Raising A Novice Teacher's Body Language Through The Rassias Method
Raising A Novice Teacher's Body Language Through The Rassias Method
Raising A Novice Teacher's Body Language Through The Rassias Method
DE PUEBLA
A THESIS SUBMITTED TO
BY:
THESIS DIRECTOR:
This Thesis has been read by the members of the thesis committee of
Thesis Director
I express my sincere gratitude to one of the greatest teachers I ever meet M.A. Leonor
Juárez García. It was a pleasure having classes with her. Her experience, her
dedication, her support on classes and the feedback she provided; made me to think
and decided that she should be one of my thesis readers.
An especial thank to M.A. María Teresa Fátima Encinas I will always be thankful with
her to accept to read this work. I am grateful with her to dedicated time, patient and
guidance on this research. Thank you for all your comments and all the experience you
have to enrich this project.
I have fought a good fight, I have finished my course, I have kept the faith (2 Timothy
4:7) My entire dedication and gratitude is for my Lord, trust on Him let me go further
than I could imagined. Since the beginning, I put on his hands this research and I see
that He is always by my side. He rewarded me, I truly confess.
Family is an important part of my life and I dedicate this research to every single of you.
The effort I made was because of them. I want to make them feel pride of me. Mommy,
all of this is for you, thanks for your support and love. Also, I want to thank to the
craziest brothers and sisters I have, you four made me to work with effort to
demonstrate you I could done things here. Thank you for all chatos! Another support
that I had was from you my love, this is dedicated for you, too. Thanks for all your words
and motivation to courage me.
Finally, also dedicated to my lovely friends. Especially to Julier, Charito, Raquel and
Analí. There were witness how I went through this journey. Always asking for my work
that made them be part of this. I will be always grateful with you.
Table of Content
Chapter I: Introduction 1
1.1 Introduction 1
1.2 Justification 4
1.3 Research Questions 4
1.4 Significance of the Study 5
1.5 Definitions of Key Terms 5
Chapter II: Literature Review 7
2.1 Learning and Teaching Theories 7
2.1.1 Primary Teaching 7
2.1.1.1 Cognitive and Affective Principles 8
2.1.2 Humanism 10
2.1.3 Constructivism 12
2.1.4 Social Constructivism 14
2.1.5 Communicative Competence 15
2.2. Body Language 16
2.2.1 Concepts and Implications of Body Language 17
2.2.1.1 Body Parts Functions 18
2.2.1.2 Problems of Body Language 19
2.2.2 Benefits of Body Language 20
2.2.3 Body Language on Teaching 21
2.3 Teaching Methodology 22
2.3.1 Traditional Method 22
2.3.2 Grammar –Translation Method 23
2.3.3 Audio – Lingual Method 24
2.3.4 Dynamic Method 27
Chapter III: Methodology 31
3.1 Participants 31
3.2 Method 32
3.3 Instruments 32
3.3.1 Rubric 32
3.3.2 Journal 33
3.3.2 Audio Recording 33
3.4 Procedures 34
Chapter IV: Results 35
4.1 Class I – Traditional Method 36
4.2 Class II – Traditional Method 39
4.3 Class III – Rassias Method 44
4.4 Class IV – Rassias Method 47
Chapter V: Conclusion 52
5.1 Conclusions 52
5.2 Implications 54
5.3 Limitations of the Study 55
5.4 Directions for Further Research 55
References 57
APPENDIX A 64
APPENDIX B 65
APPENDIX C 69
CHAPTER I: INTRODUCTION
1. Introduction
maximize students’ engagement and their potential to learn. In order to meet students’
organization, supporting materials and classroom management. But what the language
teacher transmits with his /her body is fundamental; especially when students are
indeed profoundly affected by what they see, hear and feel (Brown, 1994). Thus, it is
Body language is a fundamental skill for teachers because it plays an important role in a
expressions. Teacher and students have to live the essences of the class; the key is the
stage presence (Rassias, 2000) which is not difficult to explain, teacher and students
should feel the class as physically and emotionally as possible because as Rassias said
“language is reality, and reality means engagement” (2000). Teacher’s body language in
When a novice teacher is not aware about the importance of body language
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problems of interaction that may affect students’ learning. Inappropriate communication
communication problems. The problem was detected through the observations from the
practicum courses that are part of the curricula of the Facultad de Lenguas from the
inappropriate body movements during the practicum, for example my teaching style was
static; just stood in front of the classroom without any closer contact with my students.
Novice teachers are not generally told how to work with their body language before they
teachers’ unsuitable body language on is a problem that affects the teaching practices
second language with young learners. Body language as part of a teaching style is the
main subject to investigate. So, the participants of this research were a novice teacher
and students from the 5th grade of a public elementary school, where the pre-service
teacher was developing her professional practices. The research was divided into two
stages. During the first stage, the novice teacher taught with traditional methods and
then the implementation came on the second stage; teaching with the Rassias
describe the changes before and after the non-verbal communication problems in
teaching (Creswell, 2005). The Rassias Method was chosen because it sees body
language as a vital part of teaching. The method recommends the use of body
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movements through drama techniques. As the Rassias Method includes drama, the use
novice teacher. The Rassias Method goes with the hand of a closer and human
interaction where body language plays an important role. The Method helps to connect
teacher and students’ lives to the class (Beall, 2000). Drama helps teacher’s body
language to transmit students the purpose of the class and students’ engagement to
learning. (Dartmouth College Rassias Center, 2011.) “We should not only research on
how to teach well, but also should research on how the students can learn well” (Jingna,
learners to become independent, learn with freedom and improve their engagement to
learn.
It is important to mention that the Rassias Method has had successful results in
previous research and it has been demonstrated that the teaching – learning process
has improved with the application of this dynamic Method. In 2011, a novice teacher
applied this Method with young learners in a kinder garden (Guzmán & Méndez, 2011).
The novice teacher compared different teaching Methods with the Rassias Method.
Results, were found to be positive. The class was dynamic; young children were more
confident and they constructed their own knowledge using the Method (Guzmán &
Méndez, 2011). In 2013, another research was developed; oral production was
improved by using the Rassias Method with young adults between 15 to 30 years old
(Guzmán & López, 2013). The novice teachers detected a problem in oral production
with their students. Students were afraid to talk in English, as described by the
researcher. The novice teachers implemented the Rassias Method with the objective to
promote students oral production, and the results were positive. The Rassias techniques
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were accepted by the students. The most important results were that students started
talking spontaneously. The Rassias Method has had great results on both studies
because of its dynamic techniques to engage students in their learning (Beall, 2000).
1.2 Justification
The aim of this research is to illustrate the form the Rassias Method may improve
a novice teacher´s body language while teaching in a children’s class from a public
elementary school. The study focuses on the Method’s techniques to engage students
to learn their second language, in this case, English. Body language is a key to open
doors and develop other skills (Maley & Duff, 1982). The implementation of the Rassias
a) What are the effects on body language when a teacher applies the Rassias
b) What are the effects of the Rassias Method on the process of teaching – learning
English?
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1.4 Significance of the Study
and interactions to transmit a complete message (Segal, Smith, Boose & Jaffe, 2014).
Body Language does not only include movements; motivation and communication are
also important. Ros & Alins (2010) explained that teachers who express themselves
have the ability to organize, lead, and transmit motivation and illusions to students of all
enjoying the class with students increase the teaching-learning process in a natural way.
2006).
Body Language: A set of gestures, postures, and facial expressions by which a person
Entertainment: For this area is too keep students attention and engage them to learn
(Rassias, 2006).
