by Karlo Poljakovic: Teaching Belief: We shouldn't correct when we discuss! Action: We do correct our students, always!.

2. “We should recycle waste!”
Cognitive, reflect on the knowledge
or information we may have about
something
We don’t recycle!
BUT....

3. Challenge orThreat?
Why do people generally resist to change?
Agents of Change – How to manage change?

4. It is a wonderful idea. It’s a great thing. Beneficial.
“We should recycle waste!”
Cognitive, reflect on the knowledge
or information we may have about
something
An individual’s affective and
evaluative response to something.

5. Consist of an individual’s view of likely consequences or outcomesof
an action, together with a positive or negative evaluation of those
outcomes.
Behavioural Beliefs
Reflect not the individual‘s personal beliefs but what the individual believes
others (peers) think about the behaviour concerned.
Subjective Norms
Describes the degree of control (knowledge) individuals believe
they have over an innovation.
Perceived Behavioural Control

6. Consist of an individual’s view of
likely consequences or outcome of an
action, together with a positive or
negative evaluation of those
outcomes
Action
Outcomes?
Attitudes?
Beliefs

7. Reflects not the individual’s
personal beliefs but what the
individual believes others think
about the behaviour concerned
Action
Peers?
Outcomes?
Attitudes?
Beliefs

8. Describes the degree of control
individuals believe they have over an
innovation.
Action
Knowledge?
Peers?
Outcomes?
Attitudes?
Beliefs

9. Knowledge?
Peers?
Outcomes?
Attitudes?
Intention

10. Jane - teacher
What did you do, Mia?
Where does she live?
Mia - student
I visited my sister.
She is live in Sheffield.
Below is an extract from a transcript of one of
Jane's lessons given on the course. The extract is
taken from the beginning of the lesson, when
Jane is engaging the students in general
conversation and talking about how they spent
their weekend
She?...
She lives
She lives in Sheffield. She lives… because
that’s what she does all the time. She always
lives there…so you say…she lives
She lives
She lives
Lives
She’s live in Sheffield.
She live in Sheffield.
She live
She live
She lives
(Another student arrives in class)
How are you, Ivan? We’re just finding out what everyone did at the weekend. What did you do at
the weekend

11. Knowledge?
If she thinks she is
equipped with the
knowledge and skills to
lead the students
through fluency practice
– she’ll jump.Peers?
If she thinks her peers
do not approve of her
not correcting the
student – she won’t
jump.
Outcomes?
If she thinks the
outcomes of her not
correcting is beneficial
for the student – she’ll
jump.
Attitude?
If she thinks it is good
to do so – she’ll jump.
If she doesn’t think it is
good – she’ll turn back.
What happened in this class?
Jane’s belief?

12. Let’s Break!