investigate levels of resilience among students and how this correlates with stress levels and to further investigate the potential coping strategies adopted by the students to mitigate their anxiety levels. What has been shown is that there is a correlation between the proximity of students to graduation and the levels of anxiety they felt about their future employment prospects and that the most common method for coping with stress was to become actively involved in assisting in the most immediate manifestation of the cause of the stress, in this case assisting refugees.