Reflection Part II John Keenan John.keenan@newman.ac.uk

encourage you to develop a ‘teacher voice of your own’ Learning Outcomes By the end of this session you will have greater understanding of the ways of developing your reflective writing with particular reference to your Portfolio assessment. We hope to: encourage you to develop a ‘teacher voice of your own’ Suggest ways in which you can structure your reflections Provide guidance on how to link a reflective commentary to ‘packages’ of supporting evidence This is also good practice, to make sure everyone knows what the intention is. In this case, the session is designed to help you to improve your final reflective assignment by showing you the sources of information which can help you to develop as a teacher.

US STUDENTS THEORY COLLEAGUES Brookfield (1995) These are four of sources we can use. Have a look at them and consider how each one can bring a unique perspective onto a situation. In the case of this session, we are going to view ‘critical incidents’. These are moments in your teaching practice which have made you consider whether you stop and think – moments when potentially you learnt something new about yourself and your professional practice. The lens idea is a metaphor – we view things differently through lenses and each one helps us to see an incident differently. We have to be aware that we see matters in only one way and someone else will do so differently. A lesson we think went well, a student may have been upset by, or not learnt from and vice versa. Colleagues – and as a trainee teacher, particularly experienced ones like mentors – can also help you to see an event differently. For example, someone else may be a lot more charitable about your ‘mistakes’ understanding that you are learning and need to make them to develop. Sometimes teachers are afraid to get student views. This is a shame. What are we scared of – that they might be negative? The student has a right to be heard and can help us to change our lessons. In the end her/his learning is paramount not our teaching so listen to your students. Theory is like having an expert always with you. The writers have been where you are and have read around the subject of teaching as well so can give you an overview. We should always use theory as another ‘voice’ to help us to become better teachers. THEORY COLLEAGUES

Lens 1: Us You are important. You have opinions, thoughts, pedagogies and beliefs. These are all what make you an effective teacher. No two teachers are alike and this is a good thing – a strength. Students get a range of experiences and can be helped in their learning styles by the way teaching is such a personal skill.

the legitimacy of ‘I’ John Dewey about a hundred years ago knew this. In an age which saw mass schooling and the idea that learning was something put into people’s heads, Dewey had the then radical idea that we were all unique and we all mattered. This is more commonly held today –think of the Every Child Matters agenda. Dewey was well-ahead of his time. We don’t only have one perspective as humans but the ability to think things through – to self-talk. Our heads are in dialogue about everything – what ot eat, where to go, when to do things. This dialogue is good and healthy and necessary. In the case of reflection, it is used. You should not only consider your final decisions but the process of going through this talk. Why did you decide to do one option and not another. Jurgen Habermas considered talk to be at the heart of democracy and civilisation. It was only when we had a conversation that this idea or that could be measured and it is in the measuring of possibilities that we proceed and grow. In our case, we can think of how to deal with our ‘critical incident’ and then proceed. If it goes well, we continue with it and if not, we don’t. However, what if another alternative that we dismissed was better? Kolb noted the process of improvement to be just this – we do something we reflect on it, we change our behaviour we do something and so on. Along the way, we keep changing our approach until matters improve and then we cna be in a better situation than before. Reflection gets us to be there. There is no perfection which is why it is a circle. There is no teaching nirvana but a constant changing and hopefully improving path. If you want to read more on it, two theorists to Google are Jenny Moon and Hatton and Smith.

