Desuggestopedia

Desuggestopedia
In order to make better use of our reserved capacity, the limitation we thing we have need to be `desuggested.‘ Desuggestopedia, the application of the study if suggestion to pedagogy, has been developed to help students eliminate the feeling that cannot be successful or negative association they may have toward studying and, thus, to help them overcome the barriers to learning.
The goals of teachers who use desuggestopedia are student can learn to use a foreign language for everyday communication and bring them to learning situation and using techniques to activate ‘paraconcious’ part of the mind, just below the fully-conscious mind. The teacher is the authority in the classroom. In order for the method to be successful, the students must trust and respect her.
A Suggestopedic course is conducted in the classroom which is bright and cheerful. Posters displaying grammatical information about the target language are hung around the room. Students select target language names and choose new occupations. The texts students work from are handouts containing lengthy dialogs (as many 800 words) in the target language. The teachers present the dialog during to concerts which comprise the first major phase (the receptive phase). The teacher initiates interactions with the whole group of students and with individual right from the beginning of a language course
One of the fundamental principles of the method is that if students are relaxed and confident, they will not need to try hard to learn the language. Language is the first of two plane process of communication. Speaking communicatively is emphasized. Student also read in the target language and write.
Native language translation is used to make the meaning of the dialog clear. Evaluation usually is conducted on student normal in class performance and through formal tests, which would threaten the relaxed atmosphere considered essential for accelerated learning. Errors are corrected gently, with the teacher using a soft voice.
The challenge for the teacher is to create a classroom environment which is bright and cheerful. Peripheral leaning is based upon the idea that we perceived much more in our environment than that to which we consciously attend. It is teacher’s responsibility to orchestrate the suggestive factors in a learning situation, thereby helping student break down the barriers to learning that they bring with them. The students choose a target language name and a new occupation.
Students are asked to pretend temporarily that they are someone else and to perform in the target language as if they were that person. The two concerts are components of the receptive phase of the lesson. In the second phase, the students are asked to put their scripts aside. Primary activation and the one that follows are components of the active phase of the lessons. The students engage in various activities designed to help them learn the new material and use it spontaneously.