Kinesis: The word kinesics comes from the Greek kinesis “movement” is the study of
body movements which includes gestures and mimics that are used to communicate
(Guiraud, 1980).
Leverage: It is a strategy use in the classroom to improve body language (Linsin, 2009).
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Nonverbal communication: It works as interplay for body language and
Affective: according to the oxford dictionary “The personal feelings, attitudes, or values
of an author or speaker inferred from their words and/or nonverbal behavior.” (Krashen,
1995, p. 31)
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CHAPTER II: LITERATURE REVIEW
teaching style. Hence, it is necessary to identify the needed theories of this research
and describe how cognitive and affective factors affects children’s learning process.
Also, the physical environment it part of this process. Teaching theories are related on
the NEPBE characteristics and the approaches related how teaching tread students as
require a particular treatment. Teachers play an important role on being conscious of the
benefits and limitations of working with children of this age to achieve an effective
learning. According to the National English Program in Basic Education (2011) young
learners that belong to the third cycle must develop specific competencies, through
from the third cycle are expected to participate in transactions using verbal and
tongue and second language use strategies to make presentations, express opinions
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learners’ learning. The programs of teaching English in primary school include aims and
encourage enjoyment and motivation, promote learning about other cultures, develop
learning to learn” (Pinter, 2006, p. 38). The NEPBE includes those aims and objectives
realistic by making the use of students’ physical movements as facial expressions, use
of hands and gestures. House (1997) mentioned that children need encouragement and
motivation through humanism treating them as individual learners. The last factor the
author remarked is to take advantage of this age because all situations of meaningful
learning are ways to experiencing real situations. Brown (1994) described children
be aware of the here and now. Also, the sensory and affective factors are crucial
because young learners attend to be sensitive to use their senses to have meaningful
learning.
teacher needs to understand. Then, the language teacher has to know who the learners
are. This research is going to specify and explain the cognitive and affective principles
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on children’s second language learning because they are an essential part of this
research purpose.
First of all, it is necessary to distinguish the stage where the children from this
children from ten to eleven years old are part of the third period named the period of the
Philp, Oliver & Mackey (2008) suggest a way of recognition of second language
social and physical engagement. Children acquire a language by all the factors
previously mentioned. The cognitive development works on the here and now as Piaget
postulated, where the acquisition has to be symbolic and meaningful for children. The
social development works with interaction, children have to interact with what surrounds
them to presence the here and now. The physical engagement is to explore students’
body movements. Young learners use their sense of touch and manual exploration as
There is another principle of the learning process. The affective domain is part of
the learning process of children. The word affectivity in a classroom is crucial between
the relation of the teacher and students. The affective definition according to the oxford
dictionary “The personal feelings, attitudes, or values of an author or speaker infer from
their words and/or nonverbal behavior.” When teacher demonstrates affect to students,
learning occurs. Brown describes “The affective domain is the emotional side of human
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According to Krashen’s hypothesis of the affective filter (Van Patten & Williams,
important to create an environment and engage students to learning and produce the
language. Learners need to be able to feel they can express themselves even if they are
not correct.
The teacher is the one who has to create such atmosphere; taking into account the
affective filter influenced by variables as emotional, attitudes, expressions and all that a
teacher can convey with nonverbal communication. Krashen (1995) hypothesized the
affective filter as different factors integrated. Those factors are motivation, self-
confidence and anxiety. The language teacher has to include the input affective filter to
2.1.2 Humanism
The British Council (2005) explains there are two sides in humanism: the
humanistic teacher and students’ behavior. Teacher should be aware that students are
individual learners (cited Piaget, 1970). Also that teacher should combine his own
language. Zho defined in her own words the humanistic approach as "it is the only
learning theory that emphasizes the reciprocal relationship between learning and the
learner and the reciprocal relationship between individual actualization and social
transformation that make learning a unique human experience" (cited in Carter, 2015).
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Carl Rogers and Abraham Maslow are considered the pioneers of humanism
Maslow’s theory included a different perspective of people in this case students are
individual with own needs; “These needs range from basic physiological survival needs
to safety, love and belonging, esteem needs, and finally to the need for self-
instinct need and it is the most important inner motility, even the power to promote the
learn in a simple way treating them as individual learners according to their needs
(Carter, 2015). Cognitive and affective processes on learning must be together; teacher
essential to take into account what Brown (2007) mentioned increase self-esteem is to
make students belief in their capabilities to perform the different skills in the classroom.
sounds or even senses and make them relate automatically those factors to the life
outside school.
In addition, the role of the teacher is to provide all the necessary elements to
satisfy students’ needs. The idea is to encourage learners to become independent and
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humanistic language teaching approach says; teachers must see the learner as a whole
person who has physical, emotional, social and cognitive features. Thus, the language
teacher should take into account the five emphases Stevick mentioned: First: feelings,
where emotions and esthetic appreciation have to be included. Second: social relations
means, friendship and cooperation. Third: responsibility. Fourth: intellect that includes
2.1.3 Constructivism
not passively received but actively built up by the cognizing subject; the function of
cognition is adaptive and serves the organization of the experiential world, not the
pioneer of constructivism is Jean Piaget; who provided the cognitive constructivism that
means how knowledge is build up from a starting point. This starting point is the
every individual built it up for himself. Also von Glasersfeld mentioned how Piaget
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On the level of cognition, that interpretation inevitably confirms the
von Glasersfeld (1982) explained Piaget’s two contributions; action scheme and
the other are assimilation and accommodation. Hence, action scheme refers to stimulus-
response mechanisms; that each of them reacts in different manners depending on the
situation. Assimilation and accommodation refer to how new elements are integrated on
the schemes; it does not mean that learners had a modification; they just receive new
information.
knowledge. There are not several rules that a teacher should do but provide a
framework that can be applied to students (Kretchmar, 2015). Therefore students cannot
only receive knowledge by linguistic communication, but language is more like a tool to
guide learners' construction (von Glasersfeld 1989). It is not necessary to give plenty of
explanations and elaboration of the information provided, which would only cause
perturbations. As Prouix explained "constructivism is not saying that teachers should not
explain, it only renders problematic the assumption that by 'telling' or explaining the
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necessarily implies that students will learn without guidance, because they are not
always correct.
Lev Vygotsky, the pioneer of Social Constructivism, centered the role of culture,
is a highly effective method of teaching that all students can benefit from, since
collaboration and social interaction are incorporated.” (Powell & Kalina, 2009, p. 3)
according to Vygotsky, “all learning happens with social interactions with others” (Pinter,
2006, p.12). This means that social environment plays an important role because
learning occurs with conversation and interaction with others. Vygotsky totally believed
All Vygotsky’s theories are involved in social constructivism. This means, his
perspective on a child’s learning might not be by its own. Vygotsky called ZPD to the
guidance that a child has during the learning process. Bodrova & Leong (2007) defined
ZPD a way to conceptualize the interaction between learning and development. Bodrova
& Leong explained the reason why Vygotsky used the word zone “conceived
development not as a point on a scale, but as a distance between the actual level as
with more capable peers” (Vygotsky cited in Bodrova & Leong, 2007). Powell & Kalina
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(2009) explained that this theory students act first on what they can do by their own and
then with assistance. This carry out to learn new concepts on what they can do without
the assistant
The term of scaffolding is a support of the ZPD process (Powell & Kalina, 2009)
means the child receives support to reach new concepts or skills. That support may
come from adults or other children that have developed superior skills. To scaffold
children, teachers have to observe and figure out the students’ learning process. In
order to provide the necessary support from teachers that must scaffold to help students
able to go to the next step of their learning (Dixon-Krauss, 1996). The benefit is that the
forms as rules, sentences formation, vocabulary, and phonetic and phonology. Socio
linguistic competence consists on how learners produce and comprehend the language
in specific context. Discourse competence is the ability to change the grammatical forms
or meanings, for example, change the context written on first person to third person.
