2506/8

2506Thursday July 19th July 2012

John Keenan j.keenan@worc.ac.ukEssay on language teaching strategies

Critically reflect on your approaches to learning and teaching .

Evaluate your teaching strategies in relation to listening and speaking, reading and writing skills.

Evaluate how you could improve your own language and literacy practice. Action Plan.(2200 words) (55% weighting)

Evaluation of spreadsheet assessment

Carry out a quantitative analysis of the results for at least one student group. Write a short rationale showing why you chose the assessment approach, its validity and reliability .

Present the analysis using a spreadsheet which should include both numbers and appropriate graphs. On the spreadsheet note any key points of significance about the performance of the group or distribution of results.(1000 words) (25 % weighting)

Professional Learning Journal Assessments (PLJA)I must write, I must write at all costs. For writing is more than living, it is being conscious of living

Anne Morrow Lindbergh, cited in McCormick Calkins, 1989: 3Levels of the written code

Grapho-phonemicMorphologicalLexicalSyntacticSubtextual blocks paragraphs, scenesTextual whole textsContextual

R Andrews, Tecahing and Learning English, London: Continuum, p61What has worked for you in motivating to write?Getting the buggers to write

Give them a reasonCreate the right atmosphereEnsure correct behaviourMake writing funUse warm upsKeep it topicalGroup tasks in writingChallenge themRemove the stressRemove the blocksOffer a rewardShow writing is relevantShow writing is importantShow your writingBe an inspirationRemove the stressRemove the blocks1The girl is sadShe has no friends

Demotivated writing not goodScared criticismBored writing does nothingRebellion wont do what teacher wants

Give them a reason to writeShow writing is relevantShow writing is important

2We read to know were not aloneWhy do we write?To be surprised.

The writer sits down intending to say one thing and hears the writer saying something more, or less, or completely different. The writing surprises, instructs, receives, questions, tells its own story, and the writer becomes the reader wondering what will happen nextWe write because we want to understand our livesMcCormick Calkins, 1989: 3To understandThere is no plot line in the bewildering complexity of our lives but that which we make and find for ourselves...Writing allows us to turn the chaos into something beautiful, to frame selected moments of our lives, to uncover and to celebrate the organizing patterns of our existence

McCormick Calkins, 1989: 106Writing is but a line which creeps across the page, exposing as it goes all the writer does not know...writing puts us on the line and we dont want to be there

Shaughnessy, 1977: 7 cited in McCormick Calkins, 1989: 106CreationExpression

Sometimes when Ive had a really tough day and nothing seems to be going right, I think, nothing is mine. Well, my writing is. I can write is any way I want to. You know how your mother can tell you, Go up to your bed right now. Nobody can tell you how to write your piece. Youre the mother of your story

Cited in McCormick Calkins, 1989: 6Teaching writing begins with recognition that each individual comes to the writing workshop with concerns, ideas, memories, and feelings. Our job as teachers is to listen and to help them listen. What are the things you know and care about? I ask writers

McCormick Calkins, 1989: 5Express passionsIt is not my piece of writing. It belongs to someone else

McCormick Calkins, 1989: 120The joy of blogging

www.wordpress.comCreate the right atmosphereEnsure correct behaviour34Group tasks in writingPeer conferences

Writer reads aloudListeners respond perhaps with questionsThe group asks and helps with what happens next

McCormick Calkins, 1989: 129-132

ENCOURAGE MULTILITERACYMultiliteracy Pedagogy

Pupil is intelligent, imaginative, linguistically talentedAcknowledges (celebrates) linguistic capitalIdentity texts sharing of the literacies that form their identityDirected Activities Related to TextsPredictionCloze using contextual cluesHighlightingCard sortingStatement gamesDiagrammingRe-creation (media, genre etc)Teaching ReadingLearning to Read Stages

1. linguistic guessing on context2. rote learning3. discrimination - guessing based on knowledge of sounds4. sequential decoding - grapheme-phoneme conversion rules5. hierarchical decoding - logographic - other words which share parts of the word used as well as grapheme/phoneme

Marsh e t al 197728The Pleasure of the TextWhat are you reading now?What was the first book you remember reading?Your favourite book?Why?Which book will you read again?

