Slides for talk

1. Motivation:
what not to do …
APPI, Coimbra
Sarah Phillips
Oxford University Press
April 2012

4. We don’t need no education.
W I I F M?
WIIFM?
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5. We don’t need no education.
What’s in it for me?
WIIFM?
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6. We don’t need no education.
W–I–I–
F – M?
This is I like
important learning
for me. like this.
This is
This is fun.
interesting.

7. Homework for today!
Write about yourself.
100 words.
I want it in on Monday

8. W-I-I-F-M?

9. If we have a goal, education can help us get there.
This is I like
important learning
for me. like this.
This is
This is fun.
interesting.

10. We don’t need no thought control.
({{Information |Description= Take me to your leader! |Source=[http://www.flickr.com/photos/75062596@N00/337168724/ Robot jockey army -
P1030118] |Date=December 26, 2006 at 05:53 |Author=[http://www.flickr.com/people/75062596@N00 Lars Plougmann] from London)

11. We don’t need no thought control.
Thinking is when
your mouth stays shut
and your head
keeps talking to itself.
Child in Year 5, quoted in Smith, A
and Call, N: (1999) The alps
approach
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12. We don’t need no thought control.
“Thinking is involved in any mental activity that helps ….
….formulate or solve a problem,
….to make a decision,
….or seek understanding.”
Fisher, R: (1990) Teaching Children to Think

13. What are you
doing?
I’m thinking.
Well! Just stop
thinking and answer
the question!

14. We don’t need no thought control.
FIND THE ODD ONE OUT (there’s more than one right answer!)
a) 1 4 9 15 25
b) zebra penguin killer whale polar bear
c) can’t could have to does
d) He plays football on Saturdays.
He’s playing football on Saturday.
He’s always playing football.
Bob and Joe

18. We don’t need no thought control.
Thinking about the story
1 Why are they hunting?
2 Why are they scared of the bear?
3 Is Joe right to climb the tree? Can he do
something different?
4 Why does the bear sniff Bob?
5 Can bears speak? Does the bear speak to Bob?
6 Why does Bob say the bear speaks?
Story and questions adapted from:
Stories for Thinking by Robert Fisher (1996) Nash Pollock Publishing

19. We don’t need no thought control.
Thinking about being a friend
1 What is a friend?
2 You don’t like a person. Can you be his/her
friend?
3 Can you fight and be friends?
4 Can you be friends with everybody?
5 What makes a person a special friend?
6 Are the friends of a friend your friends too?
7 How do you make friends?
Story and questions adapted from:
Stories for Thinking by Robert Fisher (1996) Nash Pollock Publishing

20. We need to teach children to think for themselves.
Planning
Metacognition Observing and
making
hypothesis
THINKING
SKILLS
Personal and
interactional
skills Developing
competence
Investigating
To angel

21. No dark sarcasm in the classroom.
Self esteem
Flow

22. No dark sarcasm in the classroom.
physical
safety identity
mission SELF
ESTEEM
competence
Link to high
challenge, low Factors that feed
stress. self esteem: from
Youngs, Bettie B.

23. No dark sarcasm in the classroom
vocabulary
study skills
spelling
reading

24. No dark sarcasm in the classroom.

25. No dark sarcasm in the classroom.

26. No dark sarcasm in the classroom.
High skills
challenge time
clear
machine
goals
effect
Flow
sense of feedback
control
absorbed focus
Low
Based on: Csikszentmihalyi’s theory of flow stress

27. We need to create an emotionally safe classroom.
high Final exams
Process writing Phone calls
Games and
puzzles
Group projects
challenge
Copying Word search with
Listen and a time limit
repeat (some) Dictations
low
low high
stress
Link to self
esteem cogs

29. Teacher leave them kids alone!
Happiness is …. a sense of participation
in determining the content of life.
Link to juggler

30. Teacher leave them kids alone!
The children that didn’t eat the
The children that ate the
marshmallow turned out to be …
marshmallow turned out to be …
More socially competent
Less sociable
Personally effective
More stubborn
Self assertive
More indecisive
More able to cope with frustration
Lower self esteem
Less likely to go to pieces
Sensitive to stress
Embraced challenges
Resentful about “not getting
Self reliant and confident
enough”
Trustworthy and dependable
Prone to jealousy
Took iniciatives
Over-react to irritations
More academically competent
Unable to put off the desire for a
More linguistically competent
“quick fix”
More able to use and respond to reason
More able to concentrate
More able to make plans
More eager to learn

31. Teacher leave them kids alone!
responsibilities classroom
organisation
behaviour
what’s
done
when
how an who they
activity work
is done with
Link to conclusions
Handing over ({{Information |Description=Ronald Graham, his wife Fan
Chung Graham and Paul Erdős in Japan.
a sense of control |Source=http://math.ucsd.edu/~fan/ron/jug.html
|Date=1986 |Author=Che Graham |Permission=Granted
by Fan Chung Graham (11/19/07) |other_versions= }} )

32. Teacher leave them kids alone!
A polygon hunt in
Santiago de
Compostela,
Spain

33. NO!
We don’t need no education.
Show children that education helps them achieve
their goals.
NO!
We don’t need no thought control.
Teach children to
think for themselves.
No dark sarcasm in the classroom.
NO!
Create create an
emotionally safe classroom.
Teacher leave them kids alone!
YES!
Hand over a sense of control.
The sky’s the limit!

34. Bibliography
Gilbert, I. (2002) Essential Motivation in the Classroom
Routledge Falmer
Ginnis, P. (2002) The Teacher’s Toolkit
Crown House Publishing Ltd
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