Finally, strategic competence refers to cover the need when students do not know or
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lack of linguistic knowledge. All the components are essential to communicate on a
second language because supply students’ needs in order to use the language.
social interaction and language acquisition (Hudson, 1996). To develop this competence
and context. Learners must understand the language to produce it and being
communicatively competent. Students’ learning process follow its natural course through
combining with their social context it is the goal of this competence (Hudson, 1996).
Furthermore, this competence has a teaching methodology that emerges from the
language acquisition (British Council, 2006). Larsen-Freeman (1986) mentioned the goal
them linguistic forms and meanings. The role of the teacher is to be a facilitator; the
role is negotiation meaning. Vance defines negotiation meaning as “The process that
individuals go through when they must use language with others to construct an
incorporate this essential element into their language classroom Rassias (2006)
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mentioned to keep learners attention and engaged them in their language learning it is
necessary to incorporate body language as an aid inside the classroom to give learners
nonverbal communication.
This research includes the definition of kinesics. This term is relate to understand
the meaning of body language. According to Guiraud (1980) the word kinesics comes
from the Greek kinesis “movement”. It is the study of body movements, which includes
gestures and mimics that are used to communicate. In other words, kinesics has a
connection with body language because body language includes facial expressions, and
gaze behavior, that are used to transmit a message (Gregersen, 2007, p.52). Body
language on teachers helps them to support their classes and convey a message to
language does not have a principal definition because it appears in different areas such
as dance, physics and education, theater or drama. This last area is our base to involve
body language and teaching a foreign language using drama. This research adopts
pedagogy and drama. Both have a connection that is necessary to teach a second
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communicate a significant meaning to others. Other authors mentioned the same idea or
definition; body language is used to transmit a message. The idea is totally appropriate
it has to be attached with body language to have a better understanding. Learners will
remember more if they hear and see what the teacher is communicating in the class.
message using body language and students receive the information provided. Body
their expressions. Most of the authors related both topics body language and nonverbal
communication and body language. He considers the interplay between both terms
The body parts are essential because they are part of body language. The
Tauber & Mester (2007) mentioned that facial expression exemplifies good
“As teachers, we would do well to sensitize ourselves to our own expressions. So, our
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faces can be assisting the teaching process, not hindering it” (p.37). The idea to
integrate facial expression to body language is essential because one cannot be without
the other; both have to be together to accomplish a teaching process and transmit the
message.
Eye contact or gaze behavior is another element of body language. Tauber and
Mester (2007) in their work remark the use this body part in the classroom to have
connection with learners. The authors said “eye contact provides encouragement to our
students, maintain their attention, show interest and concern, signal to the students, and
portray our own confidence” (p.38). Gregersen (2007) collects data from other authors
about gaze behavior and concluded that “eye behavior and facial expression work
together with words to create a meaning” (p.61). Body language on teachers and words
are used to create a meaningful class where a message is transmitted to have a good
Use of hands is an element that compounds body language; having folded arms
Teacher’s hands to have wide space and demonstrate they can go beyond and have the
confidence that teachers control all that area and students can be part of that place.
One of the problems why teachers do not use body language is because of the
forbidden territory as Maley & Duff (1982) mentioned in their work; it is a problem that
created when there is lack of contact. Teachers do not go beyond and do not have any
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contact. If a language teacher starts to overcome this imaginary barrier, there will be
effects on students’ learning. As a result there will not be any type of communication.
Another problem that is caused when teachers do not use body language
properly is what Hicks (2012) mentions “Body language can give a teacher leverage in
the classroom or may send signals that the teacher is weak and has no control.” Lose
the control of learners in classroom is the worst thing that can happen to teachers. The
use of body language is a synonym of control because learners will focus their attention
on the teacher. Hicks explains about the closed body signals or movements for example
teacher with folded arms or sitting behind a desk are problems that do not demonstrate
signals of body language and it causes problems because teachers are close to explore
their body and do not demonstrate entertainment and totally lose the focus of learners.
The problems that affect body language, impact on the teachers’ class and students’
learning.
The benefit on teachers when they use body language is a highly effective tool in
a classroom. One of the benefits when teachers use body language properly is to keep
learners attentive (Hicks, 2012). Classroom management is other benefit of the use of
proper body language. Linsin (2009) mentions how to manage trough body language.
To manage this kind of aspects that the teacher deals every class, they will find out that
body language is the solution to solve this aspect in the classroom. Linsin (2009) came
with the idea to integrate leverage in a classroom because it is a great influence with
learners; the leverage is teacher’s body language. The author also mentioned an
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important fact that makes a teacher has a reflection about how they feel using body
language.
Benefits for body language involve teacher and learners because both discover
the good use of it. They not only have a good communication in the classroom where
they have to interchange messages; they create an engagement on learning and have a
good time in the classroom. Danby states that “gestures, movements, laughter, and
even silences are considered important features in understanding how the children
successful relationship between learners and the teacher (Segal et al, 2014).
Considering human interaction on teaching goes with the hand with non-verbal
communication. Teacher uses body movements as eye contact to interact with learners
closer.
Gregersen, (2007) specific activities include visual and auditory channels. Both stimulate
teachers’ creativity and produce their own activities. That includes body movements, as
facial expression, eye contact and a good posture in classroom. All these keep the
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Teachers’ body language creates channels of communication (Senegal et al,
2014). The key to have an effective class is to experiment and use the body to retain the
learners’ attention and have a human interaction. Body language has a huge influence
According to Nunan, (1991) methodology has the set of principles that guide activities
and skills inside of a class. The methodology used in the classroom includes the
students’ interest on drama and games (Oller, 1993, p.120). The methodology
development inside the classroom as Curtain (1993) mentioned integrates not only the
62). Teaching methodology brings the integration of activities, teacher and students’
roles, type of material. It includes specific techniques and procedures that must be
receive systematic instruction” (p.143) Teachers provide all the communication inside
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the classroom maintain students passive during class. Teachers are the main authority
communication to make learners codify what the teacher says. Feedback consists on
repetition. The traditional method is a daily routine for every class. The teacher gives the
class and students take notes and have to make a reflection about the class, which
teaching methodology was used to teach classical languages, Latin and Greek. Then its
purpose changed. It was used to read and appreciate foreign literature at the beginning
of the 20th century. Grammar become familiar to learners as they could speak and write
Translation is to help students read literature and write in a second language. Instead,
learners would learn grammar structures and new vocabulary. The principal skills to
develop are reading and writing, it means vocabulary and grammar are involved all the
time. Speaking and listening skills are in secondary place because the priority is to
and students answer what they have understood from the passage, find similarities or
23
opposites, recognize cognates, words that have similarities in both languages and words
that may look the same but have different meaning, transformation of sentences,
providing a different example from the model and memorize vocabulary, which is one of
Larsen-Freeman (1986) explained the role that the teacher and students have;
teacher is the main authority and students follow instructions. Where the interaction is
student commit an error, the teacher provides the correct answer. Feelings are not
involved. The teaching – learning process is to translate from the target language to the
native language and vice versa. The characteristics of this method are specific: read
literature especially with content of cultural aspects, translation, and the study of
grammar deductively. First, grammar rules are provided. Then, students memorize
learning. Audio – lingual or Army Method was developed in United States during World
War II. At the beginning, it had a military purpose; the need to learn languages in a
faster way. Audio – lingual has disciplines based on other two methods: Grammar –
Translation and Direct method (Larsen-Freeman, 1986). After World War II, the United
States Army created a program to facilitate the language learning conditions needed on
those years. The army incorporated a program with specialized language training, which
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was introduced in American Universities in 1943. By the 50’s audio-lingual became a
Larsen-Freeman & Anderson (2011) state the objective of this method; “the way
to acquire the sentences patterns of the target language was through conditional –
helping learners to respond correctly to stimuli through shaping and reinforcement” (p.
