Teacher/StudentTeacher/StudentMotivational WorkshopMotivational Workshop

Pushing yourselves and your students to Pushing yourselves and your students to ultimate potentialultimate potential

Tim RobinsonTim Robinson

OverviewOverviewMorning sessionMorning session

Rediscovering “motivation”Rediscovering “motivation” Related issuesRelated issues Empathy, our needs and goalsEmpathy, our needs and goals Intrinsic vs. extrinsicIntrinsic vs. extrinsic Learning environmentLearning environmentMotivation and the classroomMotivation and the classroom Successful language learningSuccessful language learning Good learners/good teachersGood learners/good teachers Teacher developmentTeacher development

Overview continuedOverview continuedAfternoon sessionAfternoon session

Agents of changeAgents of change Reflective teachingReflective teaching Support and collaborationSupport and collaboration Classroom responsibilitiesClassroom responsibilities

Cultural AwarenessCultural Awareness CAR principalsCAR principals F.A.T/Cooperative learningF.A.T/Cooperative learning Building connectionsBuilding connections

My objectivesMy objectivesRediscover your motivationRediscover your motivation

Understand the importance of Understand the importance of cooperative learning/teachingcooperative learning/teaching

Empathize with teachers/students in Empathize with teachers/students in order to create respect order to create respect

Build connections with the language Build connections with the language for yourself and your students for yourself and your students

Reflect with your teaching/learningReflect with your teaching/learning

Do you feel like this sometimes?Do you feel like this sometimes?

Or this?Or this?

How about this?How about this?

Because of….Because of….

Distractions: texting and gossiping or bored maybe

Or maybe only thinking of…Or maybe only thinking of…

Find that Spark or….Find that Spark or….

The nasty circle of apathy The nasty circle of apathy appearsappears

Living

Teaching

Studying

11stst rule to motivation rule to motivation

A comfortable learning environment A comfortable learning environment is FUNdamentalis FUNdamental

Ahhh, I feel so

good, lets learn

something

Hands up!Hands up!

1.1. T Hand up/S hand upT Hand up/S hand up

2.2. Inform othersInform others

3.3. Quiet/StillQuiet/Still4.4. Hands free Hands free (put things down)(put things down)

5.5. Listen Listen

Let’s practice!!Let’s practice!!

Group workGroup work1.1. Follow “Stand Up, Hand Up”.Follow “Stand Up, Hand Up”.

2.2. Find a partner for each of the seasons on Find a partner for each of the seasons on your partner sheet.your partner sheet.

3.3. Sign your name in the correct season box Sign your name in the correct season box on your partner’s sheeton your partner’s sheet

4.4. Your partner must sign his/her name in Your partner must sign his/her name in the correct box on your sheet.the correct box on your sheet.

5.5. Move to find a new partner.Move to find a new partner.

6.6. Complete all four boxes.Complete all four boxes.

Name: Name: Tim RobinsonTim Robinson Class: Class: M workshopM workshop

SpringSpring

SummerSummer

WinterWinter

FallFall

JoseJose

Ana Ana MaríaMaría

Mindfulness and Empathy connects Mindfulness and Empathy connects teachers/learners and learningteachers/learners and learning

Individual workIndividual work: : What brings you and your students joy in What brings you and your students joy in life? What brings joy to you or your students life? What brings joy to you or your students in the classroom?in the classroom?

What is challenging or painful for you or What is challenging or painful for you or your students?your students?

Group workGroup work: Share your thoughts with : Share your thoughts with your WINTER group, and then discuss the your WINTER group, and then discuss the feelings brought about in these situationsfeelings brought about in these situations

What brings joy

What is challenging or painful

*I feel connected to the students* I have genuine dialogue with students* I see my students fully engage in their learning* I see my students learning

* I take risks in a new country

*I challenge myself and my language skills

*When it is hard to get students attention*When it feels like students are not interested or not trying* When the activity is too hard for the students* When I am tired or angry* When people look at me as a threat

In your winter groupsIn your winter groups

1.1. Make a list of basic human needsMake a list of basic human needs

2.2. What needs are most important for the What needs are most important for the classroomclassroom

3.3. With your list of joy and pain compare and With your list of joy and pain compare and discuss what needs are and are not being met discuss what needs are and are not being met in the classroom.in the classroom.