What is a text?

Texere weave (L) maxim (ME) summary of discussion (17C) book (19C)

21C: visual, blog, poem, film, text, tattoo etc

kinetic, multimodal, manipulable, without closureTexere weave; middle english a maxim;

30The rights of the reader

Bottom up process inner voice phonetics

Top down Three Approaches to Teaching Literature

Reader Response - aesthetic

Critical Literacy

Genre1. Reader Response - aesthetic

1960s, 1980s-90s

Positioning of reader and text

Reader-response dynamic

Problem: unstructured, open-ended, text devoid of meaning

A text is a blueprint only (p88)

In aesthetic reading the readers attention is centred directly on what he is living through during his relationship with that particular text (p25)

Rosenblatt I (1978) The Reader, The Text, The Poem, Illinois: IUPA text is a test of what you bring to the advert Oliviero ToscaniRoland Barthes/Umberto Eco the death of the author

362. Critical Literacy

Dale SpenderNorman Fairclough

3. Genre TheoryAll fiction (and all non-fiction) is generic Cranny Francis, p. 9338Gen meaning birthan understanding by teachers and by children that all our speaking or writing is guided, to a greater or lesser extent, by conventions of generic form, even where that takes the form of an attempt to break generic convention Kress, p.2839This is just to say I have eaten the plums that were in the icebox and which you were probably saving for breakfast. Forgive me, they were delicious, so sweet and so cold.This is Just to Say I have eaten the plums that were in the icebox and which you were probably saving for breakfast. Forgive methey were delicious so sweet and so cold.Types of genreadvertisingnewspapersthrillershorrorromanceleafletspostcardsletterswebsiteminutesemailsongdiary42Generic conventions list of one genre43Pedagogies for Teaching Reading and Writing

TraditionalProgressivistPostmodern Progressive

all contribute to todays pedagogyPetrus RamusClassical canon of literatureGreat Men of HistoryChristianity

Knowledge in books.

Pedagogical Spaces 1: Traditional4516th century Frech shcolar invented the education system of today - took it away form the 1:1 philosopher and guide to printed text books that Shakespeare would have hadknowledge taken away from sounds and into books. It was a mater of learning all techniques for writing or division or biology or enything in Ongs words, dissecting and dividing down, taking apart and this is what happened to literature.Behind I is an ideology that nly men are great, that only certain books are worthwhile and there is one God and the king is on his throne.The Enlightenment

Renee DescartesPedagogical Spaces 1: Traditional46InstitutionalisedMass schoolingRigid systemsPedagogical Spaces 1: Traditional47Literacy learning wasused as an instrument to inculcate puncutality, respect, discipline, subordinationa medium for tutelage in values and morality Graff, 1987:p.262 cited in Katzinger and CrossPedagogical Spaces 1: TraditionalPedagogy as Ideology48Max Weber(1846-1920)

The iron cages of rationalisationPedagogical Spaces 1: Traditional49This is the time of modernism. Max Webers ideas have the birth of modernity as the separation between family and business. IRON CAGESMCDONALDSIKEATesting

