Skip to main content

Need an assembly talk for KS2-3?

I'm a bit off topic here, but I recently shared an assembly talk I wrote with a nephew of mine who teaches. very little to do with languages, but a lot to do with communication. So here it is. You are welcome to copy or adapt.

***********************************************************************************



This morning I’d like to let you into a secret. I suppose all of you sitting here today like to have friends and get on well with people.  Maybe some of you think you don’t have enough friends, or maybe some of you worry that people don’t like you enough. Well, here’s a secret which I read about in a book recently. This is the first secret for making friends and getting on with people and it’s simple: smile!

Other people like it when you smile.  If you smile it shows that you are pleased to see them and we’d all like to think people are pleased to see us. When a dog wags its tail and shows you it’s happy it makes you happy and you want to stroke the dog. Dogs are good like that because they are always happy to see their masters and so their masters are happy to see them.  When the dog wags its tail it’s as though it’s smiling at you! I know a few of my students who always smile when they arrive at the classroom and that makes me happy.  You’d be surprised how little some people smile, but also how far a good smile can get you.

So, what is a smile? Why do we smile? A smile is a facial expression formed by flexing the muscles mainly near both ends of the mouth. Try it! The smile can be also around the eyes.  It is a natural reaction to pleasure, happiness or amusement. People of all cultures and ethnic groups smile, but interestingly, animals don’t.  If an animal bares it teeth, it’s probably not smiling and you should keep your distance. With chimpanzees, apparently, what looks like a smile or baring of the teeth is a sign of fear.

Some people smile more than others of course. 

To show this, a team of 28 psychology students spent a month smiling at passers-by in city centres across the UK and measured whether or not they received a smile back in return.
 Bristol came out top in the survey with a ‘smile rating’ of 70 smiles per hour. Glasgow kept up Scotland’s reputation as a friendly country with a score of 68 smiles per hour, the second best in the UK. Coming in at third place with 54 smiles per hour was Exeter.  The Welsh scored well with Cardiff (41) and Wrexham (42) showing an above average  rating while Londoners only had time for 18 smiles per hour.
  • What else do we know about smiling?
  • Well, the smile is the most frequently used facial expression.  It takes as few as five pairs of facial muscles and as many as all 53 to smile
  • Smiling is easier than frowning if you go by the number of muscles used.
  • Smiling releases endorphins – those chemicals which make us feel better . Laughing releases even more.
  • Even ‘faking’ a smile can lead to feeling happier
  • People are born with the ability to smile, we don’t just learn it by seeing others. Even babies who are born blind, smile
  • Babies reserve special smiles for their loved ones
  • Newborn babies prefer smiling faces to non-smiling ones
  • Women smile more than men
  • Human beings can tell the difference between a genuine smile (of joy and happiness) and a  put-on, social smile.  Apparently a genuine smile uses more muscles around the eyes.
  • And finally, a smiling person is judged to be more pleasant, attractive, sincere, sociable, and competent than a non-smiling person
So we’re back to my book and one  secret of how to make friends with people.
So here’s an idea for today – when you meet your teacher at the start of each lesson give them a good smile. Hopefully they will smile back and you will both feel better for it.

Comments

Popular posts from this blog

What is skill acquisition theory?

For this post, I am drawing on a section from the excellent book by Rod Ellis and Natsuko Shintani called Exploring Language Pedagogy through Second Language Acquisition Research (Routledge, 2014). Skill acquisition is one of several competing theories of how we learn new languages. It’s a theory based on the idea that skilled behaviour in any area can become routinised and even automatic under certain conditions through repeated pairing of stimuli and responses. When put like that, it looks a bit like the behaviourist view of stimulus-response learning which went out of fashion from the late 1950s. Skill acquisition draws on John Anderson’s ACT theory, which he called a cognitivist stimulus-response theory. ACT stands for Adaptive Control of Thought.  ACT theory distinguishes declarative knowledge (knowledge of facts and concepts, such as the fact that adjectives agree) from procedural knowledge (knowing how to do things in certain situations, such as understand and speak a langua...

Zaz - Si jamais j'oublie

My wife and I often listen to Radio Paradise, a listener-supported, ad-free radio station from California. They've been playing this song by Zaz recently. I like it and maybe your students would too. I shouldn't really  reproduce the lyrics here for copyright reasons, but I am going to translate them (with the help of another video). You could copy and paste this translation and set it for classwork (not homework, I suggest, since students could just go and find the lyrics online). The song was released in 2015 and gotr to number 11 in the French charts - only number 11! Here we go: Remind me of the day and the year Remind me of the weather And if I've forgotten, you can shake me And if I want to take myself away Lock me up and throw away the key With pricks of memory Tell me what my name is If I ever forget the nights I spent, the guitars, the cries Remind me who I am, why I am alive If I ever forget, if I ever take to my heels If one day I run away Remind me who I am, wha...

Longman's Audio-Visual French

I'm sitting here with my copies of Cours Illustré de Français Book 1 and Longman's Audio-Visual French Stage A1 . I have previously mentioned the former, published in 1966, with its use of pictures to exemplify grammar and vocabulary. In his preface Mark Gilbert says: "The pictures are not... a mere decoration but provide further foundation for the language work at this early stage." He talks of "fluency" and "flexibility": "In oral work it is advisable to persist with the practice of a particular pattern until the pupils can use it fluently and flexibly. Flexibility means, for example, the ability to switch from one person of the verb to another..." Ah! Now, the Longman offering, written by S. Moore and A.L. Antrobus, published in 1973, just seven years later, has a great deal in common with Gilbert's course. We now have three colours (green, black and white) rather than mere black and white. The layout is arguably more attrac...