ask open blind tell unknown hidden Johari Window So to the first lens of self. The Johari Window model is a simple and useful tool for illustrating and improving self-awareness, and mutual understanding between individuals within a group. It was devised by American psychologists Joseph Luft and Harry Ingham in 1955, while researching group dynamics at the University of California Los Angeles.The Johari window suggests that we don’t know ourselves fully. The open part is like our Facebook page – that’s what we want people to think of us. What we put up there the world can see – it is our ‘face’. However, it is only part of us. There is a part of us we hide. What is it about you and your professional practice that you hide? Boredom? Preference for some students over others? Tiredness? Insecurity? This we tend to not want to admit to. In reflection we can allow ourselves to. Teachers are not perfect but feeling like we have to be can put pressure on us. This window lets us see we are all the same – we all hide parts of use and the chances are – what we hide doesn’t matter at all. Different people are scared of revealing different things so there is probably nothing wrong with what you think to be bad. Try talking to someone about something you hide. Yes, they may think worse of you but it is unlikely – do you laugh or despise someone who reveals what they see as a weakness? Perhaps the main danger is the mask we can put on the face. This can cause us to be like a machine and that is no good. Use reflection to admit to weaknesses, to assess and hopefully to realise that we all feel such things. The blind side is the part of us that we don’t realise that others do. Think of someone you know now who is doing something self-destructive – perhaps cheating on a partner that you know they love or isolating themselves from others. You can see what they are doing is bad for them and bad for all. Why would you think that others aren’t thinking the same about you. Also think about something you did a few years ago that now you think – ‘what was I thinking?’ How about the thought that we will do the same in a few years. Reflection allows us to ask – what AM I thinking. It might helpe us to not make some of the mistakes we regret. The unknown part is another matter. We don’t know them, others don’t know them but only in certain circumstances are they revealed. We might think we are brave but come a fire in a building we run out or think we are not brave bu in the fire we went back in and saved them all. The we reappraise ourselves and others do too. unknown hidden Johari Window

Teachers’ beliefs about learning will affect everything they do in the classroom … deep-rooted beliefs ... will pervade their classroom actions more than a particular methodology they are told to adopt or course-book they follow. Williams and Burden 1997: 57 http://www.prodait.org/resources/cr_on_teaching.pdf We all hold beliefs – about ourselves and about others. Self talk is what we use and we often think in a certain way. A good teacher realises that we can change the beliefs that don’t help our practice. In reflection we can show that we are able to re-think and the ‘re’ part is important. Reflection is not about our thoughts and feelings but us being willing and able to rethink them.

‘I set homework and the students don’t do it’ Belief ‘I set homework and the students don’t do it’ QUESTION IT: all students? Which ones? Value to some? Feelings of failure if not imposed? Authority challenged? Reframed If I set homework I feel like a failure Underlying fears Here is an example of thinking things through – rethinking. The belief we may have about homework. See how the questions come and we ask ourselves these. Then we may see that what we thought was true was actually an inner-fear. We are not thinking of the students learning, we are protecting ourselves. Beliefs can then change. Homework is done by some, it helps some and I will have to deal with my insecurities. Equally of course there are other ways of learning so we can learn from others how to deal with the homwework issue!

Reminder of critical incident (D Tripp; 1993 Routledge) Student fails to hand in homework ? Student is lazy David Tripp offers a useful tool for reflection in the form of ‘critical incidents’. “Incidents happen all the time but critical incidents are created by the way we look at the event. A critical incident is an interpretation of the significance of an event.” Describing an event is the first stage to understanding it, but in asking what happened and what allowed it to happen, we begin to explore the deeper structures, the ‘hidden curriculum’ that help to produce such an incident. So a student misses a homework deadline, and your first thought is to blame the student...but what else could be at work here?

Reminder of critical incident (D Tripp; 1993 Routledge) Student fails to hand in homework No support at home Didn’t understand the task Playing in school team Student is lazy The responsibility for the missed deadline could lie with others or even with your own inadequate explanation of the homework task.

What lies behind the surface? Ask form tutor to investigate student’s work load? Set more varied / accessible tasks? Need to support more in school? Special incentives necessary? lazy No home support School team Difficult task ..and the ‘deeper structures’ at play here could include the need for a more personalised approach for this student, a need to look more closely at the way ‘homework’ operates for different students, some kind of mediation of the competing demands made on students by different staff and a need for more varied teaching and learning strategies on your part as a teacher. It is important to think about and prioritise

Identify a critical incident of your own from recent weeks Identify a critical incident of your own from recent weeks. Write it in the middle of the sheet Think about possible factors which affect this incident; why did it happen this way? Could it be seen differently from different perspectives? What could you do about each of these factors? Are they all of the same importance? What might happen if you try to change them? What best to do next?

