This document discusses motivating language learning in teenage students. It explores using a learner-centered classroom with activities and ICT tools to promote self-confidence and increase motivation. Tips include developing initial relationships, arranging seating to facilitate peer learning, providing boundaries, and using techniques like think-pair-share where students privately think, collaborate in pairs, and share their work.

1. Motivating Learning in
teens.
Sue Naylor
March 2015

2. Teens can suffer lack motivation and
engagement in the language learning
classroom. This workshop explores the notion
of a learner centred classroom and gives tips on
how to promote learner self-confidence and
increase motivation with learner centred
classroom activities and ICT use.

3. Teens
• Low self-esteem and confidence.
• High levels of social anxiety.
• Preoccupied with identity development.
• All kinds of…..changes.
Hostility towards the language classroom.
The need to feel valued.
The need to feel accepted.

4. We’ve all been there….

5. Develop initial relationships
Talk to your partner for 2 minutes
Say “hello” -Introduce yourselves – answer the questions:
• Do you have a teenage (Junior or senior level class) class?
• Where do you teach them?
• What is the classroom / school like?
• What is your teenage class like ?
• What do you think is the biggest challenge teaching in
teaching teenagers?
Etc.
Who in this class?

6. Sue
• Interesting fact:
• Teaches classes throughout the Barcelona
area.
Who in this class?

7. Seating
Arrange pupils into learning groups
• Avoid arguments about student seats
• Minimise behaviour issues in the classroom
• Ensure peer-peer learning occurs
• Remember names of pupils and use often in
the class
• Facilitate activities where students use each
others names

8. Provide boundaries

9. Think - Pair – Share
Kagan (1994)
Fisher, R. Teaching children to learn 2005 p.96
Stages:
• 1. Students Listen while the teacher (or
another) poses the question or problem.
• 2. Students are then given time to think
• 3. Students then collaborate
• 4. Students share their work with the rest of
the group.

10. Stages
Think – pair - share
• Teacher input
• Student created collaborative material (story
/ script / presentation).
• Teacher led error correction.
• Students review work and create material to
share or display
• Final error correction focus (whole group)

11. Online tools

12. Collaboration can….
• Enable peer assisted learning.
• Reduce anxiety
• Increase in self confidence and self esteem
• Increase motivation
• Create positive attitudes towards language
learning.

13. Questions