4.4. Write in your definition of mindfulness and Write in your definition of mindfulness and empathy to share with the class. Provide empathy to share with the class. Provide exampleexample

5.5. Do you feel motivated as a teacher/student, Do you feel motivated as a teacher/student, provide examplesprovide examples..

When your needs are not met then When your needs are not met then what? How do you feel?what? How do you feel?

Negative emotionsNegative emotions: : Emotions that lead to Emotions that lead to isolation and inactivity: Fear, anxiety, sadness, isolation and inactivity: Fear, anxiety, sadness, grief, boredom, insecurity; Emotions that lead to grief, boredom, insecurity; Emotions that lead to self attention: Shame, shyness, jealousy, self attention: Shame, shyness, jealousy, embarrassmentembarrassment

Positive emotionsPositive emotions: : Confidence underlies Confidence underlies action and agency, and a willingness to act, action and agency, and a willingness to act, especially in regards to the unknown.especially in regards to the unknown.

Emotions that lead to confidence: Peacefulness, Emotions that lead to confidence: Peacefulness, Joy, love, inspiration, warmth, gratitude, Joy, love, inspiration, warmth, gratitude, optimism, passion, aweoptimism, passion, awe

Emotional Intelligence can be learned, Emotional Intelligence can be learned, nurtured and strengthenednurtured and strengthened

Daniel GolemanDaniel Goleman

Once we understand the variety of human Once we understand the variety of human needs our emotions come next:needs our emotions come next:

• knowing our emotions (self-awareness), knowing our emotions (self-awareness),

• managing our emotions (impulse control),managing our emotions (impulse control),

• motivating ourselves to achieve goals motivating ourselves to achieve goals (persistence, zeal and self-motivation),(persistence, zeal and self-motivation),

• recognizing emotions in others (empathy) recognizing emotions in others (empathy) andand

5.5. managing relationships with others (social managing relationships with others (social skills).skills).

MindfulnessMindfulnessThe ability to identify The ability to identify and accept thoughts, and accept thoughts, feelings, words and feelings, words and actions without actions without judgmentjudgmentThenThenTo be non-To be non-judgmental and judgmental and genuinely curiousgenuinely curious about itabout it

What if I were the teacher

To summarizeTo summarizeWe are all natural giversWe are all natural giversWe can give and receive to meet the most We can give and receive to meet the most needs of everyoneneeds of everyoneTo meet needs we can become more To meet needs we can become more choiceful about how we think, listen, talk, choiceful about how we think, listen, talk, and actand actWe can continually learn new ways to We can continually learn new ways to meet needsmeet needsBy focusing on needs we can prevent, By focusing on needs we can prevent, reduce, and resolve conflictsreduce, and resolve conflictsAll this will increase your motivationAll this will increase your motivation

Expressing/listening languageExpressing/listening language

Observation: Observation: I say what I see and hear/I guess what I I say what I see and hear/I guess what I see and hear. see and hear. When I hear…/ When you see/hear…When I hear…/ When you see/hear…

Feelings: Feelings: I say how I feel/I guess your feelings.I say how I feel/I guess your feelings. I I feel…/Do you feel…feel…/Do you feel…

Needs: Needs: I say what I need/I guess your needs. I say what I need/I guess your needs. Because I Because I need…/because you need…need…/because you need…

RequestsRequests: : I ask for what I predict will meet my needs/I I ask for what I predict will meet my needs/I guess what might help you meet yours. guess what might help you meet yours. I would like… If you I would like… If you are willing…/Would you like…?are willing…/Would you like…?