Failed article

John Holt most children failJohn DeweyMaria Montessori

movement, change and progressPedagogical Space 2: Progressivist51John Dewey 1900 To imposition from above is opposed expression and cultivation of individuality; to external discipline is opposed free activity; to learning from teachers, learning through experience; to acquisition of isolated skills and techniques by drill is opposed acquisition of them as means of attaining ends which make direct appeal; to preparation for a more or less remote future is opposed to making the most of the opportunities of present life; to static aims and materials is opposed acquaintance with a changing worldcited in Katzinger and Cross, 1993: pp45-6Pedagogical Space 2: Progressivist52John DeweyTextbooks and lectures give the result of other mens discoveries, and thus seem to provide a short cut to knowledge; but the outcome is just a meaningless reflecting back of symbols with no understanding of the facts themselvesDewey and Dewey 1915 cited in Cross and Katzinger, 1993: p.46Pedagogical Space 2: Progressivist53To Steiner schools and sumerhillprogress not in a textbookactive relationship with the worldcreativity at the heart of societyPedagogical Space 2: Progressivist54Your experiences of child-centred educationProgressive PedagogyThe idea of progressStandard English was to be the conclusionCorrect acquisition served an industrial purposePedagogical Space 2: Progressivist56In other words here done in a related wayas an outgrowth of the child -rogani. Dewey also wanted to erase cultual difference and the curriculum gav singluarity c

John Deweyhaving something to say rather than having to say something Dewey 1900 cited in Cross and Katzinger, 1993:p.47Literacy in Progressivist PedagogyPedagogical Space 2: Progressivist57differencediscontinuitycultural fragmentationlinguistic fragmentation

the postmodernists pronounce the end of history; the decadence of grand metanarrativesthe demise of progress Cross and Katzinger, 1993: p.48Pedagogical Space 3: The Progressivist Pedagogy of Postmodernism58Post-modernism

Lyotard - an incredulity towards metanarrativesPedagogical Space 3: The Progressivist Pedagogy of Postmodernism59This is the first of the two post-modern theorists I will apply to advertising, Francois Lyotard and his theory about an incredulity towards metanarratives or a disbelief in over-riding theories that explain life.Richard Hoggart The Uses of Literacy

an all-pervading culture

Pedagogical Space 3: The Progressivist Pedagogy of Postmodernism60Rohcard Hoggarts book the uses of literacy goes into a culture which we fixed. People were given whole lives to play outShared working-class life in the 1930sSuperstition - touch wood, black catsAttitude - family, neighbourFixed gender roleswife - corner shop, clothes line, husband - work, pub Language - mam, our AliceFood - chops, chipsRichard Hoggart - The Uses of LiteracyPedagogical Space 3: The Progressivist Pedagogy of Postmodernism61Here are some of this things you will find in the reading about what the full rich life was like. Hoggart praised it because it was organic. It came from society, developed by people, much as a tribe would develop and there was a structure to the life.

EDUCATING RITAmetanarrativesChurchGod creates worldPeople go badJesus dies to save people from HellRepent and go to HeavenLife is a trialPedagogical Space 3: The Progressivist Pedagogy of Postmodernism62Take one metanarrative, religion or specifically in the west, Christianity. This is one of the over-riding beliefs that helped to explain life to us

GO THROUGH

The death of God does not mean either that God is dead as Nietsche once announced, or that people do not believe in God as many still do, I read somewhere that 90% believe in a God AND 70% of the UK went to church at Christmas. What has changed is the organised belief in God, the ability to accept of a society to accept the metanarrative of one church.

metanarratives 2ScienceBy understanding the world we will control itThe universe was made by a Big BangPeople evolved from apesPeople keep improving lifeWe exist to make the world betterPedagogical Space 3: The Progressivist Pedagogy of Postmodernism63Another metanarrative we no longer believe in is science

GO THROUGH

There was a promise form science that in the future everything would get better but this doesnt seem to be the case anymore. We are rather cynical about scientists and stereotype them as the boffin certainly not the people with the answers to life as may have been the case beforemetanarratives 3Authority

Some people have special skillsThese people should use them to serve societyWe must respect those who serve for our goodLife is about knowing your place in society and serving where you canPedagogical Space 3: The Progressivist Pedagogy of Postmodernism64Likewise authority.

