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Teacher Association UK
In this section
Newsletter Samples
187 Young Learners in Language Schools
186 Ten reasons why … it's good to write
185 Why classroom research?
184 Setting up a voluntary workshop programme
183 What makes a good teacher
182 The EFL teacher as a humaniser
181 Good ELT practice
180 Language philosophy and language teaching
179 The private self and literacy - a synopsis
178 Learning facts in works of fiction
177 Cavalry attacks or long sieges
176 A reading problem in secondary schools
175 Contronomy in English
174 Fulfilling the promise of professional development
173 Searching for authentic materials
172 New wine in an old bottle: innovative EFL classrooms in China
171 Recycling in ESP
170 Teaching postgraduate English as international communication
169 Help! I've been asked to teach a class on ESP
168 Ageism in TESOL
167 The why and how of poster presentations
166 A Disabled Teacher Teaching Disabled Learners
164 ELT in India: 400 years and still going strong
163 Not seen and not heard?
162 Around the IATEFL World
161 It's not just what you say ...
160 The TEFL Writer's lament: the end?
159 Howl: A Modest Proposal revisited
Special Needs: a challenge neglected by ELT
157 Teachers as textbook evaluators: an Interdisciplinary Checklist
156 Reason not the need: Shakespeare in ELT
155 A Brief History of English Language Teaching in China
154 How's your grammar today?
149 Swimming with the tide
149 Managing professionalisation or 'Hey, that's my development!'
147 News as EFL Teaching Material
146 Discipline
145 Affect and the cost of correctness
149 Continuous Professional Development
145 Classroom politics, power and self-direction
144 Multimedia Madness
144 Web-sites on the Internet for ELT: a closer look at what they contain
143 To What Extent Can Teachers Influence Their Students' Opinions?
140 English in India
139 Learner Autonomy: The Cross Cultural Question
137 Classroom Aroma
136 How do second language speakers correct themselves?

Classroom Aroma

Paul Power
First published in Issue 137, June/July 1997


Many of those reading this article will have had first hand experience of the benefits of Aromatherapy, perhaps by way of a visit to a professional or more likely, by experimenting with some of the better known essential oils purchased at a local body health care shop.

In this short article I am not concerned with the general uses of essential oils but rather how they can be specifically used in the ELT classroom as mood enhancers, stress relievers and confidence builders, by offering a number of my own recipes.

Let's start with some methods of application.

  1. A bowl of water can be placed near a radiator to which the oils can be added;
  2. A small towel can be saturated in water. This is then wrung out and the drops of oil shaken onto the towel. The towel is then draped over the radiator to release the scent.
  3. A plant spray can be filled with water, oils added and the mixture liberally sprayed around the room.

Before using oils always check for contra-indications, as a small number of the oils should not be used in cases of pregnancy, high blood pressure etc. Here are some of my own recipes you might like to try:

  1. To ward off germs and colds, so easily passed around the classroom in European winters: 3 drops of Lavender, 2 drops of Eucaplyptus, 2 drops of Pine.
  2. For exam classes beginning to feel the stresses and strains of the course: 3 drops of Bergamot, 3 drops of Geranium, 3 drops of Jasmine.
  3. For exam classes the day or so before taking the exam, when nerves are clearly showing: 2 drops of Clary-Sage, 3 drops of Lavender, 2 drops of Rose.
  4. For holiday courses, where the students tend to be over-excited: 3 drops of Camomile, 2 drops of Sandalwood, 2 drops of Rose.
  5. For classes where students seem apathetic and unwilling to participate freely: 2 drops of Grapefruit, 2 drops of Rosemary, 2 drops of Ginger. 6. For classes that find it hard to concentrate: 3 drops of Cedarwood, 2 drops of Frankincense, 2 drops of Ylang Ylang.

Once you have used oils to provide fragrance and atmosphere, you will probably want to develop your own recipes and begin to get a feeling for which oils blend well together, the properties they possess and those that work best with your own class. Enjoy the experience and have fun!