(hart & Hodson)(hart & Hodson)

Break TimeBreak Time

How would you define motivation?How would you define motivation?Motivation is the extent to which you make Motivation is the extent to which you make choices about goals to pursue and the effort you choices about goals to pursue and the effort you will devote to that pursuitwill devote to that pursuit

Behavioral: rewards, reinforceBehavioral: rewards, reinforce Cognitive: the powers of self rewardCognitive: the powers of self reward

Our drive: exploration, manipulation, Our drive: exploration, manipulation, activity, stimulation, knowledge, ego activity, stimulation, knowledge, ego enhancementenhancementOur needsOur needsSelf-controlSelf-control

Constructivist: Social context and Constructivist: Social context and personal choices (personal choices (Brown 2007)Brown 2007)

Extrinsic vs. IntrinsicExtrinsic vs. IntrinsicExtrinsicExtrinsic: anticipation of outside awards: anticipation of outside awards

IntrinsicIntrinsic: no apparent award except the : no apparent award except the activity itself (feelings of competence and activity itself (feelings of competence and self-determination/autonomy)self-determination/autonomy)

Good learners/teachers Good learners/teachers are more are more intrinsically motivatedintrinsically motivated

Extrinsic Pressures

MotivationalResults

IntrinsicInnovations

Tests & Exams

Experience self knowledge

Peer evaluation self diagnosis

Intrinsic Motivation in Education

Extrinsic Extrinsic

PressuresPressuresIntrinsic Intrinsic

InnovationsInnovationsMotivational Motivational

ResultsResults

ImmediateImmediate

gratificationgratificationSet long-term Set long-term goals, patience goals, patience will rewardwill reward

Self-Self-actualizationactualization

CompetitionCompetition Cooperative Cooperative

Learning, group Learning, group work, class as a work, class as a teamteam

CommunityCommunity

Strength, status, Strength, status, securitysecurity

Fear of failureFear of failure Risk-takingRisk-taking

Innovation, Innovation, creativitycreativity

Learn from Learn from mistakes, mistakes, nobody’s perfectnobody’s perfect

Your turnYour turn

1.1. Get into your SUMMER groupsGet into your SUMMER groups

2.2. You will be given a situation: in your You will be given a situation: in your group come up with a list of ways to group come up with a list of ways to arouse interest/motivation. arouse interest/motivation.

3.3. Decide if it builds intrinsic or Decide if it builds intrinsic or extrinsic motivation, how?extrinsic motivation, how?

4.4. Finally, share with the class Finally, share with the class

What can a teacher do to motivate What can a teacher do to motivate learners?learners?

Discuss internal and external reasons for taking Discuss internal and external reasons for taking the coursethe course

Research and discuss the place of English in the Research and discuss the place of English in the world, in the community, and in learner’s future world, in the community, and in learner’s future and current life.and current life.

CommunicationCommunication: : About 1,500,000,000 people in the world About 1,500,000,000 people in the world speak English. Another 1,000,000,000 are learning it. speak English. Another 1,000,000,000 are learning it.

Access to knowledge: Access to knowledge: 95% of academic journals are 95% of academic journals are written in English. Majority of internet in English.written in English. Majority of internet in English.

Popular CulturePopular Culture

BrainstormBrainstorm fun ways to use Englishfun ways to use English

How to promote intrinsic MotivationHow to promote intrinsic Motivationfrom http://members.shaw.ca/priscillatheroux/motivation.htmlfrom http://members.shaw.ca/priscillatheroux/motivation.html

StrategyStrategy1.1. Help student develop Help student develop

plan of action. plan of action. 2.2. Relate learning to Relate learning to

student needs student needs 3.3. Explain or show why Explain or show why

learning a skill is learning a skill is importantimportant

4.4. Create and/or maintain Create and/or maintain curiositycuriosity

5.5. Provide a variety of Provide a variety of activities and sensory activities and sensory stimulationsstimulations

6.6. Provide games and Provide games and simulationssimulations

7.7. Set goals for learningSet goals for learning

ExamplesExamples1. Needs analysis

discussions and questionnaires

2. Use authentic tasks and materials.

3. Explain how the lesson relates to the real world.

4. Use inductive and task-based learning models

5. Implement interactive activities which appeal to multiple intelligences

6. Role plays, team projects7. Use self-assessment

rubrics

Return to your summer groupsReturn to your summer groups

Discuss and list Discuss and list 1.1. What makes a good/bad language learner?What makes a good/bad language learner?

