Outside the comfort zone Getting comfortable with challenging your students Geoff Hardy-Gould Director of Education, OISE.

Slides:

Advertisements

Similar presentations

Models of Teaching Objectivists Constructivists. Objectivist Model.

Advertisements

Alan McLean Area Principal Psychologist, Glasgow City Council Motivating All Learners.

1 Standards in Scotlands Schools Act 2000 The purpose of education To encourage the development of the personality, talents and abilities of pupils to.

Dr. Summer A. Carrol Director, Master of Arts in Teaching Program

Confidence in sport Sue Young

Scenario 5: Finishing a lesson in an orderly way

CHICKENS AND EGGS Rod Bolitho Norwich Institute for Language Education, UK.

Understanding Motivation What is Motivation?. Student Motivation in the College Classroom What factors influence it? Sociocultural Context Classroom.

Building a World Class School

3 High expectations for every child

Affective Factores in FLL. Affective Factors in FLL Learning a language means adding a new layer to your own personality Your whole being is involved.

Building Confidence in young people

Research & Analysis Chapter 5 Motivation. Basic Motivational Concepts ** Review classroom vignettes--pg. 145 Basic Motivational Concepts ** Review classroom.

Effective support: working with others Effective support: working with others A Twilight Training Session by Gareth D Morewood, Director of Curriculum.

Exploring and Evidencing Mastery Learning Children as the best advocates of their own learning! Association for Achievement and Improvement through Assessment.

Academic Success Center (313) Self-Regulated Learning and Its Role in Tutoring Jan Collins Eaglin and Laura Woodward Tutoring Institute Academic.

Texas Association of School Psychologists Annual Conference Norma S. Guerra, PhD NCSP, LSSP.

The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 4th Edition © 2010 Pearson Education, Inc. All rights reserved.

Educational Psychology: Developing Learners

Self-Concept, Self-Esteem, Self-Efficacy, and Resilience

Self Confidence, Participation and Self- Esteem… Mr. P. Leighton Mental Preparation for Sport Sports Psychology.

Encouragement and Building Confidence Ulrike Bavendiek The University of Liverpool WORKSHOP: TEACHING LANGUAGES AB INITIO 12 NOVEMBER 2009 The School of.

Elizabeth C. Rodriguez Jessica Pettyjohn Chapter 11 Week 10.

Welcome to the Secondary PGCE New Mentor meeting.

Self-efficacy “People strive to exercise control over events that affect their lives” “People strive to exercise control over events that affect their.

Module 1 Introduction to SRL. Aims of the Masterclass Understand the principles of self regulated learning (SRL) and how they apply to GP training Develop.

Motivation Dr. K. A. Korb University of Jos. Overview Maslow’s Hierarchy of Needs Overview of Intrinsic and Extrinsic Motivation – Behavioral Approach.

Factors to consider in Language Teaching Learner Variables In modern language classes past plays an important role grammar-oriented classes teacher-dominated.

Bandura’s Self-Efficacy

Learning and Motivation. Understanding how people Learn Affective Theories.

Gary Dohanich Psychology / Neuroscience

Week 2 - Outline  7:00 – 7: 15 Syllabus questions – Grade scale rewrite – 9/19 Special guest –Melanie McGee  7:15 -7:45 Current Events  7:45 – 8:15.

Chapter Twelve Motivation. Copyright © Houghton Mifflin Company. All rights reserved Overview The behavioral view of motivation The social-cognitive.

CHAPTER SIX MOTIVATION AND AFFECT.

Eli McGlothern Motivation. Sources Elliot Eisner “The Art and Craft of Teaching” 1983 emeritus professor of Art and Education at the Stanford Graduate.

1 CHAPTER 11 Motivating Students to Learn Exploring Motivation Motivation: The drive to satisfy a need and the reason why people behave the way.

Beliefs and Learned Helplessness Sam Johnson Taylor Bednarek.

Learning and Motivation Dr. K. A. Korb University of Jos.

Instructions for using this template. Remember this is Jeopardy, so where I have written “Answer” this is the prompt the students will see, and where.

CONFIDENCE & SUCCESS Image courtesy of Stuart Miles at FreeDigitalPhotos.net.

LEARNER CENTERED APPROACH

The qualities of an effective teacher presented by Grema Malam Mamadou—MA in education: Curriculum and Instruction—ELT advisor.

A2 Psychology of Sport Self confidence Booklet 4 Skills Working as a team Complete green group tasks Working as an individual Complete yellow individual.

Being the best teacher (professional) I can be. What is the ONE most influential factor for student learning outside of what they bring to the learning.