35). Another objective according to Richards & Rogers (2001) this method is to accurate
Richards & Rodgers (2001) explained the main activities of this approach; where
situations are illustrated and structured related to cultural aspects of the target language.
Repetition and memorization are the principal characteristics of this method. Primordially
focus on pronunciation, stress, rhythm and intonation. Dialogue forms are presented
with repetitions. Patters are presented into structural dialogues and drills are presented
more characteristics of the Army Method. One of them is memorization the dependence
to sets of short phrases and the limitation of vocabulary this Method provides. The
There are two important roles in this Method: learners and teacher (Richards &
Rodgers, 2001). Learners’ role is to listen to the teacher, produce correct responses,
imitate, and have responses to control tasks. Learners are imitators to the model
teacher provides to them, follow directions and respond as rapidly as they can (Larsen-
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Freeman & Anderson, 2011). They are not encouraged to initiate a conversation,
The first Teacher’s role is to model the target language, then control the structure
of the dialogues, monitor learners’ speaking skills and correct students performing and
orchestra leader for the same responsibility both have; conducting, guiding and
controlling.
Some of those principles are: students learn the language in order to communicate,
students should learn to respond, the learning should be the same as the native
reading and writing.” (p. 42). As it was mentioned before, the first characteristic of the
learners’ roll is to focus learners on what they are hearing in the moment, then,
production of the language. After developing these two skills, the third skill to be
developed by this sequence is reading. Finally, writing became as a support of the oral
production. By last audio – lingual provides the natural sequence of language learning
through following a model to start with oral skills in order to communicate in particular
circumstances.
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2.3.4 Dynamic Method
In the late 1960s, Dr. John Rassias, a language professor from Dartmouth
College had this idea to change language classes because he noticed that the
traditional methods were not enough to teach foreign languages. Wolkomir described
“his wild teaching style”… “His classroom style is unique” (cited in Oller, 1983, p.90).
atmosphere to express with freedom. Wolkomir tested his method at Dartmouth and
other schools and showed superior results than the traditional Methods had (cited in
Oller, 1983). This is how the Rassias Method started and being to be a method to teach
foreign languages. It started from a College and then spread out to other countries.
mentioned something about the importance of languages. He said “languages are able
talk to them, to be able to negotiate, to be able to learn from them…” (2013). This is how
he was aware of doing something to contribute on foreign classes. He knew that class is
not only to teach grammar or certain ability all what he mentioned is being done in the
Method he developed.
emphasize a class with comfort including teachers and students to make them feel free
to speak natural on a short period of time and engage them immediately. This happens
because the method associates pedagogy and drama developed by the Dr. John
Rassias (Guzmán & López, 2013.) The classes must follow specific series of teaching
procedures and dramatic techniques. “The method of language instruction places the
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participant at center stage and seeks to replicate the relevant, life-like situations
The Rassias Method makes empathy between the teacher and student (Guzmán
& Méndez, 2011.) The method techniques make teacher and students to act, narrate,
The benefits of the method are inductive that each one has to discover by their
own. One of the benefits will be presented on this research. Dr. Rassias mentioned,
students will be able to write, read and listen as well a foreign Languages (2011). The
benefits are for students that are going to be languages teachers to develop their body
method uses skills that involve students’ body expressions. Dr. Rassias explained that
she is dead (Interview, John Rassias on Language and Learning, 2006). In other words,
The purpose of the method is to work with dramatic techniques when foreign
motion indeed induce people to remember. “ (Interview, John Rassias on Language and
Learning, 2006). In other words, the class becomes as a performance which different
parts of it, gives a result that engaged learners to the reinforcement of the language
learning. Maley & Duff (1982) mentioned “Drama helps us to keep people active all
the time by making the use of the dormant potential in the room” (p.12). What they tried
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to say if drama is in the classroom, that room is highly useful, not only taking into
account the physic room. It means students and teachers will cover the entire space by
using drama activities and have a good reinforcement of the language learning. Drama
activities on the classroom make the teacher the edge for students and stay in the
First of all, the role of the teacher is to be emphatic to students at the time to
teach. (Interview, John Rassias on Language and Learning, 2006) Because empathy
creates a relationship between teachers and students, both have an aim. The aim is to
learn a foreign language with a Method that has a specific purpose. When the teacher
takes the role of a character in front of a classroom, students do not feel the frustration
of learning a language, they enjoy the class. The role of drama seems to be the role of
fun. Rassias made it clear; if you do not get the idea of expression, which has to be with
entertainment for students that is the key to keep their attention (2006). Entertainment
“Drama is motivation,” (Maley & Duff, 1982, p.13). Because it becomes part of
the students live into a classroom that makes the feel excited to learn more about a
foreign language.
The book “Methods that Work” mention what John Rassias said “acting is
not a zero-risk enterprise, but the fictionalizing of scenarios can reduce the
stakes a great deal and, as Stern points out, enable the students to build
perform real tasks in the target language that they would, otherwise, never
29
It means, if ELT’s use this Method, they are going to produce second language with
confidence because the Rassias Method techniques are proper to express themselves
classroom is not possible without expressions. Teachers have to take the risk to express
themselves in front of the classroom because is better for students can see how the
30
CHAPTER III: METHODOLOGY
This chapter presents information about the research method, the participants,
the instruments and the procedure used for this research. Action Research
methodology was applied for the investigation purpose. The method involves a journal,
3.1 Participants
The participants of this research were a pre-service teacher from the Facultad de
children, specifically sixteen boys and thirteen girls. The students were from 5th grade
between ten to eleven years old from the Public Elementary School “Jesús González
Ortega”. The elementary school was the place where the pre-service teacher realized
The school does not have any English program but the school only required to
follow the National English Program in Basic Education (NEPBE) syllabus from the third
cycle according to the grade. It was required to follow the structure of the presentation,
practice and production (PPP) for the class organization. This group was selected for
the research purpose because it was convenient for the researcher. The classes were
four days per week, one hour per day. The permissions were provided by the teacher of
the group.
31
3.2 Method
educational issue that a teacher or any other individual related to education have the
educational problem was detected on the teaching style of the novice teacher as a
Adelman (1993) investigated in his article about the pioneer of Action Research; Kurt
Lewin. Lewin and his co-workers classified four types of action research. One of them is
diagnostic action research; that was applied on this investigation. Lewin describes
“Diagnostic action research designed to produce a needed plan of action. The change
agents would intervene in an already existing situation” (as cited Adelman, 1993.)
