Level 5 Diploma in Teaching and Learning ESOL/English 2506/8 John Keenan

What do you love?

About teaching English/ESOL

Freire

Andragogik – Alexander Kapp 1833 ‘Adult education’ Self concept – experience – readiness to learn – orientation to learning

An Andragogic model (Knowles, 1973) (1)let learners know why something is important to learn (2)show learners how to direct themselves through information (3)relate the topic to the learners' experiences (4)motivate to learn (5)help overcome inhibitions, behaviours, and beliefs about learning

MOTIVATION

Antz Demotivation

What is their motivation?

Why do it?What is their motivation?

The Diamond Choir from South Africa Why do it?What is their motivation?

Why do it? What is my motivation?

Motivation or…Getting the Buggers to Learn 1. Recognise they are demotivated 2. Use external motivators to learning 3. Motivating teaching styles 4. Recognise the motivating power of peers 5. Tap into internal motivators 6. Stroke your students 7. Become Theory Y teachers 8. Vary ways of teaching

‘If we taught children to speak, they’d never learn’ ( William Hull cited in Holt, 1990: preface) ‘Most children in school fail’ (Holt, 1990: foreword) Afraid, bored, confused Recognise they are demotivated

‘Nobody starts off stupid…what happens, as we get older, to this extraordinary capacity for learning and intellectual growth? What happens is that it is destroyed…We destroy this capacity above all by making afraid, afraid of being wrong…afraid to gamble, afraid to experiment, afraid to try the difficult and the unknown …We destroy the … love of learning in children…by encouraging and compelling them to work for petty and contemptible rewards – gold stars or papers marked 100 and tacked to the wall or A’s in report cards…We encourage them to feel that the end and aim of all they do in school is nothing more than to get a good mark on a test’ (Holt, 1990: pp.273-4) Recognise they are demotivated

Walls ‘Either learners play it safe and withdraw, feeling crushed and lacking in self-confidence as a result; or they hit out in retaliation, becoming disruptive. Either way pupils, and their learning, are damaged’. (Petty, 2004: p.16) Recognise they are demotivated

Poem for Everyman

Frederick Herzberg Good feelings ( Motivators ) = achievement, recognition, responsibility, advancement and learning. Bad feelings ( Hygiene Factors ) policy and administration, supervision and working conditions. Do not motivate in themselves but failure to meet them causes dissatisfaction External Motivators to Learning

Hertzberg’s Hygiene Factors Recognise they have failedExternal Motivators to Learning

Teaching Styles er disciplin explainprovidarbit counsell protect organis lead or evaluat Motivating teaching styles postcards

Stanley Milgram we do what we’re told agentic state 1. Coercive CJ Glengarry LeadMotivating teaching styles

2. Referent LeadMotivating teaching styles

3. Expert LeadMotivating teaching styles

4. Legitimate LeadMotivating teaching styles

5. Reward Management LeadMotivating teaching styles

Coercive – motivation = Referent – motivation = Legitimate –motivation = Expert – motivation = Reward – motivation= LeadMotivating teaching styles

The Hawthorne Studies People adjust their own motivation to match those of others, - ‘a social event’. ‘Most children in school are at least afraid of the mockery and contempt of their peer group as they are of their teacher’ (Holt, 1990: p.???) Recognise the motivating power of peers

Abraham Maslow hierarchy of needs Internal Motivation Tap into internal motivation

Maslow’s Triangle Tap into internal motivation Apply to teaching

McClelland’s Theory suggests that people have three needs: Achievement Power Affection personality defines – which one dominates Become Theory Y teachersTap into internal motivation Apply to teaching

Tap into internal motivation What motivates you? Apply to teaching

Developed by Eric Berne One of the strongest motivating forces is personal recognition from another person: STROKES Strokes = from positive words to full personal commitment. From great job to ‘I love you’ If people don’t get enough strokes they can get difficult and annoying. Negative strokes are better than nothing Transactional Theory Stroke your students

‘Studies show that what we as teachers do is overwhelmingly more influential than what we say…A teacher who talks to, smiles at, encourages and helps students of Asian and European origin equally, is teaching the students to respect everyone regardless of their origins. Such inadvertent teaching is sometimes called the ‘hidden curriculum’ (Petty, 2004: p.19) Stroke your students

How do you stroke your students?

Become Theory Y teachers

Learning Strategy Already know Get attention Relevant Model Teams Goals Visuals Think and talk aloud Mnemonics Note taking Closure strategies – tell your partner what you know Adapted from Fulk 2000 cited in Sousa, 2001: 34 Vary ways of teaching

WHICH 3 DO YOU DO MOST OFTEN IN CLASS? MORI POLL COPY FROM A BOOK 6756 LISTEN TO THE TEACHER FOR A LONG TIME 3737 CLASS DISCUSSION 3131 Cited in Grey, 2006: 215 Vary ways of teaching

Existing concepts, knowledge and experience New learning Geoff Petty Vary ways of teaching

5 % 10 % 20 % 30 % 50 % 75 % 90 % Listening Reading Audio -Visual Demonstration Discussion groups Practice by doing Teach others/immediate use of learning Students Receive information Students Apply their Learning Students are Increasingly active, and challenged. Experience is increasingly practical and multi-sensory Student’s recall rate 25 ways of teaching without telling Vary ways of teaching

test role play class practical note taking demonstration explanation discussion question and answer watching a video summarising investigation Petty, 2004: p.22 Vary ways of teaching What do you do? Action planning for the future. explanation doing-detail use - practise check and corrected by peers, by teacher aide-memoir review evaluation tested under realistic conditions queries

Exercise: Learn to use apostrophe of possession Learn the ‘magic e’ rule Learn how to label what an adjective is And/or Complain about a pack of broken biscuits Complete a successful job interview Vary ways of teaching

How to Learn Process explanation doing-detail use - practise check and corrected by peers, by teacher aide-memoir review evaluation tested under realistic conditions queries Petty, 2004: p.23 Vary ways of teaching What do you do? Action planning for the future.