GO THROUGH

Priests are paedophiles, police are te pigs, teachers are incompetent and have no life etc. there is a lack of acceptance of authority now. They are to be argued with, like referees on the football pitch. Not accepted but every decision scrutinised.High WindowsWhen I see a couple of kidsAnd guess he's fucking her and she'sTaking pills or wearing a diaphragm,I know this is paradise

Everyone old has dreamed of all their lives--Bonds and gestures pushed to one sideLike an outdated combine harvester,And everyone young going down the long slide

To happiness, endlessly. I wonder ifAnyone looked at me, forty years back,And thought, That'll be the life;No God any more, or sweating in the dark

About hell and that, or having to hideWhat you think of the priest. HeAnd his lot will all go down the long slideLike free bloody birds. And immediately

Rather than words comes the thought of high windows:The sun-comprehending glass,And beyond it, the deep blue air, that showsNothing, and is nowhere, and is endless.Pedagogical Space 3: The Progressivist Pedagogy of Postmodernism65Post-modernism is a theory. The people who write about it, though do not have any real agreement,. It is in a sense, a philosophy and one you can get hold of again and critique. You can consider how true you think it is. Just as Foucault is best described to me by God and angels. So poetry brings the subject up of the death of God as here in Philip Larkins High Windows

READ

66The reasons why this incredulity crept in are, like philosophy up for debate but multinational firms are either a response to the changes ie they crept in because the nation state declined in power and could not put up a fight against them. Which of us wants to rail against McDonalds in a way, I suspect before the war we would have had a yanks go home attitude and stuck to our roast beef. It also could be a contributor, particularly the multinational media firms which bring their images and the different global ways of interpreting relaity which undermines our own.

The death of GodPedagogical Space 3: The Progressivist Pedagogy of Postmodernism67High windows is an excellent metaphor. First it is clear, we can now see, there are no restrictions on us anymore, God, and authority have all gone down the bloody slide. They have disappeared and we are not restricted as a society anymore. There are 2 ways of seeing this, one is to celebrate being fre, the other is to be scared as all of the securities have gone. The walls have come down and we not longer know where we are or crucially, WHO we are.It is also worth reminding ourselves that the area we are talking about is what is kown as the west. There was a call for the beheading of the cartoonists from Denmark and an offer of a mans weight in gold if they were killed showing that there is a pre-modern world out there in which God, and a very fixed idea of God is still the dominant social force, they key identifier, if you like. I remember having to explain postmodernism to a Chinese friend whose society was just undergoing a process of industrialisation and modernisation and it is difficult for them to understand the shifts in the west.

68Just to give you a break from me explaining it, this is someone else, going through the postmoden process and finishing with identity, it will last for around 5 minutes. BIT BBC-ISHPostmodernism = Post-structuralismno privileged discoursesmusicfooddrinkbookstelevisionPedagogical Space 3: The Progressivist Pedagogy of Postmodernismhumans are active meaning makersno universal meaning - polysemicno privileged discoursesthe death of the author (Eco)

a curriculum relevant to experiencepower to marginalised discourses e.g. CreoleLiteracy in Progressivists Pedagogy of PostmodernismPedagogical Space 3: The Progressivist Pedagogy of PostmodernismLanguage is a system of signs structured in the infinite play of difference Aronwitz and Giroux, 1991: p.13 cited in Cross and Katzinger, 1993: p.5070Classroom BehaviourAction-consequencesRelationshipsHappens at the startRule-praise-ignoreCollaborate on rulesModelTreat students as people72

WoodyThe Steer CommitteeThe Steer ReportThe quality of learning, teaching and behaviour are inseparable issues, and the responsibility of all staff

Poor behaviour cannot be tolerated

There is no single solution to the problem

Respect has to be given in order to be received

The support of parents is essential

What types of disruptive behaviour do teachers most have to deal with?1. Talking out of turn ..2. avoiding work ..........3. Hindering other pupils ...4. Lateness .....5. Making unnecessary noise...XXXXXX6. getting out of seat without permission.....8. cheeky remarks.....7. verbal abuse towards other pupils..9. physical aggression towards other pupils.......Answer 1Answer 2Answer 3Answer 4Answer 5Answer 6Answer 7Answer 8Answer 9

