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

2. 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

3. 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

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

5. 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

6. 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

7. 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

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

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

10. 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)

11. 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

12. geoff.hardy-gould@oise.com 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