This process is like Antonio’s file ‘Blow Up’ Your mind is initially on the foreground but what happens if you focus in on parts of the background?

https://youtu.be/vJG698U2Mvo

Lens 2: Peers There is another way of seeing things differently – others. Think of the blind part of the Johari window – they know things about us we don’t. Why not ask them? Ask about how they think we are doing and what we could do differently. They may be wrong, but at least we are opening ourselves up to thinking differently.

Make a shape or shapes out of clay that describe(s) how you feel about the situation Let’s practice this. You have some Playdoh. Think of your critical incident and how it made you feel.

Discuss your critical incidents with your partner Shape analysis Discuss your critical incidents with your partner Add any extra questions/comments/insights Let your neighbour tell you what you think their shape means. Then discuss with them what it does mean. Now for 5 minutes, question them – why do they think this, what about this approach, have you tried this and give opinions – do you agree with the person, are they being too hard on him/herself? Question and discuss. Then do the same for someone else. W

Your shape – can you change it? Having talked it through do you feel the same? Make a shape out of the Playdoh how you now fee. It may be worse! It may be better and it may not have changed. The process is important though – we listen and we learn from our colleagues and peers.

Lens 3: Theory Having books and journal articles with us lets us access some of the best teacher in the world. Those who have been successful and been through what you have, have written it down. Read. Learn from the experts. Better still, negotiate with theory – do you agree? Are there better approaches. The more you read, the more you will see that there is no simple answer but there are answers. There is no simple student, no simple teacher, no simple critical incident. It may take a few ‘shots’ to get it right but theory gives you another ‘shot’.

Enriched by theories of others; experiences in school Whose theory? Expertise Your theories Informed and challenged by experiences elsewhere; theories supported by research in literature Enriched by theories of others; experiences in school Expertise

Using literature in a meaningful way In a job interview you are asked what principles underpin your approach to class management. What would you say? In what ways do you agree or disagree with the behaviour principles presented in the three source materials?

US Structuring the views STUDENTS THEORY COLLEAGUES Brookfield (1995) These are four of sources we can use. Have a look at them and consider how each one can bring a unique perspective onto a situation. In the case of this session, we are going to view ‘critical incidents’. These are moments in your teaching practice which have made you consider whether you stop and think – moments when potentially you learnt something new about yourself and your professional practice. The lens idea is a metaphor – we view things differently through lenses and each one helps us to see an incident differently. We have to be aware that we see matters in only one way and someone else will do so differently. A lesson we think went well, a student may have been upset by, or not learnt from and vice versa. Colleagues – and as a trainee teacher, particularly experienced ones like mentors – can also help you to see an event differently. For example, someone else may be a lot more charitable about your ‘mistakes’ understanding that you are learning and need to make them to develop. Sometimes teachers are afraid to get student views. This is a shame. What are we scared of – that they might be negative? The student has a right to be heard and can help us to change our lessons. In the end her/his learning is paramount not our teaching so listen to your students. Theory is like having an expert always with you. The writers have been where you are and have read around the subject of teaching as well so can give you an overview. We should always use theory as another ‘voice’ to help us to become better teachers. THEORY COLLEAGUES

Creating your own patchwork quilt Experience/ evidence are the patches Commentary turns patches into a quilt…your own vision

Writing about the episode My first thoughts More measured thoughts… Possible alternative explanations Investigations and evidence collected Review and next steps..

