ECAP 2013: How to get the best out of your students


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Workshop given on behalf of Jennie Roloff-Rothman, at the 7th ELT Career and Professional Development Conference.

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  • 1) Teacher behaviour; Classroom atmosphere; Inter-student rapport 2) Make materials relevant; create realistic learner beliefs; increase sts expectancy of success 3) Set learning goals; learning is stimulating and enjoyable; promote cooperation; encourage autonomy 4) Provide good feedback; using rewards/grade in a positive manner; increase learner satisfaction
  • Help students feel that they are valued members of a learning community. - student voice Establish a sense of belonging (teacher is approachable) Belonging: sts have a higher degree of intrinsic motivation and academic confidence. Increases sts participation, enthusiasm, friendliness and helpfulness Accountability - more organised
  • Personal meaning and value in the material - local examples, current events, using pop culture/ technology Students perform best when the level of difficulty is slightly above their current ability level. opportunities for success AND noticeable improvement A task that is too difficult may be seen as unattainable, may undermine self-efficacy, and may create anxiety. Scaffold - adjust/adapt tasks - ensure sts end on a positive experience Learners have a need to be (seen as) competent
  • this city this town --- tied to needs from the heart
  • What are you evaluating? & How are you evaluating? Lesson structure - Intro & review - Offer help and support Learners should understand the context of the task and see that is has personal relevance Students can learn by watching a peer succeed at a task - Neg. focus on winning - Pos. reflective social comparison Give students a voice Strategize with struggling students
  • Give frequent, early, positive feedback that supports students' beliefs that they can do well.
  • Role model - you bring the energy and set the tone - reflect on your own favourite teacher... how similar are you to him/her
  • ECAP 2013: How to get the best out of your students

    1. 1. How to get the best out of your studentsCarol Begg. ECAP 2013
    2. 2. A little about me...
    3. 3. “Disaffected children can be bored,depressed, anxious, or even angryabout their presence in theclassroom; they can be withdrawnfrom learning opportunities or evenrebellious towards teachers andclassmates.”- Skinner & Belmont (1993, p.571)
    4. 4. Top 5 demotivating factors (Dörnyei (2001))• Unfair / Confusing grading & assignments• Teacher being... bored, boring orunorganised• Dislike of subject• Poor organisation of materials• Teacher being... unapproachable, self-centred or insulting
    5. 5. “Highly motivated children are easyto identify: They are enthusiastic,interested, involved, and curious;and they actively cope withchallenges and set-backs. These arechildren who should stay in schoollonger, learn more, feel better aboutthemselves, and continue theireducation after high school.”- Skinner & Belmont (1993, p.571)
    6. 6. MotivationalteachingpracticeCreatingbasicmotivationalconditionsGeneratinginitialmotivationMaintaining &protectingmotivationEncouragingpositivereflectionDörnyei (2001)
    7. 7. • Communities of practice - belonging• Fairness & equality• Positive discipline• Engagement is optimised within a social context• An open & positive atmosphereThe classroom,learners, & teacher Creating basicmotivationalconditions
    8. 8. Activity: Building class rapport &encouraging communicationpost-it & penWrite:Name2-3 recenteventsCarolArranged birthdaycelebration for parentsWent to Hotaru festivalCarolArranged birthdaycelebration for parentsWent to Hotaru festival
    9. 9. • Related to learners / real world / needs/ people• Task design• Variety, diversity (integrated), meaningful• Learners need to see that it is achievable & that they areimproving or gaining new skills• Grade the task not the text• Foster autonomyMaterials, success, &learner beliefChallengeSuccessRelevanceGenerating initialmotivation
    10. 10. Activities:• Relevance: “This street, thistown”*• Task adjustment: “Wall Papers”• Assessing motivation: “Go withthe flow”• Noticing progress: “The lessonthat was”
    11. 11. • Teachers need to clearly communicate expectations• Goals need to be achievable and useful• Encourage self-efficacy•Successful experiences - Peer Success - Encouragement• Autonomy• Goals - Assessment - Groupings - Materials - Deadlines• Learner involvement = Learner voice• Negotiate & plan with struggling studentsinterdependence,autonomy, & self-efficacyMaintaining &protecting motivation
    12. 12. Activities:• Autonomous goal setting:“Charting your aims”• Fostering autonomy: “Needsfrom the heart”• Student voice: “Face down,face up”• Struggling students: “Man overboard”?????
    13. 13. • Sincerity of praise• Encourage positive self-reflection• Positive rewards (ClassDojo)• Grading vs. RewardingFeedback, rewards, &learner satisfactionMotivation = qualitative changes in learners’self perceptionMotivation ≠ quantitative achievementgoalsEncouraging positivereflection
    14. 14. Activities:• Learner wants: Traffic lights• Reflection: Pie charts, Diaries• Needs analysis: “How can wehelp each other?”• Teacher reflection: “Myfavourite teacher”
    15. 15. Review• Make it achievable• Add variety• Highlight meaning• Encourage reflection• Foster autonomyBe...positiveclear supportiverole-model
    16. 16. • Ames,C., (1992). Classrooms: Goals, structures, and student motivation.Journal of Educational Psychology, 84 (3) 261-271.• Dörnyei, Z., Ushioda, E,.(2011). Teaching and Researching Motivation.Great Britain, Pearson.• Dörnyei, Z., (2001) Motivational strategies in the language classroom.United Kingdom, Cambridge University Press.• Foord, D., (2009) The Developing Teacher: Practical activities forprofessional development. England, DELTA Publishing.• Gross Davis, B., (1993). Tools for teaching. San Francisco, Jossey-Bass.• Meddings, L., Thornbury, S., (2009) Teaching Unplugged: Dogme inEnglish Language Teaching. England, DELTA Publishing• Skinner, E., Belmont, M., (1993). Motivation in the classroom: Reciprocaleffects of teacher behaviour and student engagement across theschool year. Journal of Educational Psychology, 85 (4), 571-581.References