2.2. What makes a good/bad language What makes a good/bad language Teacher?Teacher?

3.3. How does this effect motivation for both?How does this effect motivation for both?

4.4. What can the T do to maintain his/her own What can the T do to maintain his/her own motivation?motivation?

A peak performerA peak performerBelieve in yourselfBelieve in yourselfSet realistic goalsSet realistic goalsSet prioritiesSet prioritiesTake risksTake risksReduce and Manage stress factorsReduce and Manage stress factors

This leads to intrinsic teacher This leads to intrinsic teacher motivationmotivation

A good language teacherA good language teacher (Brown 2007)(Brown 2007)

Competent preparation

A love of the English language

Critical

thinking

Urge to upgrade yourself

Excitement about one’s work

Knowledge of yourself and students

Openness to change

Offers challenges to students

Values opinions

Uses interactive intrinsic activities

Sets goals

Encourages respect

Agent of change

A teacher is…A teacher is…““You have a set of beliefs about how the people of You have a set of beliefs about how the people of

this world should behave toward one another. this world should behave toward one another. You have convictions about the quality of life, the You have convictions about the quality of life, the shape of liberty, and the pursuit of happiness… shape of liberty, and the pursuit of happiness…

You are not merely a language teacher…You are not merely a language teacher… You are You are an agent for changean agent for change in a world in desperate in a world in desperateneed of change: changeneed of change: change from competition to cooperation,from competition to cooperation,

from powerlessness to empowerment, from powerlessness to empowerment,

from conflict to resolution,from conflict to resolution,

from prejudice to understanding.”from prejudice to understanding.” (H.D. Brown, 001)(H.D. Brown, 001)

Reflect! …on yourself as a teacherReflect! …on yourself as a teacher

With someone next to you, discuss:

1.Do you agree with the quote?

2.Why or why not?3.What is the change

you would like to make in the world?

4.How?

Lunch TimeLunch Time

Why should teachers practice Why should teachers practice reflective teaching?reflective teaching?

The reflective process The reflective process allows allows developingdeveloping

teachers latitude to teachers latitude to experiment within a experiment within a

framework of growing framework of growing knowledge and knowledge and

experience…. It begins experience…. It begins the developing teacher’s the developing teacher’s path toward becoming path toward becoming

an expert teacher.  an expert teacher.   ((Lange 1990)Lange 1990)

THIS IS A MOTIVATIONAL NEED

Let’s reflect!Let’s reflect!What are some classroom issues in the What are some classroom issues in the classroom, pedagogical or behavioral?classroom, pedagogical or behavioral?

Group work:Group work:

1.1. Get into your fall groupGet into your fall group

2.2. On your poster, in the – category write down On your poster, in the – category write down some problems or issues to the class that we some problems or issues to the class that we mentioned on the board.mentioned on the board.

3.3. In the + category, brainstorm possible In the + category, brainstorm possible solutions.solutions.

4.4. In the interesting Category: write down how this In the interesting Category: write down how this might motivate students, might motivate students,

Teacher to Action ResearcherTeacher to Action Researcher

What is it?What is it?

