Stereotypes In The Classroom

In fact, some teachers have prejudices about drama games and they do not feel confident using these techniques in the class. It is difficult to persuade them to turn the traditional style into a creative one. As Gaudart (1990) indicated, teachers are worried about how to build authority among children and how to organize the class and control it when carrying on the drama game. If the teachers can acquire some skills for organizing these activities, it may become easier for them, firstly, to accept this methodology and, secondly, to overcome the above-mentioned problem (Hu 9).

Firstly, the classroom should be set up to that it would support drama activities. !!“The children stand up in most of the activities, and usually the space at the front

Drama activities are not only used as games (language games), but also serve as a teaching tool. Any learning has to be monitored to assess the progress of a child, which is possible only through evaluation and analysis. The main point here is to give constructive feedback, valuing the students` performances, finding something positive to comment on, putting emphasis not only on the end product and language but also on the process that they went through, following the holistic approach. “If students easily tend to be distracted, then an effective assessment makes students not only concentrate on others’ performances but also improves their abilities of self-learning. It becomes easy for teachers to manage the class” (Hu 10). Davies and Pearse (2002) supported the above point maintaining that evaluation is an essential process of the drama activity. “Evaluation should build up student’s confidence to use language effectively rather than to destroy the students’ self-esteem”. “Teachers should not make students feel they are taking tests all the time. Otherwise, they will never develop fluency” (Hu

Students will become more engaged in interaction through group work. Teachers also have enough time in observation rather than directing teaching (Royka, 2002). By listening to each other the children are embedded in a living language sphere; even if the speech is full of mistakes, they still absorb a lot of language features that can not be mechanically taught through drilling. That is why the teacher should assign roles to maintain a group cohesion in a particular context. Also, by working in a team and having a chance to observe classmates from the side, with the teacher guiding them from time to time, every student has a chance for the better understanding of himself, namely – his strengths and weaknesses. And even if it happens that the pupils in a particular time are assigned an individual work, they should not give up in front of obstacles. !!“It can increase the individual practice and develop students’ autonomy” (Davies & Pearse,