Dominique Vola Ambinintsoa Razafindratsimba
Kanda University of International Studies
About
Dominique Vola Ambinintsoa is a learning advisor, lecturer, and graduate school instructor at Kanda University of International Studies in Chiba, Japan. She holds a PhD in applied linguistics, focusing on fostering learner autonomy in an EFL context (Victoria University of Wellington, New Zealand) and a Master of Education in TESOL (State University of New York at Buffalo, US). She is a co-managing editor of the Research Institute for Learner Autonomy Education’s Relay Journal and was a co-editor of the Learner Development Journal Issue 6. Her research includes diverse areas related to learner autonomy, such as self-regulated learning, learning beyond the classroom, self-access language learning, motivation, peer collaboration, reflective writing, reflection interventions, and advising in language learning. In addition to Japan, she has had experience of teaching English in Madagascar, the United States, and New Zealand.Sessions
Teachers: Workshop ワークショップ 55 minutes / 55分 Teacher wellbeing workshop: It’s all about you! more
Sat, Oct 21, 11:05-12:00 Asia/Tokyo
As teachers, we tend to focus so much on our learners that we often forget to think about our own wellbeing. Yet, teachers’ wellbeing is as important as learners’ and should be considered as an end in itself (Gregersen & Mercer, 2020). Williams et al. (2021) illustrate the importance of teacher wellbeing well by means of a metaphor: “As they say in airplanes, please put on your own oxygen mask first, before you try to help those who need your help (your learners). Your psychological wellbeing is precious and worth nurturing for your own sake as well as that of your learners” (p. 12). In this workshop, I will introduce some activities related to positive psychology that foster teachers’ wellbeing and enable teachers to focus on themselves. Participants in the workshop will have the opportunity to engage in and to reflect on those activities. References Mercer, S., & Gregersen, T. (2020). Teacher wellbeing. Oxford University Press. Williams, M., Puchta, H., & Mercer, S. (2021). Psychology in practice. Helbling languages.