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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
MOTIVATIONMOTIVATION
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 demotivated2. Use external motivators to learning3. Motivating teaching styles4. Recognise the motivating power of peers5. Tap into internal motivators
6. Stroke your students7. Become Theory Y teachers8. 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
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
erdisciplinexplainprovidarbit
counsellprotect
organislead
orevaluat
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 knowGet attentionRelevantModelTeamsGoalsVisualsThink and talk aloudMnemonicsNote takingClosure strategies – tell your partner what you knowAdapted from Fulk 2000 cited in Sousa, 2001: 34
Vary ways of teaching
WHICH 3 DO YOU DO MOST OFTEN IN CLASS?MORI POLL 2002 2000COPY FROM A BOOK 67 56LISTEN TO THE TEACHER FOR A LONG TIME 37 37CLASS DISCUSSION 31 31
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 Receiveinformation
Students Apply theirLearning
Students are Increasinglyactive, 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
investigationPetty, 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
queriesPetty, 2004: p.23
Vary ways of teaching
What do you do?
Action planning for the future.