3.3 Instruments
The instruments were previously selected according to the classroom and school
conditions. The rubric was used to corroborate the use of body language of the novice
teacher during the class. An invited teacher applied the same rubric to corroborate the
categories needed for the research. The journal was written after each class to describe
the activities occurred in the classroom and the novice teacher reflections. Audio
3.3.1 Rubric
32
Rubrics were used to help the researcher evaluate her body language and how
students were engaged with learning and how students were involved in the class
sessions. Four rubrics were applied, one per each class observed. The Rubric was an
adaptation from the authors Tauber, R. T. & Sargent C.M. (2007). This rubric has seven
categories to evaluate the novice teacher’s body language. The rubric applied for this
3.3.2 Journal
The journal was another instrument applied for this research, the use of the
journal was to register every single reaction among the participants; how students
reacted when teacher used body language through the Rassias Method. The journal
compulsory requirement to write the issues of the lessons. Four journals were applied,
one after each class observed. The journals were written by the novice teacher to
demonstrate the changes of her body language and how she felt before and after using
Audio recording was another important instrument for this research because it
was a good help for data collection. The instruments were useful to record the class
procedures; essential to distinguish the students’ reaction with the teacher’s body
language through the implementation of the Rassias Method in class. Two audio
33
recordings were applied. One of them was applied using the Traditional method. The
second audio recording was applied when the novice teacher changed her teaching
methodology. The audio recordings were applied to find the differences between both
methodologies and hear students’ reactions. Audio recordings are found on Appendix B
and Appendix C.
3.4 Procedures
The instruments were applied in the four sessions. The rubrics were completed in
every class. The journal was written after every session. During The first two classes,
the researcher, as novice teacher, used the traditional method on teaching English to
fifth grade students, to see pre-service and students’ reactions. Then, in the other two
classes the researcher integrated the Rassias Method to the classes to improve
teacher´s body language and the use of the rubric to see how students reacted with the
change of the teaching method. The thesis supervisor was invited to observe the
classes and apply a rubric to evaluate the body language performed by the pre-service
teacher. The rubric was applied once by the thesis supervisor. Two audio recordings
were applied, one of them on the second class observed during the traditional
methodology. The second audio recording was applied in the last class, the class when
34
CHAPTER IV: RESULTS
This chapter describes the obtained results during the applications of the
instruments in order to achieve the objectives of this research. This research presents
qualitative data because this methodology is Action Research. The purpose was to
identify the problem and make a diagnosis. After the diagnosis, the action appears;
which means the implementation of the plan. Observations were made to evaluate the
action and finally elaborate a reflection about the results of the evaluation – observation.
It is important to mention that the purpose of the class was to observe how the novice’s
To analyze and interpret the data, a description of the class organization was
required to follow the class: starting the class with a warm up, then presentation,
practice and production (PPP). The classes had their own goal established on the third
cycle of the National English Program in Basic Education (PNIEB). Four journals were
evaluate teacher’s body language and two audio-recordings (Appendix C and D) to have
a physical evidence of the class and make an evaluation of both classes and Journals to
describe the novice teacher reaction with both teaching methodologies. Those
instruments were helpful to make a reflection of the plan in action. The rubrics were
represented in four graphics to illustrate the results obtained from the observation-
evaluation of each class. The data was collected at the end of each class to gather
information, except for class 2 which will be explained further in the section Class II.
35
4.1 Class I – Traditional Method
This was the first class observed teaching with the Traditional Method. The class
topic was “What do you like to do?” that was the last session with this topic. In the warm
up activity, teacher gave the first impression to students. Even though, the warm up was
a small activity took an important place because teacher started expressing herself
through the use of body language. The warm up of the class began with the hot potato
game.
The presentation for this class the teacher presented the topic of “what do you
like to do?” in a traditional manner. The teacher was in front of the classroom all the
time. She was writing the structure on the blackboard, which students should follow to
The practical part of the class was the development of the writing skill. The
teacher presented a table on the blackboard about the activities students liked to do.
The teacher explained to students how they had to fill the table; the teacher gave
During the production part of the class, students had to complete a physical
product, which was a worksheet. The teacher gave students the worksheet and then the
instructions. After the instructions, the teacher helped students who had questions.
The class’ organization helped to evaluate the teacher’s body language through
the warm up and the PPP because each step involved the presence and the attention of
the teacher. Then, the rubric was used for the evaluation-observation. To describe the
data from the first rubric was necessary to use a graphic to distinguish the level of each
36
Graphic 1. Represents the level of teacher’s body language in teaching for the
and non-verbal communication the table demonstrates on was developing because the
communication during the class failed when the teacher address to students. The
37
Facial expressions are represented as 2 in the graphic. The teacher sometimes
transmitted confidence in this category. Her facial expressions did not completely
demonstrated a relation between what she was addressing and expressing and caused
Eye contact is represented as 3 in the graphic. Teacher’s gaze and behavior was
developing because when she talked she sometimes made eye contact with some
students but totally lost students attention when she faced the blackboard for long
periods of time to write examples and could not see what happened behind her back.
was inadequate when. Teacher’s voice was soft all the time that made it inappropriate
for the class because it was not clear and the students could not hear well, students
started making noise and the teacher could not increase her voice intonation and
clear even though she was only standing in front of the classroom but sometimes she
made use of them to complement her verbal communication, when it affected students’
Gestures are represented as 6 in the graphic. When the teacher was talking, her
gestures sometimes were present or sometimes were appropriate with the message she
gave to the class. The massage and her gestures had not a relation that caused
students confusion.
Interaction and students´ engagement are represented as 7 in the graphic. All the
previous mentioned categories affected the interaction between teacher and students.
The students’ engagement was impartial because only the students seating in front row
38
paid attention, they could hear and visualized the teacher well but those students
seating on the back lost the attention and the teacher could not interact with them. The
According to the journal of the first observed class, the teacher felt with low
confidence because was in front of the classroom all the time; since the beginning of the
class until the end. There is described in the journal that the novice teacher was in her
comfort zone. This situation made her to feel with low confidence while she was
teaching. Another factor was the low volume of her voice, which was not helping her.
Only students who were sitting in front of each road could clearly hear her. But those
students who were sitting on the back, lost all the attention and did other things or talked
among them, the teacher could not manage the group from her position. The rest of her
body language was just static, moving from left to right close to the blackboard. The only
interaction between the novice teacher and the students was a brief explanation from
This was the second class observed and taught with the Traditional Method. This
class was audio recorded. During the class, the thesis supervisor observed and filled the
rubric.
The class topic was “Locations.” Students had to follow directions and use
prepositions of place to realize locations on a map. The activity for the warm up began
with the hot potato game. The teacher reviewed the prepositions of place which includes
39
body language that help students visualized and identify them. After the review, teacher
and students started with the game that integrated the use of body language from
students.
The presentation of the topic consisted on observing and identifying the places of
a map from a worksheet. The teacher was in front of the classroom all the time. The
teacher and students described the locations of places at the same time using the
prepositions of place. The teacher also presented the directions using body language. It
was indispensable to demonstrate expressions; the context of the topic requested the
In the practice part, the class students started to answer the first part of the
worksheet. The teacher explained how students had to answer this part of the
worksheet. After the instructions, the teacher permitted students to work by their own.
The production of the class was to answer the second part of the worksheet. The
teacher gave instructions about how to answer this part. The indications were impartial
because half of the students paid attention to what the teacher had said the other half
The class organization helped to evaluate the teacher’s body language through
the warm up and the PPP. Each step involved the presence and the attention of the
teacher. The rubric was applied during the class by the thesis supervisor to make the
40
Graphic 2. Represents the level of teacher’s body language in teaching for the
when she addressed to students; teacher made mistakes when she spoke in English.