Promoting Personalized Learning Necessary Mindsets.

Great Expectations Efficacy and Motivation Developing high expectations of what students, schools and school communities can achieve. Ideas developed in.

STUDENT MOTIVATION TO LEARN CONCLUSION Motivation in education has a crucial impact on promoting student learning. The strategies of intrinsic and extrinsic.

Fostering Autonomy in Language Learning. Developing Learner Autonomy in a School Context  The development of learner autonomy is a move from a teacher-directed.

Brunning Chapter 6 Beliefs About Self.

Behaviour Management 5 TH OCTOBER 2015 SUE SENTANCE.

Geography PGCE Session 6 Classroom Management 1 Relationships and Expectations Tuesday 19 th October 2010.

Teacher self-efficacy A key to success in the classroom.

+ Bandura’s Social Cognitive Theory By Katie & Matt.

MANAGING BEHAVIOUR AND RAISING SELF ESTEEM

Training for Master Trainers: Learning Engagement & Motivation

Chapter 11 Motivation and Affect. Chapter 11 Motivation and Affect.

Assist. Prof.Dr. Seden Eraldemir Tuyan

Chapter 12 Motivation.

UWE L&T Conference Self-Efficacy: Chris Baker

Using soft skills in non-formal education

Confidence in sport 1.

Target Setting for Student Progress

VISIBLE LEARNING John Hattie.

Theories and principles associated with motivation

Building Confidence in young people

CREATING A POSITIVE CLASSROOM EXPERIENCE TO PROMOTE LEARNING

Psychological Principles (LCP)

Educational Psychology: Developing Learners

LEARNER-CENTERED PSYCHOLOGICAL PRINCIPLES. The American Psychological Association put together the Leaner-Centered Psychological Principles. These psychological.

Presentation transcript:

Outside the comfort zone Getting comfortable with challenging your students Geoff Hardy-Gould Director of Education, OISE

Aims 1. I have considered my beliefs on challenging learners 2. I feel more comfortable with challenging learners 3. I have some techniques to challenge learners and to help learners challenge themselves 4. I know what I need to do to make my lessons more challenging

Believing you can do it 1. Approach difficult tasks as challenges to be mastered, not threats to be avoided 2. Set themselves challenging goals 3. Heighten or sustain effort in face of failure 4. Attribute failure to insufficient effort, or lack of knowledge and skills which are acquirable next time

Sources of self-efficacy Mastery experiences Vicarious experiences Social persuasion Danger of undermining Structuring situations Reducing stress reactions

How teachers mediate challenge Fostering an internal need: to respond to challenges to seek out new challenges Appropriacy of challenge Fostering a sense of always wanting to go one step further Setting your own challenging goals

Learner Needs Matrix Apathy AUTONOMY I want to contribute AGENCY Alienation AFFILIATION Acquiescence Anxiety Anger Restricted autonomy Crushed autonomy Distorted autonomy Acquiescent autonomy Antagonistic autonomy Motivating Every Learner: Alan McLean, Sage 2009

Learning stances and reactions Agency Alienation Affiliation Mutedly engaging Hiding Alarming/draining Threatening Exasperating Energetically engaging Harmoniously engaging Autonomy Apathy Anger Anxiety Acquiescence Opposing Quietly engaging Motivating Every Learner: Alan McLean, Sage 2009

How teachers motivate their pupils AUTONOMY AGENCY AFFILIATION Engagement (care) Stimulation (enjoy) Structure (trust) Feedback (believe) Motivating Every Learner: Alan McLean, Sage 2009

Teaching styles Protecting Crushing Valuing Blocking Encouraging Provoking Trashing Allowing Crushing Colluding Pushing Pestering Coercing Attuning Soothing Motivating Every Learner: Alan McLean, Sage 2009

Levers for the challenging teacher Context and classroom culture Quantity of work in time available Difficulty of task (language, desired outcome) Assistance given Environmental adjustment (affect) Feedback (close monitoring; coaching)

Conclusion Ts can shy away from challenging sts Be the challenging teacher who fosters successful habits of mind Use differentiation techniques Show care, enjoyment, trust and belief in learners Build agency via coaching and mediation

References Psychology for language teachers, Williams and Burden (CUP) 1997 Self-Efficacy, Albert Bandura 1994 (in VS Ramachaudran (Ed) Encyclopedia of human behaviour vol 4 New York: Academic Press) Motivating Every Learner Alan McLean, Sage 2009 Art Costa, Habits of mind across the curriculum 2009