Poisonous pedagogy

Content
• Who are we?
• Introduction
• Problem Definition
• Fishbone
• Matrix Diagram
• Pareto Diagram
• Gantt Chart
• Literature Review
• Survey
• Survey Results
• Strategies to the
Problem
• Suggestion
• Conclusion
• Reference

WHO ARE WE?
Project Topic: “Poisonous Pedagogy as a Hindrance in ELT”
Group Members: Fatma Deli Chasan
Emine Karaduman
Didar Karadağ
Aysun Kart
Average Age: 22.25
Meeting Point/Time: Thursday & Sunday / 16.00-19.00 @
Simit Sarayı

WHO ARE WE?
Group Name: Motivation Facilitators
Group Slogan: Yes, We Can!
“A wish is sometimes a bigger step than a
total success.”
Kart, A. (2014)

INTRODUCTION
• How do you define motivation ?
• Does motivation trigger language learning?
• Does motivation affect students’ attitudes towards
language learning?
• What kind of strategies could be followed to
promote motivation in schools?
• What or who influences students’ motivation for
language learning?
• What comes to your minds about the term
“motivation”?

Why did we choose this topic?
• Learning is not a process that can be restricted to a
certain part of individuals’ lives; it is a life-long
process and it requires active participation of
individuals all the time.
• It is not always possible to keep this wish to learn
awake; we need to show extra effort to be always
on the road that leads to success.
• When it comes to language learning, the learning
process becomes a very complicated issue.
• Especially, in EFL settings both teachers and
students should have a great role in keeping the
process going.

Why did we choose this topic?
We think :
• Motivation is the key concept that keeps the language
learning process alive.
• All elements of learning and teaching process (teachers,
administration, students etc.) should work in cooperation
to foster motivation to language learning.
• HOWEVER, this is not the case in most of the schools in
our country.
• That’s why we decided to analyze this situation in Turkey
in detail.

Background Knowledge
• Motivation; the internal state or condition that
activates and gives direction to our thoughts, feelings
and actions. (Lahey, B.)
• External Motivation : Human motives that activated
by external rewards.
• Intrinsic Motivation: Human motives stimulated by
the inherent nature of the activity or its natural
consequences.
Lahey, B. B., 2007. "Chapter 10: Motivation and Emotion."

Background Knowledge
• Motivation can only be inferred by understanding a
person’s behavior, so it is not possible to directly
observe motivation like intelligence.
• As Glasser (1998) suggests, to be motivated, people
need to feel satisfied in the areas of;
 Competence
 Belonging
 Usefulness
 Potency
 Optimism
Glasser, W., 1998. Choice Theory and Quality Teaching.

Maslow’s Hierarchy of Needs
• Maslow believes that people pay attention to higher
needs only when lower needs are satisfied.
http://en.wikipedia.org/wiki/Maslow's_hierarchy_of_needs

Expectancy Value Theory
http://www.teacherstoolbox.co.uk/T_Expectancy-value.html
A learner’s motivation
is determined by how
much they value the
goal, and whether
they expect to
succeed.

PROBLEM DEFINITION
Why there is still lack of motivation in ELT settings?
What can be the underlying reasons?

FISHBONE
Why there is lack
of motivation in
ELT settings?

MATRIX DIAGRAM
Student Materials
& System
Environment Teacher
Emine 2 5 4 7
Aysun 4 6 5 6
Didar 4 6 6 7
Fatma 3 5 5 6
Total 13 22 20 26
% 46 78 71 92

PARETO DIAGRAM
0
1
2
3
4
5
6
7
8
Emine
Aysun
Didar
Fatma

What is “Poisonous Pedagogy”?
“Poisonous Pedagogy” or “Black Pedagogy” refers to
the kind of education and attitudes intended to
harm child’s will but thinking that it is for their
own good.
http://www.authoritarianschooling.co.uk/index.php/poisonous-pedagogy
http://www.dhakatribune.com/sites/default/files/Corporal-punishment_1_0_0.jpg

LITERATURE REVIEW
• “Poisonous Pedagogy” is a type of child rearing and
this term is used to describe attitudes toward
children. It harms the child psychologically or
physically. Miller calls this process as a “soul murder”.
• A child should feel comfortable, safe and welcomed
to achieve motivation towards language learning.
Teacher’s role is to follow different attitudes and
intensions toward each student because students’
needs could differ. A teacher should consider the
fact that every student has the capacity and the
power to learn.
Miller, A.,1990. For Your Own Good: Hidden Cruelty in Child-Rearing and the Roots of Violence

LITERATURE REVIEW
• Motivation is the main step to trigger students’
brains and let their thoughts activate. Even the tone
of voice, appearance, intense and attitude toward
students affect their motivation.
• Therefore; a teacher should perform motivational
teaching strategies to ensure and increase students’
achievements.