The message that the teacher communicated was not the adequate or appropriate
because verbal communications sometimes did not transmit with the non-verbal
communication.
41
Facial expressions are represented as 2 in the graphic. Teacher’s facial
confidence because teacher had mistaken during the session and she transmitted
Eye contact is represented as 3 in the graphic. The eye contact increased as the
graphic shows. For this class, the teacher eye contact was proficient; the teacher usually
teacher’s voice reached developing. The voice sometimes was appropriate. Teacher’s
voice level was low that made some students heard unclear.
Body movement is represented as 5 in the graphic. For the second class the body
movements increased and reached proficiency as it is shown on the table. The topic
requested the use of body movements on the presentation part of the class. It was a
factor that made the teacher presented body language even though she did not attract
Gestures are represented as 6 in the graphic. The graphic shows the increased
teacher’s gesture from the first class. Now, as it is visible gestures reach proficiency
graphic represents the same level of developing. Even though there was a difference on
body language, the teacher involved some students to the class. Teacher avoided
42
It was described in the second journal that the novice teacher continued with a
static style on her teaching. During the presentation and practice parts of the class, the
novice teacher remained just in front of the classroom with low body expressions, for
example, raising her hands to show directions, her facial expressions were unclear. The
voice intonation was very low all the time without intonation changes. The novice
teacher noticed that some students were paying attention. The rest of the class
remained passive and that made the teacher to feel unsecure about how she was
teaching. Then, she decided to walk among them to help how students were working
with the worksheet. She had a closer interaction with students but helping only two
The audio recording analyzed the class procedure. First, the teacher started with
a short review of prepositions, as it noticed that students were repeating what the
teacher was saying. Then the hot potato game started, student followed directions about
the games and made some commands according to the topic. After the game, teacher
started with the presentation of the topic. The teacher presented and explained a small
map where students identify locations. Then, the novice teacher give short instructions
about what students were supposed to do. In the last activity, the teacher walked around
the classroom to help students to answer the worksheet. The students were speaking in
Spanish Most of the time. There were lots of vocabulary repetitions, there was not any
language production. Students were so depended, waiting for the teacher could provide
the answers. The teacher was lost on her teaching; she was trying to catch students’
43
4.3 Class III – Rassias Method
This was the third class observed. The class was taught with the Rassias Method.
A rubric was applied after the class to gather information. The class topic was
For the presentation of the class, the teacher chose the ball game to make the
ludic beginning of the class. The teacher brought a ball to review of previous vocabulary.
The teacher moved around the classroom helping the students with the game and
The practice of the class was the first activity; teacher used the Animation of
dialogues to present the topic. The teacher wrote sentences that were part of a short
dialogue asking for directions on the blackboard. The teacher acted the sentences using
body language and integrated students’ participation to make them produce the
language. The activity involved teacher’s body movements because the activity requests
to move around the classroom and produce gestures and eye contact.
For the production part of the class, the teacher chose the Rassias technique,
commands, where students had to act the name of places from a city, then, students
had to simulate a city inside the classroom. The teacher guided the activity and gave
control all the time. This activity helped teachers and students use their body language
The class organization helped to evaluate the teacher’s body language through
the PPP because each step involved the presence and engaged students. The rubric
was applied after the class to make the evaluation-observation. To describe the first
44
rubric is was necessary to use a graphic to distinguish the level of each statement of the
rubric.
Graphic 3. Represents the level of teacher’s body language in teaching for the
the teacher verbal and non-verbal communication reached mastery because it was
consistent during the class and had intertwined the message and what the teacher
45
Facial expressions are represented as 2 in the graphic. The teacher transmitted
confidence with her facial expression improved significantly. The Rassias activities were
a factor that helped the teacher to transmit positive and confidence expressions to
students.
Eye contact is represented as 3 in the graphic. Teacher made eye contact with
students during the class. The animation of dialogues helped the teacher increase her
body language to get the highest part of the rubric; there is a significant difference
bit as it is visible on the graphic. The teacher’s voice was not a limitation to attract
students’ attention because the teacher made use of body language to support her soft
voice.
had also increased. The teacher’s body movements were clear with the message and
Gestures are represented as 6 in the graphic; this category is appropriate with the
message during the class. The Method helped the teacher increase her gestures and
they were appropriate with the message; when she was interacting with students.
represented on the graphic the interaction between teacher and students, it made to
46
In the third journal, the teacher showed more confidence because the Rassias
techniques helped her to organize the activities for the class. Since the dynamic method
was part of the teaching methodology, the novice teacher had a concrete activity for the
warm up and a define activity to end the class with a significant learning; where students
could practice the language. All the activities chose for the class were totally ludic
according to students’ needs. The novice teacher felt capable to manage all the
techniques. She was playing with the students, which made her feel part of the class.
The animation of dialogues helped her to express without inhibitions, made her feel free
to walk around the classroom having a good interaction with students and a good eye
contact. In the journal was remarked that the novice teacher made students repeat to
produce the language and she felt delighted to see all students paying attention and
waiting their turn to produce the language. The teacher was helping them if a mistake
was made. Students noticed the new way of error corrections and that made students
feel confident to speak. The commands activity was an unexpected reaction from the
teacher and students. The essence of a living class was present. Finally, the teacher
was part of the class, she was on students’ shoes playing with them and students
started to produce the language by their own. The journal described that the novice
teacher had a meaningful experience that she will remember how empathy was part of
the class.
This was the four and last observation. The class was taught with the Rassias
Method, the rubric was applied after the class to gather information. The class topic was
47
“directions.” The warm up activity was tic tac toe to made a review of the topic. There
For The presentation of the class, the teacher chose the animation of dialogues to
present the topic. Teacher wrote sentences on the blackboard. The activity helped the
teacher represented the sentences using body language and integrated students’
participation to make them produce the language. The activity involved teacher’s body
movements because the activity requests to move around the classroom and produce
In the practice part, the teacher continued using the animation of dialogues to
made oral practice. She made this decision because this was the last class with the
directions topic.
For the production part, the teacher chose to have oral production to make clear
the topic to students. For the last part of the class, the teacher used the ball game
activity where students had to follow the order of the dialogue. Students retained
The class organization helped to evaluate the teacher’s body language through
the PPP because each step involved the presence and the attention of the teacher. The
rubric was applied after the class to make the evaluation-observation. To describe the
first rubric is necessary to use a graphic to distinguish the level of each statement of the
rubric.
48
Graphic 4. Represents the level of teacher’s body language in teaching for the fourth
class observed.
increase of the verbal and non-verbal communication of the teacher when she
addressed the students because she was consistence and clear with the message
confidence and expressions when she interacted with students during the class.
49
Eye contact is represented as 3 in the graphic. As it is visual on the graphic the
eye contact of the teacher increased using the Rassias Method because the activities
help to master the gaze behavior and take turns and see the students direct on the eyes
voice intonation on the level of proficiency. The teacher’s voce level was not high
enough to be a mastery. Even though, teacher could not increase the voice intonation,
she chose to increase the body language to attracted students’ attention. The low voice
level of the body movements of the teacher during the class, as it is notice that the
teacher had mastery on body movement, the activities of the Rassias Method are a
represented on the graphic got mastery because the teacher during the class her
gestures were appropriate with the message that the teacher transmitted.
graphic represents that the interaction between the teacher and students increased. The
engagement and students participation during the class went straight up to mastery.
