Teacher/Student Motivational Workshop Pushing yourselves and your students to ultimate potential

1. Teacher/StudentMotivational WorkshopPushing yourselves and your students to ultimate potential Tim Robinson

2. Overview Morning session • Rediscovering “motivation” • Related issues • Empathy, our needs and goals • Intrinsic vs. extrinsic • Learning environment • Motivation and the classroom • Successful language learning • Good learners/good teachers • Teacher development

3. Overview continued Afternoon session • Agents of change • Reflective teaching • Support and collaboration • Classroom responsibilities • Cultural Awareness • CAR principals • F.A.T/Cooperative learning • Building connections

4. My objectives • Rediscover your motivation • Understand the importance of cooperative learning/teaching • Empathize with teachers/students in order to create respect • Build connections with the language for yourself and your students • Reflect with your teaching/learning

5. Do you feel like this sometimes?

6. Or this?

7. How about this?

8. Because of…. Distractions: texting and gossiping or bored maybe

9. Or maybe only thinking of…

10. Find that Spark or….

11. The nasty circle of apathy appears

12. 1st rule to motivation Ahhh, I feel so good, lets learn something • A comfortable learning environment is FUNdamental

13. Hands up! • T Hand up/S hand up • Inform others • Quiet/Still • Hands free (put things down) • Listen Let’s practice!!

14. Group work • Follow “Stand Up, Hand Up”. • Find a partner for each of the seasons on your partner sheet. • Sign your name in the correct season box on your partner’s sheet • Your partner must sign his/her name in the correct box on your sheet. • Move to find a new partner. • Complete all four boxes.

15. Name: Tim RobinsonClass: M workshop

16. Mindfulness and Empathy connects teachers/learners and learning • Individual work: • What brings you and your students joy in life? What brings joy to you or your students in the classroom? • What is challenging or painful for you or your students? • Group work: Share your thoughts with your WINTER group, and then discuss the feelings brought about in these situations

17. What is challenging or painful What brings joy *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 *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

18. In your winter groups • Make a list of basic human needs • What needs are most important for the classroom • With your list of joy and pain compare and discuss what needs are and are not being met in the classroom. • Write in your definition of mindfulness and empathy to share with the class. Provide example • Do you feel motivated as a teacher/student, provide examples.

19. When your needs are not met then what? How do you feel? • Negative emotions: Emotions that lead to isolation and inactivity: Fear, anxiety, sadness, grief, boredom, insecurity; Emotions that lead to self attention: Shame, shyness, jealousy, embarrassment • Positive emotions: Confidence underlies action and agency, and a willingness to act, especially in regards to the unknown. Emotions that lead to confidence: Peacefulness, Joy, love, inspiration, warmth, gratitude, optimism, passion, awe

20. Emotional Intelligence can be learned, nurtured and strengthenedDaniel Goleman • Once we understand the variety of human needs our emotions come next: • knowing our emotions (self-awareness), • managing our emotions (impulse control), • motivating ourselves to achieve goals (persistence, zeal and self-motivation), • recognizing emotions in others (empathy) and • managing relationships with others (social skills).

21. Mindfulness What if I were the teacher • The ability to identify and accept thoughts, feelings, words and actions without judgment • Then • To be non-judgmental and genuinely curious about it

22. To summarize • We are all natural givers • We can give and receive to meet the most needs of everyone • To meet needs we can become more choiceful about how we think, listen, talk, and act • We can continually learn new ways to meet needs • By focusing on needs we can prevent, reduce, and resolve conflicts • All this will increase your motivation

23. Expressing/listening language • Observation: I say what I see and hear/I guess what I see and hear. When I hear…/ When you see/hear… • Feelings: I say how I feel/I guess your feelings. I feel…/Do you feel… • Needs: I say what I need/I guess your needs. Because I need…/because you need… • Requests: I ask for what I predict will meet my needs/I guess what might help you meet yours. I would like… If you are willing…/Would you like…? (hart & Hodson)

24. Break Time

25. How would you define motivation? • Motivation is the extent to which you make choices about goals to pursue and the effort you will devote to that pursuit • Behavioral: rewards, reinforce • Cognitive: the powers of self reward • Our drive: exploration, manipulation, activity, stimulation, knowledge, ego enhancement • Our needs • Self-control • Constructivist: Social context and personal choices (Brown 2007)

26. Extrinsic vs. Intrinsic • Extrinsic: anticipation of outside awards • Intrinsic: no apparent award except the activity itself (feelings of competence and self-determination/autonomy) • Good learners/teachers are more intrinsically motivated

