motivational workshop

8/12/2019 Motivational Workshop

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Teacher/Student

Motivational WorkshopPushing yourse lves and your s tudents to

ult imate potent ial

Tim Robinson


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Overview

Morning sessionRediscovering motivation Related issues

Empathy, our needs and goals Intrinsic vs. extrinsic Learning environment

Motivation and the classroom

Successful language learning Good learners/good teachers

Teacher development


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Overview continued

Afternoon session

Agents of change Reflective teaching

Support and collaboration Classroom responsibilities

Cultural Awareness

CAR principals F.A.T/Cooperative learning

Building connections


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My objectives

Rediscover your motivationUnderstand the importance ofcooperative learning/teaching

Empathize with teachers/students inorder to create respect

Build connections with the language

for yourself and your studentsReflect with your teaching/learning


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Do you feel like this sometimes?


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Or this?


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How about this?


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Because of.

Distractions:texting andgossiping orbored maybe


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Or maybe only thinking of


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The nasty circle of apathy

appears

Living

Teaching

Studying


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Hands up!

1. T Hand up/S hand up

2. Inform others

3. Quiet/Still4. Hands free (put things down)

5. Listen

Lets practice!!


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Name: Tim Robinson Class: M workshop

Spring

Summer

Winter

Fall

Jose

Ana Mara


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Mindfulness and Empathy connects

teachers/learners and learning

Individual work:

What brings you and your students joy inlife? What brings joy to you or your students

in the classroom?What is challenging or painful for you oryour students?

Group work: Share your thoughts with

your WINTER group, and then discuss thefeelings brought about in these situations


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What bringsjoy

What ischallengingor painful

*I feel connected tothe students* I have genuinedialogue with

students* I see my studentsfully engage in theirlearning* I see my students

learning

* I take risks in anew country

*I challenge myself

and my languageskills

*When it is hardto get studentsattention*When it feels

like students arenot interested ornot trying* When theactivity is toohard for the

students* When I amtired or angry* When peoplelook at me as a

threat


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In your winter groups

1. Make a list of basic human needs2. What needs are most important for the

classroom

3. With your list of joy and pain compareand discuss what needs are and are notbeing met in the classroom.

4. Write in your definition of mindfulness

and empathy to share with the class.Provide example

5. Do you feel motivated as a

teacher/student, provide examples.


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When your needs are not met then

what? How do you feel?

Negative emotions: Emotions that lead toisolation and inactivity: Fear, anxiety, sadness,grief, boredom, insecurity; Emotions that lead toself attention: Shame, shyness, jealousy,embarrassment

Positive emotions: Confidence underliesaction and agency, and a willingness to act,especially in regards to the unknown.

Emotions that lead to confidence: Peacefulness,Joy, love, inspiration, warmth, gratitude,optimism, passion, awe


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Emotional Intelligence can be learned,

nurtured and strengthenedDaniel Goleman

Once we understand the variety of humanneeds our emotions come next:

knowing our emotions (self-awareness),

managing our emotions (impulse control),

motivating ourselves to achieve goals(persistence, zeal and self-motivation),

recognizing emotions in others (empathy)and

5.managing relationships with others (socialskills).


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Mindfulness

The ability to identify

and accept thoughts,

feelings, words and

actions withoutjudgment

Then

To be non-judgmentaland genuinely

curious about it

What ifI weretheteacher


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To summarize

We are all natural giversWe can give and receive to meet the mostneeds of everyoneTo meet needs we can become morechoiceful about how we think, listen, talk,and actWe can continually learn new ways tomeet needs

By focusing on needs we can prevent,reduce, and resolve conflictsAll this will increase your motivation


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Expressing/listening language

Observation: I say what I see and hear/I guess what Isee and hear. When I hear/ When you see/hear

Feelings: I say how I feel/I guess your feelings.Ifeel/Do you feel

Needs: I say what I need/I guess your needs. Because Ineed/because you need

Requests: I ask for what I predict will meet my needs/Iguess what might help you meet yours. I would like If youare willing/Would you like?

(hart & Hodson)


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Break Time


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How would you define motivation?

Motivation is the extent to which you makechoices about goals to pursue and the effort youwill devote to that pursuit

Behavioral: rewards, reinforce

Cognitive: the powers of self rewardOur drive: exploration, manipulation,activity, stimulation, knowledge, egoenhancement

Our needsSelf-control

Constructivist: Social context andpersonal choices (Brown 2007)


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Extrinsic vs. Intrinsic

Extrinsic: anticipation of outside awards

Intrinsic: no apparent award except theactivity itself (feelings of competence and

self-determination/autonomy)

Good learners/teachers are more

intrinsically motivated


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Extrinsic Pressures

Motivational

Results

Intrinsic

Innovations

Tests &Exams

Experienceselfknowledge

Peerevaluationselfdiagnosis

IntrinsicMotivation inEducation


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Extrinsic

Pressures

Intrinsic

Innovations

Motivational

Results

Immediate

gratification

Set long-termgoals, patiencewill reward

Self-actualization

Competition Cooperative

Learning, groupwork, class as a

team

Community

Strength,status, security

Fear of failure Risk-taking

Innovation,creativity

Learn frommistakes,nobodys perfect


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Your turn

1. Get into your SUMMER groups

2. You will be given a situation: inyour group come up with a list ofways to arouse interest/motivation.

3. Decide if it builds intrinsic orextrinsic motivation, how?

4. Finally, share with the class


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What can a teacher do to motivate

learners?