In the fourth journal, the novice teacher described how she felt with the new
methodology her attitude was more confident to teach. All the activities were planned
according to the class needs. Teacher could completely expressed her body and have
50
an interaction with students. The warm up helped her to break the layers that inhibit her
to totally communicate with the class. She could have a closer interaction with learners.
Students felt joyful to play the tic tac toe in a new way; they enjoyed the activity. The
animation of dialogues helped her to express without inhibitions, the way she used the
technique was full of harmony because she acted the sentences and students could
notice the changes the teacher had on the way to teach. The novice teacher was
enjoying the techniques and students, too. Finally, the closure of the class was with
another Rassias technique, the ball game. This activity made all the class be only one.
All the students were paying attention to the activity and participation. The Rassias
Within The data collated from the last audio recording, there was a notorious
result; students were producing the language. The novice teacher started the class
asking them how they felt, then the game of the warm up started. Students participate
and produce the language. There was much production of the language than the other
audio recording. After that, teacher applied the animation of dialogues, where students
were repeating drills. Students were practicing their pronunciation and had error
correction in a different way. The Teacher let other students pronounce words correctly,
then students could hear the correct pronunciation. There was less Spanish speaking
from the teacher. There was noticed that students continued translation but in less
proportion from the other audio recording. Students were following the model of the
51
CHAPTER V: CONCLUSION
5.1 Conclusions
intervention. The procedure of this research was according to Lewin (cited in Adelman,
1993) a problem was diagnosed and the plan of action was implemented in a classroom
with a novice teacher. The novice teacher used different techniques of the Rassias
Method to improve her body language on her practicum. Reflections were written down
to obtained data from the classes observed. Rubrics were applied to observe the
teaching’s differences between the traditional methodology and the Rassias method.
According to the results, the teacher’s body movements were influenced by the
Rassias Method; movements became natural. The Rassias Method offers dynamic
techniques combining pedagogy and drama, which allowed the teacher used
appropriate body language during her practicum. Teacher’s movements were impacted
by the animation of dialogues; one technique from the Method, which made a natural
fluency of movements, eye contact, facial expressions, gestures, voice intonation and a
52
Another result, the transmission of complete messages was a notorious change.
The Messages had a relation with what the teacher was saying; all the communication
changed with this dynamic method. Every applied technique helped to convey emotions
One of the most significant results was a living class when the Rassias Method
was integrated into the teaching methodology. The teacher’s presence was there, being
part of the class involving students into the class with dynamic techniques. Novice
teacher was on the same level of students, in other words, she was on students’ shoes
and all the participants acted out different roles in the classroom.
The teacher felt motivated to teach while applying the Method. According to the
of the supports was the humanistic process to carry out this result. The human part was
present because it let learners express with freedom; students participated on their own
and corrected each other without exhibit mistakes and without quarrelling among
themselves.
As for the first Research Question, findings in this investigation suggest that the
effects of the Rassias Method techniques on the novice teacher’s body language
became natural with appropriate expressions that helped the teacher how to use her
body movements with a significant purpose. The appropriate body language attracted
young learners’ attention with the adequate facial expression and gestures. Because
they had a relation with what the teacher said and expressed. The most important
finding the novice teacher complement her communication. Regarding the second
Research Question, results indicate the effects of the use of the Rassias Method over
53
learning may be much more positive than expected; the techniques applied made
students an improved; they were integrated to the class and felt the atmosphere of
specific situation using the techniques. Students by their own made a real and
significant context using their imagination and the oral production of the language.
These leads to positive results about applying a dynamic methodology into the
practicum.
The relationship between the teacher and students became closer. With a
traditional methodology, the teacher felt there was a barrier in the middle of both; that
novice teacher did not dare to cross. The interaction increased when the techniques
the language. The Rassias Method mainly helped to increase the novice teacher’s body
language in the classroom but students were affected with positive results because they
Benjamin Franklin
5.2 Implications
teaching problem. The applied activities for the research purposes were satisfactorily
achieved. Each planned activity was conducted by the novice teacher changing her
teaching style and had a living class through dramatic techniques (Beall, 2000).
54
5.3 Limitations of the Study
Two main limitations were found in this study. The first limitation was one of the
instruments; the class could not be videotape to observe the implementation of the
Rassias Method. So, according to the elementary conditions it was impossible to video
record the classes. Therefore, it was necessary to change it to audio recordings to have
The second limitation was on the class procedure using the Rassias Method
techniques. Even though this Method had notorious changes on teacher’s body
language, there was a limitation on classroom conditions. The classroom size was small
according to the number of students it had. The space was narrow and it did not allowed
Method had to improve body language on teaching English, the presence of a living
class through the language (Beall, 2000). The research purpose is to focus specifically
on teaching. On the field of research where the Rassias Method had being involved,
this Faculty had cases with positive results. One of them improved oral production on
students (Guzmán & López, 2013) and the other one compared the classes between the
Rassias Method and different teaching methodologies (Guzmán & Méndez, 2011). This
55
research added one more case, where positive results were found. With these previous
studies it was present the impact that this dynamic method has had. So, it opens plenty
of possibilities for further research, including, the other side of this research, how
students felt with the changes of applying the method. Integrating quantitative data. And
one important aspect, is how students from the major of the Facultad de Lenguas who
took the class during their major and how they applied this method into their real
teaching life.
56
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63
APPENDIX A
RUBRIC
Grade: Group:
Pre-service teacher name:
Teaching method:
Category
Mastery Proficiency Developing Inadequate
Teacher verbal and Teacher verbal and Teacher verbal and Teacher verbal and
non-verbal non-verbal non-verbal non-verbal
General
1 communication is communication communication fails communication is
Communication
consistence and usually is when address to limit and
clear. consistence. students inappropriate.
Teacher transmits Teacher usually Teacher sometimes Teacher transmits
positive and transmits transmits negative expression
Facial Expressions
2 confident expression confidence when is confidence when is when is interacting
when is interacting interacting with interacting with with students.
with students. students. students.
The teacher makes Teacher usually Teacher sometimes Teacher never or
eye contact with makes eye contact makes eye contact rarely makes eye
3 Eye Contact
students with students. with students. contact with
students.
Teacher’s voice Teacher’s voice Teacher’s voice Teacher’s voice
intonation is intonation is usually intonation is intonation is
appropriate and all appropriate and most sometimes inappropriate and
4 Voice Intonation
students hear clearly. students hear clearly. appropriate and students do not hear
some students hear clearly.
clearly.
Teacher body Teacher body Teacher body Teacher body
movements are clear movements are clear movements are clear movements are
with the message with the message but with the message unclear with the
5 Body Movement
and are present are usually present and are sometimes message and are
during the class. during the class. present during the passive during the
class. class.
Teacher’s gestures Teacher’s gestures Teacher’s gestures Teacher’s gestures
are appropriate with are usually are sometimes are inappropriate
6 Gestures
the message. appropriate with the appropriate with the with the message.
message. message.
All the students are Most students are Some students are All the students are
Interaction and
engage and engage and uninvolved and/or uninvolved and/or
7 Students´
participate during the participate in the passive during the passive during the
Engagement
class. class. class. class.
Adapted from: Tauber, R. T. & Sargent C.M. (2007). Acting lesson for Teachers. Using Performance Skills in the Classroom.
Second Edition. Praeger Publishers. USA.
