Interactive games for teaching learners have several beneficial functions. They can serve as a source of information regarding learners as individuals as well as learners as a group and at the same time improve classroom atmosphere in terms of the topic a particular game is focused on. In other words they have the ability to give information about a learner while influencing him in a desirable way10. Apart from these informative, educative or therapeutic effects some Interactive games for teaching learners are used to relieve tension or evoke positive feelings. Interactive activities are usually based on learner’s self-expression leading to self-reflection and self-correction where the role of a group environment is essential for creating a facilitating atmosphere and providing feedback.
Many of these games work on the principle of creating a model of a social situation often using drama techniques trying for example to imitate a fairytale or replay a situation that previously happened in the group and playing it in different variants, looking for the most appropriate one. However, according all these model situations have to:
“respect individual potential of a learner;
be connected to his inner situation (experience, motivation)
enable self-expression and its pedagogical or therapeutic management”11
He adds that techniques used within these games are based on a projection of inner conflicts into activities, behaviour and relationship and that is why they require
Formation of an accepting classroom atmosphere. The real change in learner’s minds or behaviour comes primarily from feedback whose functions can be compared to a mirror showed to a learner by other classmates and the atmosphere surrounding group interactions.
Freedom of speech. All learners should be given the possibility to express their opinions, stay quiet or even stand aside.
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