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Page 1 “POISONOUS PEDAGOGY IN ELT”

Poisonous pedagogy

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2014 Uluslararası Lider Martılar Projeleri_No 6 2014 International ICT Leading Seagulls Projects #6

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“POISONOUS PEDAGOGY IN ELT”

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Content

• Who are we?• Introduction• Problem Definition• Fishbone• Matrix Diagram• Pareto Diagram• Gantt Chart• Literature Review• Survey• Survey Results• Strategies to the

Problem• Suggestion• Conclusion• Reference

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WHO ARE WE?Project Topic: “Poisonous Pedagogy as a Hindrance in

ELT”Group Members: Fatma Deli Chasan Emine Karaduman Didar Karadağ Aysun Kart Average Age: 22.25Meeting Point/Time: Thursday & Sunday / 16.00-

19.00 @ Simit Sarayı

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WHO ARE WE?

Group Name: Motivation Facilitators

Group Slogan: Yes, We Can!

“A wish is sometimes a bigger step

than a total success.”

Kart, A. (2014)

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WHO ARE WE?

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INTRODUCTION• How do you define motivation ?• Does motivation trigger language learning?• Does motivation affect students’ attitudes

towards language learning? • What kind of strategies could be followed to

promote motivation in schools?• What or who influences students’ motivation for

language learning? • What comes to your minds about the term

“motivation”?

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Why did we choose this topic?• Learning is not a process that can be restricted

to a certain part of individuals’ lives; it is a life-long process and it requires active participation of individuals all the time.

• It is not always possible to keep this wish to learn awake; we need to show extra effort to be always on the road that leads to success.

• When it comes to language learning, the learning process becomes a very complicated issue.

• Especially, in EFL settings both teachers and students should have a great role in keeping the process going.

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Why did we choose this topic?We think :

• Motivation is the key concept that keeps the language learning process alive.

• All elements of learning and teaching process (teachers, administration, students etc.) should work in cooperation to foster motivation to language learning.

• HOWEVER, this is not the case in most of the schools in our country.

• That’s why we decided to analyze this situation in Turkey in detail.

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Background Knowledge• Motivation; the internal state or condition that

activates and gives direction to our thoughts, feelings and actions. (Lahey, B.)

• External Motivation : Human motives that activated by external rewards.

• Intrinsic Motivation: Human motives stimulated by the inherent nature of the activity or its natural consequences.

Lahey, B. B., 2007. "Chapter 10: Motivation and Emotion."

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Background Knowledge• Motivation can only be inferred by understanding

a person’s behavior, so it is not possible to directly observe motivation like intelligence.

• As Glasser (1998) suggests, to be motivated, people need to feel satisfied in the areas of;

Competence Belonging Usefulness

Potency Optimism

Glasser, W., 1998. Choice Theory and Quality Teaching.

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Maslow’s Hierarchy of Needs• Maslow believes that people pay attention to

higher needs only when lower needs are satisfied.

http://en.wikipedia.org/wiki/Maslow's_hierarchy_of_needs

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Expectancy Value Theory

http://www.teacherstoolbox.co.uk/T_Expectancy-value.html

A learner’s motivation is determined by how much they value the goal, and whether they expect to succeed. 

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PROBLEM DEFINITIONWhy there is still lack of motivation in ELT settings?What can be the underlying reasons?

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FISHBONE

Why there is lack of motivation in ELT settings?

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MATRIX DIAGRAMStudent Materials

& SystemEnvironm

entTeacher

Emine 2 5 4 7

Aysun 4 6 5 6

Didar 4 6 6 7

Fatma 3 5 5 6

Total 13 22 20 26

% 46 78 71 92

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PARETO DIAGRAM

Stud

ent

Mat

eria

ls&Sy

stem

Envi

ronm

ent

Teac

her

0

2

4

6

8

Emine

Aysun

Didar

Fatma

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GANTT CHART

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What is “Poisonous Pedagogy”?“Poisonous Pedagogy” or “Black Pedagogy”

refers to the kind of education and attitudes intended to harm child’s will but thinking that it is for their own good.

http://www.authoritarianschooling.co.uk/index.php/poisonous-pedagogyhttp://www.dhakatribune.com/sites/default/files/Corporal-punishment_1_0_0.jpg

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LITERATURE REVIEW• “Poisonous Pedagogy” is a type of child

rearing and this term is used to describe attitudes toward children. It harms the child psychologically or physically. Miller calls this process as a “soul murder”.

• A child should feel comfortable, safe and welcomed to achieve motivation towards language learning. Teacher’s role is to follow different attitudes and intensions toward each student because students’ needs could differ. A teacher should consider the fact that every student has the capacity and the power to learn.

Miller, A.,1990. For Your Own Good: Hidden Cruelty in Child-Rearing and the Roots of Violence

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LITERATURE REVIEW • Motivation is the main step to trigger students’

brains and let their thoughts activate. Even the tone of voice, appearance, intense and attitude toward students affect their motivation.

