Level 5 Diploma in Teaching and Learning ESOL/English 2506/8 John Keenan j.keenan@worc.ac.uk

1. Level 5 Diploma in Teaching and Learning ESOL/English 2506/8 John Keenan j.keenan@worc.ac.uk

2. What do you love?

3. About teaching English/ESOL

4. Freire

5. Andragogik – Alexander Kapp 1833 ‘Adult education’ Self concept – experience – readiness to learn – orientation to learning

6. An Andragogic model (Knowles, 1973) • let learners know why something is important to learn • show learners how to direct themselves through information • relate the topic to the learners' experiences • motivate to learn • help overcome inhibitions, behaviours, and beliefs about learning

7. MOTIVATION

10. Demotivation Antz

11. What is their motivation?

12. Why do it? What is their motivation?

13. The Diamond Choir from South Africa Why do it? What is their motivation?

14. What is my motivation? Why do it?

15. Motivation or…Getting the Buggers to Learn1. Recognise they are demotivated2. Use external motivators to learning 3. Motivating teaching styles 4. Recognise the motivating power of peers5. Tap into internal motivators 6. Stroke your students 7. Become Theory Y teachers8. Vary ways of teaching

16. Recognise they are demotivated ‘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

17. 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)

18. 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)

19. Recognise they are demotivated Poem for Everyman

20. External Motivators to Learning 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

21. Recognise they have failed External Motivators to Learning Hertzberg’s Hygiene Factors

22. Motivating teaching styles Teaching Styles er disciplin lead organis provid explain arbit or counsell protect evaluat postcards

23. Lead Motivating teaching styles 1. Coercive Stanley Milgram we do what we’re told agentic state Glengarry CJ

24. Lead Motivating teaching styles 2. Referent

25. Lead Motivating teaching styles 3. Expert

26. Lead Motivating teaching styles 4. Legitimate

27. Lead Motivating teaching styles 5. Reward Management

28. Lead Motivating teaching styles Coercive – motivation = Referent – motivation = Legitimate –motivation = Expert – motivation = Reward – motivation=

29. Recognise the motivating power of peers ‘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.???) The Hawthorne Studies People adjust their own motivation to match those of others, - ‘a social event’.

30. Tap into internal motivation Internal Motivation Abraham Maslow hierarchy of needs