Supporting your writing with evidence A good narrative; how my class management has developed First efforts working with mentor in class First conflict; building relationships with class over weeks Designing good learning tasks with better behaviour Collection of evidence Mentor lesson evaluation; clear voice; following school guidelines Own lesson evaluations and case study of two pupils Lesson plan/resources for role-play task; students’ feedback

4. to ground teachers emotionally; For Brookfield, critical reflection is important for some of the following reasons:   1.    to increase the probability that teachers will take informed actions – those that can be explained and justified to self and others; 2.       to enable  teachers to provide a rationale behind their practice which  can be crucial to establishing credibility with student; 3.       to avoid self-laceration - believing that the teacher is to blame if students are not learning; 4.       to ground teachers emotionally; 5.       to enliven the classroom by making it challenging, interesting and stimulating for students; 6.       to increase democratic trust as a result of the examples and modeling conveyed by the teacher, thereby allowing students to learn democratic behaviour and a moral tone. These are reasons why we reflect. Someone once said to me – so it’s just to make us feel better then, in a rather negative way and I thought that if that is all it does then it is something. Teacher can be too hard on ourselves. Appraisal is often blaming ourselves when it may not have been our fault. Reflection does more than this as you can see from the list. You may not agree with everything here but some should ‘strike home’ as an important weapon in the teacher armoury.

Some helpful references Gillie Bolton Reflective Practice (2nd Ed)Paul Chapman 2005 John Dewey Experience and education Collier 1938 Hatton, N and Smith,D Refelction in teacher education David Kolb Experiential learning as the science of learning and development Prentice Hall 1984 Eddie McNamara Positive Pupil Management and Motivation: a Secondary teacher’s Guide David Fulton 2000 Jenny Moon Handbook of reflective and experiential learning Routledge 2004 David Tripp Critical Incidents in teaching Routledge 1993

Shape analysis

Game 2: in pairs From the cards you have been given, select the ones you think are criteria of critical dialogic reflection (according to Hatton and Smith) You get a Smartie for everyone right and one taken away for everyone wrong (there are as many right as wrong)

RECAP What is reflection? Draw a square, a circle, a triangle and a snake anywhere on this page RECAP

RECAP What is reflection? Beach Sea What you wore Right Left Box Cup Darkness RECAP

ask open blind RECAP tell unknown hidden Johari Window

RECAP Theory Behind Reflection John Dewey – the legitimacy of ‘I’ What is reflection? Theory Behind Reflection John Dewey – the legitimacy of ‘I’ Jurgen Habermas – interpretation, acting David Kolb – experiential learning Reflection Theorists Jenny Moon Hatton and Smith RECAP

2 Gorillas RECAP Gorilla 2

RECAP Critical dialogic reflection Dialogic reflection What is reflection? Descriptive writing Descriptive reflection Dialogic reflection Critical dialogic reflection RECAP

RECAP 2. Grading reflection RECAP 1. Descriptive writing: what happened 2, Descriptive Reflection: consideration of what happened 3. Dialogic Reflection: self and role, qualities of judgements, alternative explanations of events. Is analytical, integrative, links factors and perspectives Deliberative, cognitive, narrative, weighing competing claims and viewpoints, and then exploring alternative solutions 4. Critical Reflection dialogic plus contextual awareness social reconstructionist, Hatton and Smith 1995 RECAP

RECAP RECAP

consideration of what happened qualities of judgements alternative explanations of events

weighs competing claims and viewpoints exploring alternative solutions Has contextual awareness

social reconstructionist Justifies position Crtiques management

Demonstrates weaknesses of others Compares failings of others to self Shows awareness that others may not reflective practitioners

A bargain between ideals and realistic expectation Accepts dishonesty A bargain between ideals and realistic expectation Structured thought

Integrates theory and events Analytsis of events Integrates theory and events Deliberates

RECAP What is in critical dialogic reflection?

