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Making English Classes More Healthy. Happy, and Generous

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This training aims to help teachers create better relationships with their students and give them valuable material that will help them get excited about learning English and that students can teach to others outside the classroom. Health and happiness information from positive psychology and other domains will be shared and the ways to use them in the classroom. We call this “value added English” teaching in which we are teaching things that are valuable beyond English itself, because it gives valuable information that we all need to have happy and healthy lives.

The materials include ways to reduce stress, be happy, enjoy life more, be more generous and helpful. During the session you will be receiving lots of materials as well as interacting and seeing how they might be used by you at your level. We will be singing, moving, and learning with neuroscience and positive psychology.

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Published in: Education
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Making English Classes More Healthy. Happy, and Generous

  1. 1. Making English Classes More Healthy,Making English Classes More Healthy, Happy, and GenerousHappy, and Generous TIM MURPHEY July/Aug/Sept 2015 “Students Teaching What They Learn” as Positive Task Based SLA Task Based Learning + Real Social ExchangeTask Based Learning + Real Social Exchange + Tender Loving Care =+ Tender Loving Care = Well Becoming through Teaching/Giving- BBBWell Becoming through Teaching/Giving- BBB A Workshop LectureA Workshop Lecture Tim Murphey mitsmail1@gmail.comTim Murphey mitsmail1@gmail.com
  2. 2. Creating • Learning• Learning Teaching TLC CLT Over-lapping Co-constructed Concepts And Expansive Learning
  3. 3. Truly Awesome So Tenacious Lovingly Vivacious Truly Awesome So Tenacious Lovingly Viva cious 1. Chunking 2. Back Formation 3. Rhythm 4. Song 5. Tie to Routine How are you? Teaching Learning Creating TLC CLT
  4. 4. TLC in CLT Health & Happiness in Learning Teaching Creating Love 2.0 Barbara Fredrickson: Micro moments of connection, positivity resonance Power Posing Amy Cuddy - tetosterone up, cortizon down
  5. 5. Power Posing = increase in testosterone THE CONFIDENCE HORMONE Small Posing = Increase in cortisone The STRESS HORMONE Amy Cuddy – TED.com pres YES!
  6. 6. Teaching to Learn! 56 Reports Ways of Learning Class Fall 2014
  7. 7. I'm young and strong and beautiful I'm living an adventure The world's so fascinating It makes me want to cry I wanna cry to the world I wanna fly all around I wanna tell everybody I'm in love, I'm in love (x3) I wanna tell everybody I'm in love!
  8. 8. Curiosity > Challenge > Play > Altruism Prosumers [produce/consume]
  9. 9. Talking Twins Video Proto Conversations 1-50 UDLRFB CCC Experiential Learning
  10. 10. Teaching 8 Ways to Reduce Stress In this time, the person who I taught 8 Ways was
  11. 11. COPS BEES -- Connect Organize Positive Simplify // Breaks Eat-well Exercise-well Sleep-well
  12. 12. Connect Organize Positive Simplify Breaks Eat-well Exercise-well Sleep-well COPS BEES
  13. 13. COPS BEES
  14. 14. And some students waxed altruistically: “I realized that teaching what I’ve got is helpful for not only me but also the others and remains stuck in my head. I’m spending productive days after taking this class because [it] teaches us to have a better life and encourages us to teach others. The best information in the world cannot help people unless we tell them about it. Our actions make better lives for others.” (Shohei Okubo, Ways 2015).
  15. 15. You taught & you taught & you taught Then, You thought & You thought & You thought Teaching what you're learning Makes the information (hot) HOOO...T!
  16. 16. Task Based Learning & Teaching & Creating Csikszentmihalyi’s 1996 iconic book Creativity: the Psychology of Discovery and Invention Describing the great 25-year renaissance period between 1400 and 1425 in Florance, Italy
  17. 17. Renaissance period between 1400 and 1425 in Florance, Italy  Thus the sociologist of ART Arnold Hauser rightly assesses this period: “In the art of the early Renaissance . . . the starting point of production is to be found mostly not in the creative urge for the subjective self-expression and spontaneous inspiration of the artist, but in the task set by the customer.” (p. 36)
  18. 18. Like TEACHING!!!!  A similar conclusion is reached by Heydenreich, who writes about the same historical period (1974, p. 13): “the patron begins to assume a very important role: in practice, artistic production arises in large measure from his collaboration.” The same argument holds for creative production in other domains as well. (p. 408)
  19. 19. The Learning Pyramid 1969
  20. 20. We need to train parents to say to their kids every evening: “Teach me what you learned in school today!”
  21. 21. Medical School in India 3rd and 4th year medical students teach anatomy to their underclassmen because there are not enough teachers and they find that the "teachers" actually end up learning better as well as the younger students who are learning from Near Peer Role Models (Singh 2010; Murphey 1996). see the literature on Peer Tutoring!
  22. 22. Learning is not a spectator sport. Students to not learn much just by sitting in class listening to teachers, memorizing prepacked assignments, and spitting out answers. They must talk about what they are learning, write about it, relate it to past experiences, apply it to their daily lives. They must make what they learn part of themselves. (Chickering and Gamson 1987, p. 3)
  23. 23. Students learn by becoming involved...Student involvement refers to the amount of physical and psychological energy that the student devotes to the academic experience (Astin 1985, pp. 133-34)
  24. 24. A Task Focused Mind is a Happy and Productive Mind (Sheldon, Kashdan & Steger, 2011) P.163 163 In DESIGNING POSITIVE PSYCHOLOGY