• Therefore; a teacher should perform motivational teaching strategies to ensure and increase students’ achievements.

Miller, A.,1990. For Your Own Good: Hidden Cruelty in Child-Rearing and the Roots of Violence

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LITERATURE REVIEW The reality of learning environments

according to Alice Miller;• Teachers are the masters of learners.• The school determines what is right and wrong.• The school provides everything that a reasonable

parent could desire.• Children's enthusiasm and curiosity are a threat to

authority.• Human behavior is driven by competition. • Emotional problems are irrelevant when you are in

the classroom.• If anything goes wrong, it must be the boys' fault

not teachers’. Miller, A.,1990. For Your Own Good: Hidden Cruelty in Child-Rearing and the Roots of Violence

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Some News from Turkey on Poisonous Pedagogy

• “Otistik çocuğa okulda dayak iddiası” (Milliyet,

2014)

• “Okullarda kütüphane yok şiddet var “ (Radikal,

2013)

• “Okullarda şiddet 6 yılda 7 bin arttı!” (Haber 7,

2012)

• http://www.haber7.com/egitim/haber/836338-okullarda-siddet-6-yilda-7-bin-arttihttp://www.radikal.com.tr/turkiye/okullarda_kutuphane_yok_siddet_var_-1158532http://gundem.milliyet.com.tr/otistik-cocuga-okulda-dayak-iddiasi/gundem/detay/1845038/default.htmhttp://tribune.com.pk/story/393321/child-rights-movement-corporal-punishment-in-schools-must-end/http://tanzeelbinhaider.blogspot.com.tr/2012/08/what-excuse-do-you-have-funny.html

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SURVEY

• Interview with 5 highschool English teachers. • They were asked to answer 14 questions

related to their language teaching strategies and attitudes toward learning and students.

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SURVEY1 2 3 4 5

1 Teacher can use his/her power over students

2 Teacher can criticize student’s error however he/she wants

3 Teacher’s attitude does not affect students’ motivation

4 Teacher’s attitude does not affect students’ performance

5 Teacher have the right to behave differently toward students

6 Teacher can harm students physically if S/he sees it necessary

7 Teacher should use punishment if students show unwanted behaviors

8 Teacher’s behaviour toward students does not have an effect on learning

9 Teacher has the only and ultimate authority in the classroom

10 Teacher should pay more attention to successful students

11 Use of rewards and punishment is a good way to motivate students

12 Teacher should be the decision-maker in the classroom

13 Teacher should trust students’ instincts and judgments

14 Teacher should guide and measure students’ development

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SURVEY RESULTSQuestion 1

Highly Disagree

Disagree

Neutral AgreeTotally Agree

Question 2

Highly Disagree

Disagree

Neutral AgreeTotally Agree

Question 3

Highly Disagree

Disagree

Neutral AgreeTotally Agree

Question 4

Highly DisagreeDisagreeNeutralAgreeTotally Agree

Question 5

Highly Disagree

Disagree

Neutral AgreeTotally Agree

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SURVEY RESULTS

Question 6

Highly Disagree

Disagree

Neutral AgreeTotally Agree

Question 7

Highly DisagreeDisagreeNeutralAgreeTotally Agree

Question 8

Highly DisagreeDisagreeNeutralAgreeTotally Agree

Question 9

Highly Disagree

Disagree

Neutral AgreeTotally Agree

Question 10

Highly Disagree

Disagree

Neutral AgreeTotally Agree

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SURVEY RESULTSQuestion 11

Highly Disagree

Disagree

Neutral AgreeTotally Agree

Question 12

Highly Disagree

Disagree

Neutral AgreeTotally Agree

Question 13

Highly Disagree

Disagree

Neutral AgreeTotally Agree

Question 14

Highly Disagree

Disagree

Neutral

Agree

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SURVEY RESULTS

• Most of the teachers do not take responsibility for students’ lack of motivation and failure in language learning.

• Most of the teachers see themselves as the ultimate authority in the classroom and they behave accordingly.

• Most of the teachers regard themselves as the decision maker in the classroom and ignore students’ instincts and judgments.

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SURVEY RESULTS

• Even if most of the teachers do not approve physical punishment; they do not see psychological violence as a big issue.

• All in all, they believe that whatever they do is to foster students’ learning process and they can justify their attitudes towards students by using the excuse: “It’s for their own good.”

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STRATEGIES TO PROBLEM WHAT NOT TO DO!• Unwelcomed behaviour must be prevented by

punishment.• Teachers must be respected, simply because they

are teachers, whatever their failings.• Learners must be humiliated so they become

eager to please.• No teacher must ever show affection for a child.• Any boy who asks for more must be ignored.• Boys must always be ranked for everything.• A master must not consider what a boy feels; he

only needs to correct what he does.• .