LITERATURE REVIEW
 The reality of learning environments according to
Alice Miller;
• Teachers are the masters of learners.
• The school determines what is right and wrong.
• The school provides everything that a reasonable
parent could desire.
• Children's enthusiasm and curiosity are a threat to
authority.
• Human behavior is driven by competition.
• Emotional problems are irrelevant when you are in the
classroom.
• If anything goes wrong, it must be the boys' fault not
teachers’.

Some News from Turkey on Poisonous
Pedagogy
• “Otistik çocuğa okulda dayak iddiası” (Milliyet, 2014)
• “Okullarda kütüphane yok şiddet var “ (Radikal, 2013)
• “Okullarda şiddet 6 yılda 7 bin arttı!” (Haber 7, 2012)
•
http://www.haber7.com/egitim/haber/836338-okullarda-siddet-6-yilda-7-bin-artti
http://www.radikal.com.tr/turkiye/okullarda_kutuphane_yok_siddet_var_-1158532
http://gundem.milliyet.com.tr/otistik-cocuga-okulda-dayak-iddiasi/gundem/detay/1845038/default.htm
http://tribune.com.pk/story/393321/child-rights-movement-corporal-punishment-in-schools-must-end/
http://tanzeelbinhaider.blogspot.com.tr/2012/08/what-excuse-do-you-have-funny.html

SURVEY
• Interview with 5 highschool English teachers.
• They were asked to answer 14 questions related to
their language teaching strategies and attitudes
toward learning and students.

SURVEY
1 2 3 4 5
1 Teacher can use his/her power over students
2 Teacher can criticize student’s error however he/she wants
3 Teacher’s attitude does not affect students’ motivation
4 Teacher’s attitude does not affect students’ performance
5 Teacher have the right to behave differently toward students
6 Teacher can harm students physically if S/he sees it necessary
7 Teacher should use punishment if students show unwanted
behaviors
8 Teacher’s behaviour toward students does not have an effect on
learning
9 Teacher has the only and ultimate authority in the classroom
10 Teacher should pay more attention to successful students
11 Use of rewards and punishment is a good way to motivate
students
12 Teacher should be the decision-maker in the classroom
13 Teacher should trust students’ instincts and judgments
14 Teacher should guide and measure students’ development

SURVEY RESULTS
Question 1
Highly
Disagree
Disagree
Neutral
Question 2
Highly
Disagree
Disagree
Neutral
Question 3
Highly
Disagree
Disagree
Neutral
Question 4
Highly
Disagree
Disagree
Neutral
Question 5
Highly
Disagree
Disagree
Neutral

SURVEY RESULTS
Question 6
Highly
Disagree
Disagree
Neutral
Question 7
Highly
Disagree
Disagree
Neutral
Question 8
Highly
Disagree
Disagree
Neutral
Question 9
Highly
Disagree
Disagree
Neutral
Question 10
Highly
Disagree
Disagree
Neutral

SURVEY RESULTS
Question 11
Highly
Disagree
Disagree
Neutral
Question 12
Highly
Disagree
Disagree
Neutral
Question 13
Highly
Disagree
Disagree
Neutral
Question 14
Highly
Disagree
Disagree
Neutral
Agree

SURVEY RESULTS
• Most of the teachers do not take responsibility for
students’ lack of motivation and failure in language
learning.
• Most of the teachers see themselves as the ultimate
authority in the classroom and they behave
accordingly.
• Most of the teachers regard themselves as the
decision maker in the classroom and ignore students’
instincts and judgments.

SURVEY RESULTS
• Even if most of the teachers do not approve physical
punishment; they do not see psychological violence as
a big issue.
• All in all, they believe that whatever they do is to
foster students’ learning process and they can justify
their attitudes towards students by using the excuse:
“It’s for their own good.”