Reflexive practice involves thinking more critically about themselves, their assumptions, actions, and situations they encounter; to see multiple interpretations and constructions of reality (Cunliffe, 2004 pp 407-426) http://www.eten-online.org/img/publications/ETEN%2017%20proceedings.pdf#page=135

Journey

Change

Thankyou for voting change back in

Things that have changed about you from your first weeks of teaching 1. 2. 3. 4. 5.

shark

A belief is an idea you no longer question Thomas (2004))

‘The term Belief generally refers to acceptance of a proposition for which there is no conventional knowledge, one that is not demonstrable, and for which there is accepted disagreement’ (Woods 1996: 195)

Teachers’ beliefs about learning will affect everything they do in the classroom … deep-rooted beliefs ... will pervade their classroom actions more than a particular methodology they are told to adopt or course-book they follow. Williams and Burden 1997: 57 http://www.prodait.org/resources/cr_on_teaching.pdf

BREAKFAST http://www.prodait.org/resources/cr_on_teaching.pdf

Accepted disagreement What is breakfast?

Brookfield (1995) STUDENTS US THEORY COLLEAGUES

‘the component of emotional Self talk ‘the component of emotional intelligence that frees us from being a prisoner of our own feelings.’ Goleman (2002, p.57)

For Brookfield, critical reflection is important for some of the following reasons:   1.    to increase the probability that teachers will take informed actions – those that can be explained and justified to self and others; 2.       to enable  teachers to provide a rationale behind their practice which  can be crucial to establishing credibility with student; 3.       to avoid self-laceration - believing that the teacher is to blame if students are not learning; 4.       to ground teachers emotionally; 5.       to enliven the classroom by making it challenging, interesting and stimulating for students; 6.       to increase democratic trust as a result of the examples and modeling conveyed by the teacher, thereby allowing students to learn democratic behavior and a moral tone.

‘Reframing’ - a tool to assist change ‘If I set homework the pupils will not do it’ QUESTION IT: all pupils? Which ones? Value to some? Feelings of failure if not imposed? Authority challenged? Reframed If I set homework I will feel like a failure and lose the respect of the class There are no solutions and the result will not necessarily be the right one BUT – process of challenge.

Reframing with peer Me – Quiz Me - Hugh You must see it from a management point of view You – an assumption eg Boys are more likely than girls to ‘play up’ in the classroom The class will not be able to understand the book The class is rude to me because I am female They notice when I blush and this shows I’m nervous – at least they’re not picking on the obvious things CHOOSE THE ONE EVENT THAT HAS HAD THE BIGGEST NEGATIVE IMPACT ON YOU AND TELL YOUR PARTNER CHOOSE ONE THING THAT MAKES YOU FEEL WORSE ABOUT YOUR EXPERIENCE SO FAR

Attitude towards behaviour Other people’s opinions Belief systems can be seen as including three elements: Attitude towards behaviour Other people’s opinions Controls on behaviour (context and personal abilities)

Attitude towards behaviour Other people’s opinions Beliefs, assumptions and knowledge system Other people’s opinions Controls on behaviour (context and personal abilities)

Each of the three elements can influence the others ... Attitude towards behaviour Other people’s opinions Example: If you think that other people who you respect have a positive attitude towards a particular type of behaviour, you may be encouraged to have a more positive attitude too. Controls on behaviour (context and personal abilities)

Each of the three elements can influence the others ... Or your own positive attitude night lead you to believe that other people must feel the same way as you. Attitude towards behaviour Other people’s opinions REMEMBER - it’s not what other people really think, it’s what you think they think! Controls on behaviour (context and personal abilities)

Each of the three elements can influence the others ... Attitude towards behaviour Example: If you think that other people do not have faith in your ability to do something, you may also begin to doubt whether you are capable. Other people’s opinions Controls on behaviour (context and personal abilities)

Each of the three elements can influence the others ... Attitude towards behaviour Example: If you believe that you are not capable of doing something, you may have a less positive attitude to that activity. Other people’s opinions Controls on behaviour (context and personal abilities) REMEMBER - it’s not what you can really do, it’s what you think you can or can’t do!

