Learning and Development – How to apply the Affective Filter Hypothesis in training sessions

The Affective Filter hypothesis derives from the work carried out by Dualy and Burt (1977) and later reviewed and enhanced by Krashen (1981). This hypothesis is applied to second language acquisition. However, having started my journey in the teaching and training world as a second language teacher, I couldn’t help to think that this hypothesis could be applied to any instances where any kind of knowledge is being acquired.

This hypothesis states that there is an affective filter (an invisible shield/barrier) that is set by the learner when acquiring new knowledge. This barrier is the result of three major factors: motivation, self-confidence and anxiety. The higher the barrier, the less acquisition will happen.

So, how could affective filter be applied in training sessions?

The affective filter could be from the individual or class point of view. Putting in simple words: we have all experiences sessions where the atmosphere created by the trainer was demotivating either because of their negative attitude towards mistakes, people involvement, personality traits, prior knowledge; or not reading participants needs. All of these make participants put the filter up, shutting down to learning acquisition.

There are simple techniques and tricks-of-the-trait that will help you lower the filter. Here are some ideas:

MOTIVATION

·      Use games

·      Praise achievement, no matter how small it may seem

·      Don’t be afraid of laughter (it releases endorphins, good for your health and happiness)

·      Consider participants personal skills and encourage to use them (from drawing to analytical, to singing – everything can be use in sessions)

·      Encourage questioning, analysis and curiosity  

·      Include activities for different types of learning styles

SELF-CONFIDENCE

·      Adjust sessions to audience, don’t make it over complicated or under challenging. Keep a good balance for participant’s involvement

·      Encourage cooperation between peers

·       Explain expectations before activities - if possible, model them yourself (‘If trainer can do it, so can I’)

·      Encourage paraphrasing

ANXIETY

·      Give space for mistakes without negative consequences

·      Create a positive, friendly, respectful atmosphere

·      Always debrief and link activities to what is the aim of the session – knowing where we are at and where we are going helps reduce stress

·      Be fair and consistent

·      Make them feel appreciated

·      Keep in mind concentration span – keep the brain occupied in the right way and you will see better results in participation

My advice for trainers: strive for personal growth, look for ways to improve your sessions and, no matter what, always empower others! (with these three professional pillars, affective filters will always be low)