Action research takes its name from two processes that are central to it: a data-gathering component (the research element) and a focus on bringing about change (the action component). (Richards,1998)

ProcedureProcedure

1.1. Establish a purpose, decide on topicEstablish a purpose, decide on topic

2.2. Pose a specific questionPose a specific question

3.3. Anticipate outcomesAnticipate outcomes

4.4. Decide on type of data collectionDecide on type of data collection

5.5. Examine and analyze dataExamine and analyze data

6.6. Generate solutionsGenerate solutions

7.7. Experiment with solutionsExperiment with solutions

8.8. Share with colleaguesShare with colleagues

More reflective teaching techniquesMore reflective teaching techniques

Keeping a journalKeeping a journal

Write lesson reportsWrite lesson reports

Audio or video lessonsAudio or video lessons

Observe or be observed by Observe or be observed by colleagues or administratorscolleagues or administrators

Collaboration = RespectCollaboration = RespectHow important is it for students to work in How important is it for students to work in groups and why?groups and why?

How important is teacher support, and How important is teacher support, and how do we achieve it?how do we achieve it?

Critical friendsCritical friends  

Colleagues can engage each other in Colleagues can engage each other in systematic reflection and thus direct each systematic reflection and thus direct each other’s professional self- development. other’s professional self- development. Critical friends can stimulate, clarify, and Critical friends can stimulate, clarify, and extend thinking… and feel accountable for extend thinking… and feel accountable for their own growth and their peer ’s their own growth and their peer ’s growth.growth.(Farrell, 1998)

How? Collaborative goal settingHow? Collaborative goal setting

Join VenTESOL NingJoin VenTESOL NingStart local support groupsStart local support groups

Indentify personal areas for improvementIndentify personal areas for improvementBrainstorm with colleagues:Brainstorm with colleagues:

Strategies to be implementedStrategies to be implementedA method for evaluating whether or A method for evaluating whether or not goals have been achievednot goals have been achieved

For observationsFor observations: : Positive/improve/positivePositive/improve/positive

Let’s give supportLet’s give support

In your Fall groups:In your Fall groups:

1.1. One member chooses one of the One member chooses one of the classroom issues discussed.classroom issues discussed.

2.2. The other group members will give The other group members will give support in the form of questions, support in the form of questions, solutions, and praise.solutions, and praise.

BreakBreak

Cultural AwarenessCultural Awareness

““No part of the human community can live No part of the human community can live entirely on its own planet, with its own entirely on its own planet, with its own laws of motion and cut off from the rest of laws of motion and cut off from the rest of humanity”. humanity”. Hugo Chavez Hugo Chavez ““Cultural awareness motivates learners by Cultural awareness motivates learners by showing connections with meaningful showing connections with meaningful learning. Also, it lowers ignorance and learning. Also, it lowers ignorance and encourages curiosity for truth.” Tim encourages curiosity for truth.” Tim RobinsonRobinson

C.A. GoalsC.A. GoalsWe are not all the same, but we have We are not all the same, but we have similaritiessimilaritiesSimilarities and differences are importantSimilarities and differences are importantThere are multiple ways to reach the same There are multiple ways to reach the same goal and to live lifegoal and to live lifeThe best way depends on the cultural The best way depends on the cultural contingency. Each situation is different contingency. Each situation is different and may require a different solution. and may require a different solution. www.culturosity.comwww.culturosity.com

Last group activityLast group activityStereotypesStereotypes

Get into your spring groupsGet into your spring groups

List the differences between US and List the differences between US and Venezuelan men and women. Venezuelan men and women.

Decide if they are negative or Decide if they are negative or positive stereotypes.positive stereotypes.

C.A. Rationale for C.A. Rationale for teachers/students/everyone elseteachers/students/everyone else

Keep an open mind/Experience everythingKeep an open mind/Experience everything– F.A.TF.A.T

Build Students Intrinsic motivationBuild Students Intrinsic motivation– Show real life connectionsShow real life connections

Build interest with CAR principals: Build interest with CAR principals: competence, autonomy, and relatednesscompetence, autonomy, and relatedness

Travel via virtual world or real worldTravel via virtual world or real world

Use English to export Venezuelan cultureUse English to export Venezuelan culture

ThanksThanks

UPEL teachers/studentsUPEL teachers/students

Professor JoyceProfessor Joyce

US Embassy US Embassy

Georgetown UniversityGeorgetown University

You of courseYou of course