27. Intrinsic Motivation in Education Tests & Exams Experience self knowledge Peer evaluation self diagnosis

29. Your turn • Get into your SUMMER groups • You will be given a situation: in your group come up with a list of ways to arouse interest/motivation. • Decide if it builds intrinsic or extrinsic motivation, how? • Finally, share with the class

30. What can a teacher do to motivate learners? • Discuss internal and external reasons for taking the course • Research and discuss the place of English in the world, in the community, and in learner’s future and current life. • Communication: About 1,500,000,000 people in the world speak English. Another 1,000,000,000 are learning it. • Access to knowledge: 95% of academic journals are written in English. Majority of internet in English. • Popular Culture • Brainstormfun ways to use English

31. Strategy Help student develop plan of action. Relate learning to student needs Explain or show why learning a skill is important Create and/or maintain curiosity Provide a variety of activities and sensory stimulations Provide games and simulations Set goals for learning Examples Needs analysis discussions and questionnaires Use authentic tasks and materials. Explain how the lesson relates to the real world. Use inductive and task-based learning models Implement interactive activities which appeal to multiple intelligences Role plays, team projects Use self-assessment rubrics How to promote intrinsic Motivationfrom http://members.shaw.ca/priscillatheroux/motivation.html

32. Return to your summer groups • Discuss and list • What makes a good/bad language learner? • What makes a good/bad language Teacher? • How does this effect motivation for both? • What can the T do to maintain his/her own motivation?

33. A peak performer • Believe in yourself • Set realistic goals • Set priorities • Take risks • Reduce and Manage stress factors This leads to intrinsic teacher motivation

34. A good language teacher(Brown 2007) Excitement about one’s work Values opinions Critical thinking Competent preparation Sets goals Offers challenges to students Openness to change Urge to upgrade yourself Encourages respect Uses interactive intrinsic activities A love of the English language Knowledge of yourself and students Agent of change

35. A teacher is… “You have a set of beliefs about how the people of this world should behave toward one another. You have convictions about the quality of life, the shape of liberty, and the pursuit of happiness… You are not merely a language teacher… You are an agent for change in a world in desperate need of change: change from competition to cooperation, from powerlessness to empowerment, from conflict to resolution, from prejudice to understanding.”(H.D. Brown, 001)

36. Reflect! …on yourself as a teacher • With someone next to you, discuss: • Do you agree with the quote? • Why or why not? • What is the change you would like to make in the world? • How?

37. Lunch Time

38. Why should teachers practice reflective teaching? The reflective process allows developing teachers latitude to experiment within a framework of growing knowledge and experience…. It begins the developing teacher’s path toward becoming an expert teacher.   (Lange 1990) THIS IS A MOTIVATIONAL NEED

39. Let’s reflect! • What are some classroom issues in the classroom, pedagogical or behavioral? Group work: • Get into your fall group • On your poster, in the – category write down some problems or issues to the class that we mentioned on the board. • In the + category, brainstorm possible solutions. • In the interesting Category: write down how this might motivate students,

40. Teacher to Action Researcher 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)

41. Procedure • Establish a purpose, decide on topic • Pose a specific question • Anticipate outcomes • Decide on type of data collection • Examine and analyze data • Generate solutions • Experiment with solutions • Share with colleagues

42. More reflective teaching techniques • Keeping a journal • Write lesson reports • Audio or video lessons • Observe or be observed by colleagues or administrators

43. Collaboration = Respect • How important is it for students to work in groups and why? • How important is teacher support, and how do we achieve it? • Critical friends • Colleagues can engage each other in systematic reflection and thus direct each other’s professional self- development. Critical friends can stimulate, clarify, and extend thinking… and feel accountable for their own growth and their peer ’s growth. • (Farrell, 1998)

44. How? Collaborative goal setting • Join VenTESOL Ning • Start local support groups • Indentify personal areas for improvement • Brainstorm with colleagues: • Strategies to be implemented • A method for evaluating whether or not goals have been achieved For observations: Positive/improve/positive

45. Let’s give support • In your Fall groups: • One member chooses one of the classroom issues discussed. • The other group members will give support in the form of questions, solutions, and praise.

46. Break

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

48. C.A. Goals • We are not all the same, but we have similarities • Similarities and differences are important • There are multiple ways to reach the same goal and to live life • The best way depends on the cultural contingency. Each situation is different and may require a different solution. www.culturosity.com

49. Last group activityStereotypes • Get into your spring groups • List the differences between US and Venezuelan men and women. • Decide if they are negative or positive stereotypes.

50. C.A. Rationale for teachers/students/everyone else • Keep an open mind/Experience everything • F.A.T • Build Students Intrinsic motivation • Show real life connections • Build interest with CAR principals: competence, autonomy, and relatedness • Travel via virtual world or real world • Use English to export Venezuelan culture