STRATEGIES TO PROBLEM
 WHAT NOT TO DO!
• Unwelcomed behaviour must be prevented by
punishment.
• Teachers must be respected, simply because they are
teachers, whatever their failings.
• Learners must be humiliated so they become eager to
please.
• No teacher must ever show affection for a child.
• Any boy who asks for more must be ignored.
• Boys must always be ranked for everything.
• A master must not consider what a boy feels; he only
needs to correct what he does.
• . Miller, A.,1990. For Your Own Good: Hidden Cruelty in Child-Rearing and the Roots of Violence

SUGGESTIONS
• A teacher should provide all students the most
desirable opportunities to help them reach their goals
in the classroom and also in their real life
circumstances.
• As a role model for every child and especially for
those who are at an early age, a teacher has
responsibilities which cannot be underestimated. A
teacher should be well equipped and should have all
kinds of input because some students may need extra
help and assistance (if they are clashing with learning
a topic).

SUGGESTIONS
**A Model for Teachers: Trustful Teaching
“The child’s will is his/her motive force.”
• What do we mean by trustful?
We use the term trustful here to refer to an
attitude of treating others as equals rather than as
superiors or subordinates.
** This model of teaching is adapted from Peter Gray’s Playful Parenting Theory.
http://www.psychologytoday.com/blog/freedom-learn/200907/play-makes-us-human-vi-hunter-gatherers-playful-parenting
http://www.psychologytoday.com/blog/freedom-learn/200907/trustful-parenting-its-downfall-and-potential-renaissance

SUGGESTION
• In trustful teaching, nobody may dominate the
behavior of another person; each individual must be
allowed to make his or her own decisions, within the
boundaries set by the rules of the process, and all
must have a say in establishing the rules.
• A trustful style of teaching, then, is one in which
teachers do not attempt to dominate children's
behavior, but rather allow children maximal freedom
to make their own moment-to-moment and day-to-day
decisions.

SUGGESTION
• Trustful teachers allow their students to make their
own decisions because they trust their students’
instincts and judgments.
• Trustful teachers do not measure or try to guide
students’ development, because they trust students
to guide their own development. They support, rather
than guide development, by helping students achieve
their own goals when such help is requested and
needed.
•

Triarchic Theory of Love
http://en.wikipedia.org/wiki/Triangular_theory_of_love

CONCLUSION
• These findings indicate that there are many problems
in education system and most of these problems seem
to be teacher-related. However, teachers are not
aware of this serious problem and they do not blame
themselves.
• Most of the teachers regard punishment as a solution
to deviant student behavior and they do not focus on
the negative effects of punishment on students.

REFERENCES
 İmece Circles by Dr. Hayal Köksal.
 Miller, A.,1990. For Your Own Good: Hidden Cruelty in Child-Rearing
and the Roots of Violence, 3rd ed., trans. HildegardeHannum
and Hunter Hannum, New York: Noonday Press.
 Glasser, W., 1998. Choice Theory and Quality Teaching.
 Sagor, R., Motivating Students and Teachers in an Era of Standards. Pg:
2-15.
 Kathryn R. Wentzel (1993) , Motivation and Achievement in Early
Adolescence : The Role of Multiple Classroom Goals, vol.13 4-
20 University of Maryland
 Lahey, Benjamin B. "Chapter 10: Motivation and Emotion." Student
Study Guide for Use with Psychology : An Introduction [by]
Benjamin B. Lahey. 9th ed. Boston, MA: McGraw-Hill Higher
Education, 2007. 383-89.

REFERENCES
• http://friendsofkentlibrary.blogspot.com.tr/
• http://en.wikipedia.org/wiki/Maslow's_hierarchy_of_needs
• http://www.authoritarianschooling.co.uk/index.php/poisonous-pedagogy
• http://en.wikipedia.org/wiki/Triangular_theory_of_love
• http://www.dhakatribune.com/sites/default/files/Corporal-
punishment_1_0_0.jpg
• Spark Notes; http://www.sparknotes.com/
• http://www.teacherstoolbox.co.uk/T_Expectancy-value.html
• http://www.haber7.com/egitim/haber/836338-okullarda-siddet-6-
yilda-7-bin-artti
• http://www.radikal.com.tr/turkiye/okullarda_kutuphane_yok_siddet_va
r_-1158532
• http://gundem.milliyet.com.tr/otistik-cocuga-okulda-dayak-
iddiasi/gundem/detay/1845038/default.htm

REFERENCES
• http://www.psychologytoday.com/blog/freedom-learn/200907/play-
makes-us-human-vi-hunter-gatherers-playful-parenting
• http://www.psychologytoday.com/blog/freedom-
learn/200907/trustful-parenting-its-downfall-and-potential-
renaissance

http://friendsofkentlibrary.blogspot.com.tr/

Special Thanks to Dr. Hayal Köksal

Poisonous pedagogy

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