ECAP 2013: How to get the best out of your students
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Transcript of ECAP 2013: How to get the best out of your students
How to get the best out of your studentsCarol Begg. ECAP 2013
A little about me...
“Disaffected children can be bored, depressed, anxious, or
even angry about their presence in the classroom; they can be withdrawn from
learning opportunities or even rebellious towards teachers
and classmates.”
- Skinner & Belmont (1993, p.571)
Top 5 demotivating factors (Dörnyei (2001))
• Unfair / Confusing grading & assignments
• Teacher being... bored, boring or unorganised
• Dislike of subject
• Poor organisation of materials
• Teacher being... unapproachable, self-centred or insulting
“Highly motivated children are easy to identify: They are enthusiastic, interested, involved, and curious; and they actively cope with
challenges and set-backs. These are children who should stay in school longer, learn
more, feel better about themselves, and continue their education after high school.”
- Skinner & Belmont (1993, p.571)
Motivational teaching practice
Creating basic
motivational
conditions
Generating initial
motivation
Maintaining &
protecting motivation
Encouraging positive
reflection
Dörnyei (2001)
• Communities of practice - belonging
• Fairness & equality
• Positive discipline
• Engagement is optimised within a social context
• An open & positive atmosphere
The classroom, learners, & teacher Creating basic
motivational conditions
Activity: Building class rapport & encouraging communication
post-it & pen
Write:
Name
2-3 recent events
Carol
Arranged birthday celebration for
parents
Went to Hotaru festival
Carol
Arranged birthday celebration for
parents
Went to Hotaru festival
• Related to learners / real world / needs/ people
• Task design
• Variety, diversity (integrated), meaningful
• Learners need to see that it is achievable & that they are improving or gaining new skills
• Grade the task not the text
• Foster autonomy
Materials, success, & learner belief
Challenge
SuccessRelevance
Generating initial motivation
Activities:
• Relevance: “This street, this town”*
• Task adjustment: “Wall Papers”
• Assessing motivation: “Go with the flow”
• Noticing progress: “The lesson that was”
• Teachers need to clearly communicate expectations
• Goals need to be achievable and useful
• Encourage self-efficacy
•Successful experiences - Peer Success - Encouragement
• Autonomy
• Goals - Assessment - Groupings - Materials - Deadlines
• Learner involvement = Learner voice
• Negotiate & plan with struggling students
Goals, interdependence, autonomy, & self-efficacy
Maintaining & protecting motivation
Activities:
• Autonomous goal setting: “Charting your aims”
• Fostering autonomy: “Needs from the heart”
• Student voice: “Face down, face up”
• Struggling students: “Man over board”
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• Sincerity of praise
• Encourage positive self-reflection
• Positive rewards (ClassDojo)
• Grading vs. Rewarding
Feedback, rewards, & learner satisfaction
Motivation = qualitative changes in learners’ self perception
Motivation ≠ quantitative achievement goals
Encouraging positive reflection
Activities:
• Learner wants: Traffic lights
• Reflection: Pie charts, Diaries
• Needs analysis: “How can we help each other?”
• Teacher reflection: “My favourite teacher”
http://www.classdojo.com/
Review
• Make it achievable
• Add variety
• Highlight meaning
• Encourage reflection
• Foster autonomy
Be...
positive
clear supportive
role-model
• Ames,C., (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84 (3) 261-271.
• Dörnyei, Z., Ushioda, E,.(2011). Teaching and Researching Motivation. Great Britain, Pearson.
• Dörnyei, Z., (2001) Motivational strategies in the language classroom. United Kingdom, Cambridge University Press.
• Foord, D., (2009) The Developing Teacher: Practical activities for professional development. England, DELTA Publishing.
• Gross Davis, B., (1993). Tools for teaching. San Francisco, Jossey-Bass.
• Meddings, L., Thornbury, S., (2009) Teaching Unplugged: Dogme in English Language Teaching. England, DELTA Publishing
• Skinner, E., Belmont, M., (1993). Motivation in the classroom: Reciprocal effects of teacher behaviour and student engagement across the school year. Journal of Educational Psychology, 85 (4), 571-581.
References