ABSTRACT
This qualitative – phenomenological study was conducted to find out the English teachers’ practices in teaching spoken poetry for developing self–expression as inputs for a seminar workshop. Findings revealed that the practices used by teachers in teaching spoken poetry for developing self– expression were: role play, speech and verse choir, use of pictures, use of graphic organizers, and games. The common practices included role play, speech and verse choir, and use of pictures while the least practices were chamber theater, taped and canned music, and biopoems. As to how the teachers used these practices, the themes were: writing prompts using pictures and music, reading aloud, integrating games, as assessment, and as motivation. The difficulties encountered were: language barriers, lack of appreciation for poetry, and poor reading vocabulary and comprehension. With regard to managing the difficulties, the themes were: giving remedial activities, using games, role playing, video clips, reading-aloud, and creating a supportive non – judgmental environment. A seminar-workshop was formulated as a result of the study.
Keywords: Spoken Poetry, Self–Expression, Seminar-Workshop
INTRODUCTION
Teaching spoken poetry offers English teachers a unique opportunity to nurture students’ self-expression, creativity, and critical thinking. Effective instructional practices can empower students to articulate their thoughts, emotions, and experiences, fostering confidence, empathy, and cultural understanding. This exploration examines the English teachers employ to teach spoken poetry, highlighting innovative instructional methods, performance techniques, assessment and feedback, technology integration, and cultural responsiveness.
In today’s fast paced technology-driven world, self-expression has become a vital life skill. English teachers play a pivotal role in nurturing this skill through spoken poetry. By incorporating spoken poetry into their teaching practices, educators empower students to find their voice, explore their identities and connect with others on a deeper level.
Spoken poetry encourages students to think creatively, experimenting with language, tone, and performance techniques. As they craft and recite their poems, students develop confidence in expressing their thoughts and emotions. This confidence translates to other area of life, enabling them to articulate their opinions, advocate for themselves and build meaningful relationships.
Teachers' teaching methods and students' motivation to apply what they have learned can both be influenced by their emotions. Therefore, learning to teach entails managing the emotional aspects of teaching and learning in addition to becoming an expert at communicating subject matter to students.
The teaching of spoken poetry has emerged as an innovative approach in English language education, recognized for its potential to enhance students' self-expression and appreciation for literature.
The researcher feels that students' learning abilities in all subject areas have been significantly impacted by the lack of methods used in teaching spoken poetry for the purpose of developing self-expression. Their ability to improve their performance and progress academically has been hindered by their lack of foundational information for understanding the beauty of poetry. When dealing with students who lack confidence in their ability to express themselves, English teachers need to be prepared with the right resources and practices.
Teaching spoken poetry is not merely about imparting literary skills, it is about nurturing self-expression, creativity and empathy. English teachers who prioritize spoken poetry empower today’s generation to become confident, articulate and compassionate leaders.
Those observations have led the researcher to determine English teachers’ practices in teaching spoken poetry for developing self–expression as input for a seminar-workshop.
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