  25. 25. WAGAMUMA-NESS IS COUNTER PRODUCTIVE BEING SELF-CENTERED LEADS TO NEGATIVE OBSESSIONS CONCERNED ONLY WITH THE SELF! TASKS THAT PUSH SOMEONE TO CONCENTRATE ON GOALS FOR THE BENEFIT OF OTHERS CREATES MEANING.
  26. 26. Levels of Focus SELF-only-focus Lesser Task Success / Psychopathology / Negative Affect Task-Focus Greater Task Success / Mental Health / Positive Affect Teaching/Helping Others Task-Focus Positive Psychology research reports that helping others actually improves your own health and happiness. (Feed three birds with one scone!) Hey! Maybe that’s why we are all teachers!
  27. 27. Agency Level - YouTubeVideos Personal - Paradigm Shift Group - Real Voice of Japanese Students Global - Girl Effect
  28. 28. Case Study: LLH, Analyses Reports, & Video Summary- The real voice of japanese students ケーススタディ: LLH 、 分析レポート&ビデオ概要   日本人学生の生の声 >
  29. 29. Taught Students 8 ways to reduce stress 29 10 Idioms 12 5 Ways to Happiness 9 7 ways of improvisation 4 Others (doitagain/turtle/YSB) 2 Total 56
  30. 30. Table 1: Students selection of material to teach that they described in their case studies. Teaching Material # of students out of 56 Facilitators 8 Ways to Reduce Stress 29 52% Acronym COPS BEES 10 Idioms 12 21% Gestures 5 Ways to Happiness 9 16% Familiar tune & Gestures 7 Ways to Improvisation 4 7% Acronym PLLYARF+Vid Other material 2 4% Songs, Shadowing, etc.
  31. 31. COPS BEES
  32. 32. I felt happy because my brother said these 8 ways helps him... After I took this class, I realized teaching is difficult but really useful to memorize things for myself. I want to continue this way of remembering even when I finish taking this class! I have taught “COPS BEES” to some other people. However, I didn’t follow up with them. My classmate, Shoko remembered what I taught completely. I think the reason why she remembered them completely is that I followed up with teaching them. Therefore, I think following up with teaching is the most helpful to teach something. Now, my part time job is a teacher of a cram school, so I teach many things to my students whenever I work there. However, I've almost never taught my friends these things that I learned in other classes. Through this report, I could understand the importance to learn well with teaching. Therefore, I will try to teach someone something when I want to learn and understand well. I changed my thinking after taking this class. I learned that teaching even older people is very important. happy that I could teach 8 ways to reduce stress to her. LEARNING THRU TEACHING
  33. 33. Evidence of The Well-becoming through Teaching/Giving Hypothesis As with the songlets in Murphey 2014, most of the students in the Ways class also wrote about the joys of teaching, often with surprise and a wish to do it more often. Whether they were helping parents, siblings, or friends, the same types of teaching rushes seems to overtake them:  “…he said thank you for teaching me them because these are very useful to reduce daily stress and I will try these from now on! I felt great because I could help my dear father.” (Mio Kanda, Ways 2015) “I felt happy about teaching this to my young sister because I could see her happy face. She was able to think about her future. So she could reduce her stress. After I taught it to her, she said, "I'll teach these to my friends!" (Asuka Hori, Ways 2015) “Helping others learn is no less important than learning by oneself. I gave him what I could teach. In the end, he was successfully able to express the 8 ways to reduce stress. We became very happy.” (Naoki Suzushika, Ways 2015) “I think the style of this homework is so good because we can share good information to learn English.” (Mayuko Oka, Ways 2015)
  34. 34. And some students waxed altruistically: “I realized that teaching what I’ve got is helpful for not only me but also the others and remains stuck in my head. I’m spending productive days after taking this class because [it] teaches us to have a better life and encourages us to teach others. The best information in the world cannot help people unless we tell them about it. Our actions make better lives for others.” (Shohei Okubo, Ways 2015).
  35. 35. Expansive Learning At the beginning of a process of expansive learning the object is only abstractly mastered as a partial entity, separated from the functionally interconnected system of the collective activity. By ascending to the concrete, an abstract object is progressively cultivated into concrete systemic manifestations and transformed into a material object that resonates with the needs of other human beings as well. These phases often require the subject to struggle and break out of previously acquired conceptions in conflict with new emerging ones. (Sannino & Ellis, 2014, p. 8) Some students struggled with being teachers and often expanded previous conceptions of themselves as they developed emerging new identities, new insights, better relationships, and agency and well-becoming, among other things! (Murphey, in progress)
  36. 36. Tentative Conclusions 1. Teach teachers to teach students to teach others... whatever they really want to learn! Matters of health and happiness seem to be of great interest and importance to them. 2. TEACHERS IN TRAINING SHOULD TEACH ACTIVELY. 3.The most valuable things to teach seem to be: "WAYS TO TEACH AND TO LEARN AND CREATE" with good content! While only 1 of the top 20 most watched TEDTalks (up to 2012) was about education (Sir Ken Robinson), practically all were about learning and teaching and creating.
  37. 37. You taught & you taught & you taught Then, You thought & You thought & You thought Teaching what you're learning Makes the information (hot) HOOO...T!
  38. 38. Class Publication Booklets available at https://sites.google.com/site/f
  39. 39. IDEAL CLASSMATES and PCOIz Resources http://www3.hp-ez.com/hp/en
  40. 40. Ask your partner now How are you? And what's??? COPS BEES Thanks Any questions please email me at: mitsmail1@gmail.com

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