Miller, A.,1990. For Your Own Good: Hidden Cruelty in Child-Rearing and the Roots of Violence

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SUGGESTIONS• A teacher should provide all students the most

desirable opportunities to help them reach their goals in the classroom and also in their real life circumstances.

• As a role model for every child and especially for those who are at an early age, a teacher has responsibilities which cannot be underestimated. A teacher should be well equipped and should have all kinds of input because some students may need extra help and assistance (if they are clashing with learning a topic).

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SUGGESTIONS

**A Model for Teachers: Trustful Teaching “The child’s will is his/her motive force.”

• What do we mean by trustful?

We use the term trustful here to refer to an attitude of treating others as equals rather than

as superiors or subordinates.

** This model of teaching is adapted from Peter Gray’s Playful Parenting Theory.http://www.psychologytoday.com/blog/freedom-learn/200907/play-makes-us-human-vi-hunter-gatherers-playful-parentinghttp://www.psychologytoday.com/blog/freedom-learn/200907/trustful-parenting-its-downfall-and-potential-renaissance

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SUGGESTION• In trustful teaching, nobody may dominate the

behavior of another person; each individual must be allowed to make his or her own decisions, within the boundaries set by the rules of the process, and all must have a say in establishing the rules.

• A trustful style of teaching, then, is one in which teachers do not attempt to dominate children's behavior, but rather allow children maximal freedom to make their own moment-to-moment and day-to-day decisions.

http://www.psychologytoday.com/blog/freedom-learn/200907/play-makes-us-human-vi-hunter-gatherers-playful-parentinghttp://www.psychologytoday.com/blog/freedom-learn/200907/trustful-parenting-its-downfall-and-potential-renaissance

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SUGGESTION

• Trustful teachers allow their students to make their own decisions because they trust their students’ instincts and judgments.

• Trustful teachers do not measure or try to guide students’ development, because they trust students to guide their own development. They support, rather than guide development, by helping students achieve their own goals when such help is requested and needed.

http://www.psychologytoday.com/blog/freedom-learn/200907/play-makes-us-human-vi-hunter-gatherers-playful-parentinghttp://www.psychologytoday.com/blog/freedom-learn/200907/trustful-parenting-its-downfall-and-potential-renaissance

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Triarchic Theory of Love

http://en.wikipedia.org/wiki/Triangular_theory_of_love

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CONCLUSION• These findings indicate that there are many

problems in education system and most of these problems seem to be teacher-related. However, teachers are not aware of this serious problem and they do not blame themselves.

• Most of the teachers regard punishment as a solution to deviant student behavior and they do not focus on the negative effects of punishment on students.

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REFERENCES İmece Circles by Dr. Hayal Köksal. Miller, A.,1990. For Your Own Good: Hidden Cruelty in Child-

Rearing and the Roots of Violence, 3rd ed., trans. HildegardeHannum and Hunter Hannum, New York: Noonday Press.

Glasser, W., 1998. Choice Theory and Quality Teaching. Sagor, R., Motivating Students and Teachers in an Era of

Standards. Pg: 2-15. Kathryn R. Wentzel (1993) , Motivation and Achievement in Early

Adolescence : The Role of Multiple Classroom Goals, vol.13 4- 20 University of Maryland

Lahey, Benjamin B. "Chapter 10: Motivation and Emotion." Student Study Guide for Use with Psychology : An Introduction

[by] Benjamin B. Lahey. 9th ed. Boston, MA: McGraw-Hill Higher Education, 2007. 383-89.

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REFERENCES• http://friendsofkentlibrary.blogspot.com.tr/• http://en.wikipedia.org/wiki/Maslow's_hierarchy_of_needs• http://www.authoritarianschooling.co.uk/index.php/poisonous-

pedagogy • http://en.wikipedia.org/wiki/Triangular_theory_of_love• http://www.dhakatribune.com/sites/default/files/Corporal-

punishment_1_0_0.jpg• Spark Notes; http://www.sparknotes.com/• http://www.teacherstoolbox.co.uk/T_Expectancy-value.html• http://www.haber7.com/egitim/haber/836338-okullarda-siddet-6-

yilda-7-bin-artti• http://www.radikal.com.tr/turkiye/

okullarda_kutuphane_yok_siddet_var_-1158532• http://gundem.milliyet.com.tr/otistik-cocuga-okulda-dayak-

iddiasi/gundem/detay/1845038/default.htm

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REFERENCES• http://www.psychologytoday.com/blog/freedom-learn/200907/play-

makes-us-human-vi-hunter-gatherers-playful-parenting • http://www.psychologytoday.com/blog/freedom-learn/200907/

trustful-parenting-its-downfall-and-potential-renaissance

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Special Thanks to Dr. Hayal Köksal