Attitude towards behaviour Other people’s opinions The three elements work together to influence your plans for how you will act. Attitude towards behaviour Other people’s opinions PLAN or INTENTION Controls on behaviour (context and personal abilities)

For example, this is how your intention to set pair work in class might be influenced: I believe that pair work provides the practice that facilitates language learning Attitude towards behaviour Other people’s opinions Controls on behaviour (context and personal abilities)

For example, this is how your intention to set pair work in class might be influenced: I believe that pair work provides the practice that facilitates language learning Positive attitude towards behaviour Other people’s opinions Controls on behaviour (context and personal abilities)

Positive attitude towards behaviour Other people’s opinions For example, this is how your intention to set pair work in class might be influenced: Positive attitude towards behaviour Increases my intention to use pair work in class Other people’s opinions Controls on behaviour (context and personal abilities)

Positive attitude towards behaviour Other people’s opinions For example, this is how your intention to set pair work in class might be influenced: Positive attitude towards behaviour Increases my intention to use pair work in class Other people’s opinions PLAN or INTENTION Controls on behaviour (context and personal abilities)

For example, this is how your intention to set pair work in class might be influenced: I believe that my colleagues will object to the noise created by pair work, and will think I am letting the students ‘mess about’. (I do believe that my students like doing pair work, but my colleagues’ opinions matter more to me) Positive attitude towards behaviour Other people’s opinions Controls on behaviour (context and personal abilities)

For example, this is how your intention to set pair work in class might be influenced: I believe that my colleagues will object to the noise created by pair work, and will think I am letting the students ‘mess about’. (I do believe that my students like doing pair work, but my colleagues’ opinions matter more to me) Positive attitude towards behaviour Overall negative perception of other people’s opinions Controls on behaviour (context and personal abilities)

Reduces my intention to use pair work in class For example, this is how your intention to set pair work in class might be influenced: Positive attitude towards behaviour Reduces my intention to use pair work in class Overall negative perception of other people’s opinions PLAN or INTENTION Controls on behaviour (context and personal abilities)

For example, this is how your intention to set pair work in class might be influenced: Positive attitude towards behaviour Overall negative perception of other people’s opinions I believe I can arrange the seating so students can do pair work. I’m a bit worried about it getting a little rowdy, but I think I’d be able to calm things down and keep the noise levels reasonably low, especially since it’s a fairly small group Positive assessment of physical context and personal abilities

Increases my intention to use pair work in class For example, this is how your intention to set pair work in class might be influenced: Positive attitude towards behaviour Overall negative perception of other people’s opinions Positive assessment of physical context and personal abilities Increases my intention to use pair work in class

For example, this is how your intention to set pair work in class might be influenced: On balance, I will plan to use pair work in my classes (although I might modify the way students do it, so that I minimise the effect on my colleagues). Positive attitude towards behaviour Overall negative perception of other people’s opinions ACTION or BEHAVIOUR PLAN or INTENTION Positive assessment of physical context and personal abilities

For example, this is how your intention to set pair work in class might be influenced: Positive attitude towards behaviour Do pair work in class Overall negative perception of other people’s opinions ACTION or BEHAVIOUR PLAN or INTENTION Positive assessment of physical context and personal abilities

Reflection  Interpretation Action or behaviour is a type of experience …which we interpret subconsciously… ... or through conscious reflection. Reflection  Interpretation ACTION or BEHAVIOUR = experience

Attitude towards behaviour Interpretation of experience can lead to reinforcement of existing attitudes and beliefs ... Attitude towards behaviour REFLECTION & INTERPRETATION Other people’s opinions ACTION or BEHAVIOUR Controls on behaviour (context and personal abilities)

… or to changes, either small or dramatic. Attitude towards behaviour REFLECTION & INTERPRETATION Other people’s opinions ACTION or BEHAVIOUR Controls on behaviour (context and personal abilities)

Interpretation may result in restructuring of any, or all, parts of our overall belief system... Attitude towards behaviour REFLECTION & INTERPRETATION Other people’s opinions ACTION or BEHAVIOUR Controls on behaviour (context and personal abilities)

…so that next time we are preparing to act ... Attitude towards behaviour REFLECTION & INTERPRETATION Other people’s opinions Controls on behaviour (context and personal abilities)