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APPENDIX B
CLASS 2: TRADITIONAL METHOD – AUDIO SCRIPT
T: At the end of the class, homework. At T: We are going to start with Zahira. You
the end of the class, okay. Today we are are going to sing. Remember, this is the
going to play the hot potato. game…
Students: Si, yes. T and ss: This is the game of the hot
(Claps) potato, hot potato, 1, 2, 1, 2, 3.
T: Remember the prepositions of (Students’ expressions)
yesterday, yesterday’s prepositions. T: Put the ball in front of your face. In
Ss: Abajo. front of. In front.
T: Under. T and ss: This is the game of the hot
Ss: Under. potato, hot potato is burning, is burning.
T: Next to. 1, 2, 1, 2, 3.
Ss: A lado de. Ss: Itzayana.
T: Next to. (Students talking)
Ss: Next to. T: Put the ball between Fer and Sandra.
T: On. S: En medio de Sandra y Fer.
S: On. T: Between.
T: Behind. Ss: Between. Entre. Entre Sandra y Fer.
Ss: Behind. T: Between.
T: Under. Ss: Entre, Dentro.
Ss: Under. T: This is the game of the hot potato, hot
T: Between. potato is burning, is burning. 1, 2, 1, 2,
Ss: Between. 3.
T: In front of. T: Put the ball under Victor’s chair.
Ss: In front of. T: This is the game of the hot potato, hot
T: Okay, ready. potato is burning, is burning. 1, 2, 1, 2,
Ss: Yes, yes. 3.
T: We are going to play the hot potato. Ss: ///Paty///
Ss: Sí. T: Put the ball next to Joana ... Now 1 -
T: When the potato… 10
S: ¿Cuándo nos toque tenemos que T and ss: This is the game of the hot
decir una de esas? potato, hot potato is burning, is burning.
T: I’m going to say put the ball under the 1, 2, 3, 4, 5, 6, 7, 8, 9, 10.
chair, okay. Yes? Ss: //Hugo!//
Ss: Yes. T: Hugo, put the ball next to you.
T: No questions? T: Are you ready for the exam?
Ss: No Ss: Examen, noooo.
(Students speaking in Spanish) (Ss talking)
T: On. Ss: ¿Recortamos maestra?
Ss: On, on, on. T: You are not going to cut
T: Ready! Ss: Pencil o pen
Ss: Yes, yes. T: with pencil, remember the date
Ss: Friday, March
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T: Friday, March 6th 2015 Ss: false
S: con lápiz T: number 3
(Ss talking) Ss: true
T: //wait// T: Okay now look at the table in the top
S: ¿lo tenemos que contestar? Lo //directions// no One Direction. Turn
contestamos. right, right and left
T: Not, yet. Ready with the name and T: right
date. Ss:right
(Ss talking) T:left
T: You are not going to answer. Ss: left
S: todavía no contestamos. T:left
T: Okay, now //look at the picture// Ss:left
S: observamos el mapa T:right
T: look at the picture Ss: right
Ss: z T:left
T: This is a zoo Ss:left
S: un zoológico T:right
T: a zoo Ss: left
Ss: a zoo T:right
T: a zoo like a Zebra //z// //zzzzebra// Ss:right
Then you have the bank (Ss talking)
Ss: banco, banco de la ciudad T: Okay
T: Next to the bank //next to// what is it? S: derecha en inglés es right
(Ss talking) T: Right and Left. To remember left,
Ss: market raise your hand like this. You find the “L”
T: //market// like Mercado Morelos of left
(Ss talking) (Ss talking)
T: In front of John’s house in the top T: only left you find the “L”
//John’s house// (Ss talking)
Ss: la casa de Kim T: no, like this. You have the “L” tienen
T: in front of John’s house is Kim’s la “L”
house Ss: right, left, right, left
Ss: a un lado esta la casa de John (T talking)
T: Look at the picture, now Ss: right, left
S: vamos a responder T: okay, 1, 2, 3, number 3
T: you are going to answer True or Ss: después del número
False. True – verdadero. False - falso T: go straight
(Ss talking) Ss: derecho
Ss: Teacher ¿donde esta ? T: go straight
(Ss talking) S: gira a la derecha, no derecho, vuelta
T: You are going to answer 1, 2, 3 a
S: True es falso, verdadero (Ss talking)
T: True is verdadero, false is falso. T: go down
Okay, number 1 Ss: abajo
(Ss talking) T: go down
T: number 1 (Ss talking)
T: number 2 T: go down hacia abajo
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Ss: T: a line
T: go down, then we have go up, //up// S: así teacher ¿así?
Ss: arriba (Ss talking)
//////T: go up T: draw a line
Ss: go up////// (Ss talking)
Ss: vuelta T: go left
T: go back, goo back Ss: hacia abajo
S: ¡aah! Así cuando vamos saliendo… Ss: derecho, das vuelta
T: When you go outside the classroom, T: go left
cuando regresamos Ss:go left
Ss: go back T: left or right
T: go back the classroom Ss: ///right///
Ss: derecho T:and
T: straight ahead Ss: right
(Ss talking) T: turn right
T: derecho, de reversa, regresar Ss: yes
T: go back ok. T: go lef
T: you are in this position Ss: go left
S: no esta (Ss talking)
T: hagan una Estrella //make a star// T: okay, primero you are going to say a
Ss: nosotros sign
T: //make a star// S: va a llegar
(Ss talking) T: and then the preposition, next to a
T: you can remember, que estan ahí, lado de
remember! S: next to si esta a lado del banco, esta
(T talk to a s) a lado del banco
T: then you have directions, vamos a S: the market is next to the bank
tener direcciones T: yes
T: listen you are going to use the sign Ss: yes
and prepositions. For example, “I” (Ss talking)
remember “I” recuerden. I want to go to T: go straight
the //market// Ss: go straight
T: market T: and go ahead
Ss: market (Ss talking)
T: I want to go to the market, yo quiero ir T: okay, then you have four, four
al Mercado. I want to go to the questions
supermarket. I want to go S: cuatro preguntas
Ss: I want to go T: four questions, you are going to
T: to the supermarket answer in pairs
Ss: to the supermarket S: teacher
S: you quiero ir al mercado T: Excuse, me. How I get to John’s
T: // the market// house?
(Ss talking) (Ss talking)
T: market color blue //blue// colorear T: you are going to answer in pairs
(Ss talking) (Ss talking)
T: a like, draw a line //una línea// T: you two
Ss: ¿una línea, así teacher? Ss: no podemos escoger maestra
67
(Ss talking) S: //teacher//
T: Joana, Zahira (Ss talking)
(Ss talking) S: primero rojo y luego
T: you are going to answer the questions S: teacheeer
on // your notebook// solo (Ss talking)
S: solo las respuestas en la libreta T: //go to//
S: yo no traje la libreta (Ss talking)
T: atrás S: teacher, ya termine yo.
T: you are going to answer T: here
(Ss talking) S: Diego
T: okay //listen// you are going to draw (Ss talking)
(Ss talking) S: //teacher// aquí esta
T: 1 red, 2 is yellow, 3 is green and 4 is T: Give it to me, time to go!
purple Ss: ¡aah! los que ya acabaron
S: green es verde T: all
T: number four la number four es la que Ss: todos
ya contestaron T: thank you!
S: teacher que significa ahead
(Ss and teacher talking)
(Ss asking for help)
S: teacher
(Ss asking questions)
T: okay, raise your hand if you need help
y paso a su lugar
Ss: donde tiene su pelotita
T: remember in your notebook the
//answers//
68
APPENDIX C
73