level 5 diploma in teaching and learning esol/english 2506/8 john keenan j.keenan@worc.ac.uk

Level 5 Diploma in Teaching and Learning ESOL/English

2506/8

John Keenan

j.keenan@worc.ac.uk

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.