Category Archives: *APPLIED PSYCHOLOGY IN TEACHING ESL

• Smiling and Eye-Contact Behind Your Mask Has Benefits For You, Your Students And Even Strangers

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Mask Cover image

*(This posting includes a handout which you are welcome to use with your students.)

These days when I go for a run with my mask on, I find myself falling out of a habit that I had had pre-pandemic: smiling at other runners and walkers on the trails. With the mask covering my mouth, a smile seemed silly.

However, neuroscience researchers say–No, it’s not silly.  In fact, a smile, even if it is unseen, can have a positive effect on our emotions and on those people whom we are smiling at.

As our campuses slowly open up to more face-to-face contact with colleagues, students and others we come across while still wearing masks, we’ll have opportunities to increase a feeling of connectedness and well-being with just a little effort behind our masks.

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• Making It Easier For Your Colleagues And Students To Agree With You.

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I could see from my roster for the upcoming term that the infamous Eddie would soon be attending my Advanced ESL Writing class. Eddie was slowly making his way through our academic ESL program and was well-known for his sense of humor and for continually arriving late to class. Having heard from his previous teachers about the unsuccessful strategies they had tried to use to get him to come on time, I decided to try a different approach.

Coincidentally, around this time, I was preparing to make a proposal to our program director and instructors and was trying to decide how best to present it. To get our Writing Course students to read more, I decide to recommend that we assign them to read for an hour a week and write a brief reading journal.  And in order to not add more work for the teachers, I was hoping we could hire a person or two be a “Reading Journal Reader” who would read and write comments on the journals.  (For more details about using a “Reading Journal Reader,” see One of Best Uses of an ESL Program’s Funds—And a Giant Help to Teachers. )

Fortunately, I had recently listened to Psychologist Adam Grant’s podcast “Worklife” in which he tells about a skill we can use when we’re trying to initiate a request.  It’s counter-intuitive, but I’ve found, it’s quite effective.

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• Give your colleagues some brain pleasure. Ask them for help.

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One day, a colleague, Sarah, who was relatively new to the ESL teaching field, told me about two grammar questions that one of her students had presented to her. (*If you are curious, you can see the questions and my explanation at the end of this posting.) She said that after class, she had spent quite a bit of time searching for answers on the internet but to no avail. Finally, she decided to ask me.

It turned out to be a fun interaction and a kind of puzzle for me to solve. On my drive home after classes that day, I realized that I was feeling great, but I didn’t think that there was any specific reason for it. A while later, I happened to come across some research that perhaps explained my exuberant emotion. And it had nothing to do with it being a Friday.

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• Surprising Insight: Avoiding Eye-Contact can Improve Comprehension

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eye contact

A good reason not to be upset if students don’t look directly at you during a lesson or conversation.

While explaining a writing technique to my students, I noticed that one of them, Emily, was staring off to the side. Thinking that she was daydreaming, I wondered whether I should say her name or ask her a question to “bring her back” to the classroom.

Recently, I learned that I didn’t necessarily need to be concerned about Emily’s lack of eye contact with me. In fact, surprisingly, research suggests that other students might have benefited from doing just what Emily was doing — gazing away from me.

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