75Behaviour strategies sharing

Thought bubblesTeaching is about relationshipsPreparation is essentialAction - consequence Consistency

If youre fire-fighting, youve gone too farThey are not your faultYou can improve matters

Once youve got a class, youve got them (though beware of honeymoons)It all happens at the startAntecedents behaviour - consequencesAntecedentsStimulus to bad behaviour eg pupil teacher;Setting factors eg seating arrangementsCurriculum eg content, deliveryOrganisation eg sanction systemsPostive Pupil Management and Motivation: a Secondary teachers GuideEddie McNamara, 2000London: David Fulton Publishers

http://www.positivebehaviourmanagement.co.uk/meet_dr_edward_mcnamara.html

Consequences

in summary, in addition to consequences, the other major determinants of behaviour, i.e. What happens immediately before (stimulus conditions); the classroom situation (setting factors); ; what is being asked of the pupils (curriculum content, structure and delivery), and organsiational factors such as the composition of the class (e.g. Mixed ability or set). Thus if pupil behaviour (B), its antecedenat (A), and significant consequences (C) are assessed, an analysis of pupil behaviour can be pursued

(McNamara, 2000: 7)Critique functional analysisRules, praise and ignoreMasden et al (1968)

Rules RulesFew in numberSimpleDescribed positivelyReflect concerns of teachersConsistent with school policy

Critique - rules are there to be brokenTo ask yourself:

What are the rules of your classroom?Were the pupils involved in the rules?What strategies have you to promote compliance?What strategies to redirect noncompliance?Strategies to avoid criticism trapThe criticism trap

Becker et al (1975)

Thus, while there is an immediate cessation of the behaviour, in a longer time the behaviour occurs more frequently. This analysis explains why some teachers persist in using negative control techniques when they patently dont work

(McNamara, 2000: 13)From criticism to cooperation

The traditional model of classroom control incorporates the teacher as controller and the pupils as controlled...However, there is inherent potential for stress, tension and conflict in this model for the possibility always exists that the submissive party...may choose not to be submissive...conflict can reault...the cooperative learning model is based on an assumption of teachers and pupils as partners

(McNamara, 2000: 14)Rule compliance tick sheet for each studentBut...

ADHDAnxietyDyslexiaAutism spectrumLow self esteemRebellion Willis (1977) the most basic, obvious and explicit dimension of counter-school culture is entrenched, generalized and personal opposition to authority (p.11, cited in Docking, 1987: 78)Some people want to lose

Harre (1976) a principle of reciprocity, according to which the students try to restore themselves as human beings in situations where they feel they are not being treated as persons (Docking, 1987: 76)

Control and discipline in schools (second edition) J w Docking, London: Harper and Row, 1987Werthman (1963)Inattentiveness (chewing gum, talking, turning round teacher must have a good reason to reprimand)Authority unlikely to be accepted if exercised by the use of imperativesDavies (1984) greatest hostility teachers who demanded politeness but were rudeAssessing and Understanding Childrens Behaviour, Chapter three of Managing Misbehaviour in Schools (2nd edition)Tony Charlton and Kenneth David (Eds), 1993, London: RoutledgeCase studies from Louise Leaman Managing Very Challenging Behaviour, 2005, London: continuum

Read issue

How would you deal with itWhat is the adviceWhat do you think of the adviceFidgeting

Desktops clearTidy up plannedClutter-free classroomsAgreed hand-signalQuiet wordSliding scale of interventionGive cloth to fidget with

Attention seeking

Establish hands up rulesBe inclusive make them feel valuedDont ignore they will go to the next levelTell them youre not interested and are in those who workRedirect to an appropriate method eg hands and praise when donePraise the good

Refusal to cooperate

Use I want you to, I expect you to...Give the choice and leave the pupil to do what is required...praise those who doEmphasis choice you are choosing to...Give time I want you to...in these minutesTalk to the student about consequences

Being sworn at

Get your inner self...smile, assessTell pupil to leave roomSeek an apologyApply consequencesReflect on triggers