Desuggestopedia is a method that calls an affective-humanistic approach. An approach in which there is respect for students’ feeling (Celce-Murcia:1991). It is believed by Georgi Lozanov as does Silent way’s Calleb Gategno, that language learning can occur at a much faster rate than ordinarily transpires. According to Lozanov and others, we may be using only 5% to 10% of our mental capacity. Dessugestopedia has been developed to help students eliminate the feeling that they cannot be successful or the negative association they may have towards studying and, thus, to help them to overcome the barriers to learning. Lozanov’s colleague Evelyna Gateva gave an important contribution, i.e., one of the ways the students’ mental reserves are stimulated is through integration of the fine arts.
In Desuggestopedia method the teacher is the authority in the classroom and the students must trust and respect her. Based on some experiences, learning is facilitated in a cheerful environment the teacher should be recognize that learners bring certain psychological barriers with them to the learning situation ,fine art provide positive suggestions for students for homework the students are to read the dialog at night and in the morning, music and movement reinforce the linguistics material because it is desirable that students’ achieve a state of ‘infantilization’ so that they will be more open to learning, songs are useful for ‘freeing the speech muscles’ and evoking positive emotions, etc. Teachers hope to accelerate the process by which students learn to use a foreign language for everyday communication. In order to do this, more of the students’ mental power must be rapped. About evaluation, it is usually conducted on students’ normal in-class performance and not through formal test, which would threaten the relaxed atmosphere considered essential for accelerated learning. There are some elements you could usefully adapt to your own teaching style, i.e., classroom set-up, peripheral learning, positive suggestion, choose a new identity, role play, first concert, second concert, primary activation, and creative adaptive.