Attitude towards behaviour Other people’s opinions …our plans and intentions may be different to the previous occasion ... Attitude towards behaviour Other people’s opinions PLAN or INTENTION Controls on behaviour (context and personal abilities)

Attitude towards behaviour Other people’s opinions …and we end up acting (behaving) differently. Attitude towards behaviour Other people’s opinions ACTION or BEHAVIOUR PLAN or INTENTION Controls on behaviour (context and personal abilities)

That gives us a new experience to reflect on ... Attitude towards behaviour REFLECTION & UNDERSTANDING Other people’s opinions ACTION or BEHAVIOUR Controls on behaviour (context and personal abilities)

… and to feed back into our belief system ... Attitude towards behaviour REFLECTION & UNDERSTANDING Other people’s opinions ACTION or BEHAVIOUR Controls on behaviour (context and personal abilities)

… and so the cycle continues. Attitude towards behaviour REFLECTION & UNDERSTANDING Other people’s opinions Controls on behaviour (context and personal abilities)

… and so the cycle continues. Attitude towards behaviour REFLECTION & UNDERSTANDING Other people’s opinions Controls on behaviour (context and personal abilities)

Attitude towards behaviour Other people’s opinions … and so the cycle continues. Attitude towards behaviour Other people’s opinions PLAN or INTENTION Controls on behaviour (context and personal abilities)

Attitude towards behaviour Other people’s opinions … and so the cycle continues. Attitude towards behaviour Other people’s opinions PLAN or INTENTION Controls on behaviour (context and personal abilities)

Attitude towards behaviour Other people’s opinions … and so the cycle continues. Attitude towards behaviour Other people’s opinions ACTION or BEHAVIOUR PLAN or INTENTION Controls on behaviour (context and personal abilities)

… and so the cycle continues. Attitude towards behaviour REFLECTION & UNDERSTANDING Other people’s opinions ACTION or BEHAVIOUR Controls on behaviour (context and personal abilities)

… and so the cycle continues. Attitude towards behaviour REFLECTION & UNDERSTANDING Other people’s opinions ACTION or BEHAVIOUR Controls on behaviour (context and personal abilities)

… and so the cycle continues. Attitude towards behaviour REFLECTION & UNDERSTANDING Other people’s opinions ACTION or BEHAVIOUR Controls on behaviour (context and personal abilities)

… and so the cycle continues. Attitude towards behaviour REFLECTION & UNDERSTANDING Other people’s opinions ACTION or BEHAVIOUR PLAN or INTENTION Controls on behaviour (context and personal abilities)

Attitude towards behaviour REFLECTION & UNDERSTANDING Other people’s opinions ACTION or BEHAVIOUR PLAN or INTENTION Controls on behaviour (context and personal abilities)

Your shape – can you change it?

Break

Learning Outcomes Know more about what Steer concluded Start to examine behaviour theory

  BIBLIOGRAPHY Aitchison Jean, 1998, The Articulate Mammal: An Introduction to Psycholinguistics (Fourth Edition), London: Routledge Bernstein Basil, 2000, Pedagogy, Symbolic Control and Identity: Theory, Research, Critique (Revised Edition), Oxford: Rowman and Littlefield Bourdieu Pierre, 2001, Masculine Language, Oxford: Blackwell Coates Jennifer, 1998, Language and Gender: A Reader, Oxford: Blackwell Coates Jennifer, 1997, Women Mena and Language (Second Edition), Harlow: Longman Cranny-Fancis, Anne (1990) Feminist Fictions, London: Macmillan Kress, Gunther, 1996, Language in the Media, Leicester: University of Leicester Pinker Steven, 1994, The Language Instinct, London: Penguin Spender Dale, 1989, Invisible Women, London: The Women’s Press Spender Dale, 1994, Man Made Language, Glasgow: Harper-Collins Thomas Linda (Ed), 2004, Language, Society and Power: An Introduction (Second Edition), London: Routledge Trudgill Peter, 1983, Sociolinguistics: An Introduction to Language and Society, London: Penguin