webinar dealing with challenging learners-vesna dejic
DESCRIPTION
This is a presentation, which is based on the Webinar Dealing With Challenging Learners. I attended this Webinar on the BBC English site, and it was very useful. Thus, I have decided to make this presentation. The ideas found in it belong to the presenter of the Webinar, Marie Deleney.TRANSCRIPT
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Webinar
Dealing With Challenging Learners
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Beginning
Three names:• Rob Lewis• Phill Dexter• Marie Deleney (presenter)
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Rob Lewis
• Manager of Teaching English Website
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Marie Deleney
• Director of The Learning Harbour, Cork, Ireland
• a teacher, trainer and Educational Psychotherapist
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First Section
What is a challenging learner? How would you describe
him/her? Think of someone who finds you
difficult or challenging? How would he/she describe you? Are there any connections?
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• Learners (Ls): scared, uncooperative, passive, better than others, shy, difficult to control ,arrogant
• Teachers (Ts): arrogant, too critical, stubborn, too ambitious, lack of practice
• Same words come up• Often the L is a little bit like the
T
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• He never listens.• He is always disrupting my
lesson.• She doesn’t care about learning
English.• Are these descriptions or the
interpretations of the behavior?
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• Tip 1: Describe the behavior which you do not want and be specific about what is required
• Need to train ourselves to describe the behavior, since it might be worth looking at
• Need to tell them what we want them to think about
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• Think about the last day you were teaching.
• Think about the feelings you went through during the day. Were the feelings useful and productive for teaching and learning?
• If not, what did you do about it?– Look at the positive sides– Have a break, etc.
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• Participants: lack of engagement, tired, excitement, pessimistic, disappointed
• Teacher’s feelings are important• A lot of emotions: from positive
to negative ones
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• Tip 2: Manage your own state
• Be your best friend/coach• At the end of the day write 6 highlights• Write down all the things that are stressing
you• Divide them into 2 lists- those you have no
control over and those you can control• Set some positive triggers to change your
mood• Practice positive self-talk• Talk to trusted colleagues, agree how to
off-load. Avoid toxic dumping• Manage your physical and emotional
health
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Second Section
• Learner’s behavior tells us what is actually happening
• How is L’s behavior making us feel?– psychiatric problems– naughty boy
• Both of these involve pushing the L away
• Tip 3: Understand projection and displacement
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Displacement• Unconscious Defence Mechanism• A sign that some children cannot
manage their overwhelming feelings and have not had experience of an adult who can do that
• This can give us an indication of how a child is feeling
• Can help us feel better about ourselves and our actions
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• Tip 4: Remember ‘It’s not meant for me’
• It is meant for someone else but the L cannot give it to someone else (e.g. domestic violence)
• The L trusts you are an adult who can manage that and like him/her afterwards
• It is hard not to take things personally
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The Learning Triangle
Teacher
Pupil Task
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Resistant-Ambivalent Attachment Pattern
• Continually want to get the T’s attention
• This L is always saying: me, me, me• Badly behaved
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Some tips:
Avoid ‘colluding’ with need for constant T involvement and thus ‘over-helping’
Trust your brain ‘I’ll come later to check on you’
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Avoidant Ambivalent Attachment Pattern
• There are those Ls who do not want to ask for help
• When they are stuck they need to ask• The reason they do not ask for the T’s
help is the expectation of rejection• These Ls could be saying ‘I don’t
care’
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• With these Ls the relationship should not be developed too soon
• It should be developed through the task:– Internal control even praise– Groupwork– Metaphor work with
stories/pictures/drawings
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• Tip 5: Teach your Ls about the Truine Brain- the reptilian, mammalian and neo-cortex thinking brain
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Third Section
Teaching Strategies: Emotional health is important as
physical Understand your emotional state and
have strategies for getting into a positive state for both the T and the Ls
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Classroom Strategies
• Tell them what they need to do• Talking and walking-opposite of quiet (T)• Think about the sequences• Posture• Be consistant in your usage of space• Give positive reinforcement for good
behavior:• Acknowledge the positive intention
behind a behavior
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• Use the language of ‘need’ rather than ‘obligation’
• Focus and comment on Ls who are doing what is required
• Use ‘thanks’ at the end of an instruction
• Build in perceived choices• Distract, deflect at the point of
conflict
Classroom Management
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For more information on this topic
• Marie Deleney [email protected]• www.wortpublishing.com• www.caspari.org.uk• Teaching Unteachable, October 2008,
Worth Publishing• What can I do with the kid Who…2010.
Worth Publishing.
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References:
• Delaney, M. (2012). Dealing with Challenging Learners [PowerPoint slides]. Retrieved from http://www.teachingenglish.org.uk/webinars