Discuss internal and external reasons for takingthe course

Research and discuss the place of English in theworld, in the community, and in learners future

and current life.Communication: About 1,500,000,000 people in theworld speak English. Another 1,000,000,000 are learningit.

Access to knowledge: 95% of academic journals are

written in English. Majority of internet in English.Popular Culture

Brainstormfun ways to use English


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How to promote intrinsic Motivationfrom http://members.shaw.ca/priscillatheroux/motivation.html

Strategy

1. Help student developplan of action.

2. Relate learning tostudent needs

3. Explain or show why

learning a skill isimportant4. Create and/or maintain

curiosity5. Provide a variety of

activities and sensorystimulations

6. Provide games andsimulations

7. Set goals for learning

Examples1. Needs analysis discussions

and questionnaires2. Use authentic tasks and

materials.3. Explain how the lesson

relates to the real world.4. Use inductive and task-

based learning models5. Implement interactive

activities which appeal tomultiple intelligences

6. Role plays, team projects7. Use self-assessment

rubrics


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Return to your summer groups

Discuss and list1. What makes a good/bad language learner?

2. What makes a good/bad language

Teacher?3. How does this effect motivation for both?

4. What can the T do to maintain his/her ownmotivation?


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A peak performer

Believe in yourself

Set realistic goals

Set priorities

Take risks

Reduce and Manage stress factors

This leads to intrinsic teachermotivation


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A good language teacher(Brown 2007)

Competentpreparation

A love of theEnglishlanguage

Critical

thinking

Urge to

upgradeyourself

Excitementabout oneswork

Knowledgeof yourself

andstudents

Opennessto change

Offerschallengesto students

Valuesopinions

Usesinteractiveintrinsic

activities

Sets goals

Encouragesrespect

Agentof

change

A t h i


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A teacher isYou have a set of beliefs about how the people of

this world should behave toward one another.You have convictions about the quality of life, theshape of liberty, and the pursuit of happiness

You are not merely a language teacher

You are an agent for changein a world in desperate

need of change: change

from competition to cooperation,

from powerlessness to empowerment,

from conflict to resolution,

from prejudice to understanding. (H.D. Brown, 001)

R fl ! lf h


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Reflect! on yourself as a teacher

With someone next to

you, discuss:1.Do you agree with the

quote?2.Why or why not?

3.What is the change youwould like to make inthe world?

4.How?


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Lunch Time


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Why should teachers practice

reflective teaching?

The reflective processallows developing

teachers latitude toexperiment within a

framework of growingknowledge and

experience. It beginsthe developing teachers

path toward becoming anexpert teacher.

(Lange 1990)

THIS IS A

MOTIVATIONAL NEED


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Lets reflect!

What are some classroom issues in the

classroom, pedagogical or behavioral?

Group work:

1. Get into your fall group

2. On your poster, in the category write downsome problems or issues to the class that wementioned on the board.

3. In the + category, brainstorm possible

solutions.

4. In the interesting Category: write down howthis might motivate students,


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Teacher to Action Researcher

What is it?

Action research takes itsname from two processes

that are central to it: adata-gathering component(the research element) anda focus on bringing about

change(the actioncomponent).(Richards,1998)


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Procedure

1. Establish a purpose, decide on topic

2. Pose a specific question

3. Anticipate outcomes

4. Decide on type of data collection

5. Examine and analyze data

6. Generate solutions

7. Experiment with solutions8. Share with colleagues


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More reflective teaching techniques

Keeping a journal

Write lesson reports

Audio or video lessons

Observe or be observed bycolleagues or administrators


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How? Collaborative goal setting

Join VenTESOL Ning

Start local support groupsIndentify personal areas for improvement

Brainstorm with colleagues:Strategies to be implemented

A method for evaluating whether ornot goals have been achieved

For observations:Positive/improve/positive


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Break


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Cultural Awareness

No part of the human community can liveentirely on its own planet, with its ownlaws of motion and cut off from the rest ofhumanity.

Hugo ChavezCultural awareness motivates learners byshowing connections with meaningfullearning. Also, it lowers ignorance and

encourages curiosity for truth. TimRobinson


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C.A. Goals

We are not all the same, but we have

similaritiesSimilarities and differences are important

There are multiple ways to reach the samegoal and to live life

The best way depends on the culturalcontingency. Each situation is differentand may require a different solution.www.culturosity.com


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C A R ti l f


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C.A. Rationale for

teachers/students/everyone else

Keep an open mind/Experience everything F.A.T

Build Students Intrinsic motivation

Show real life connections

Build interest with CAR principals:competence, autonomy, and relatedness

Travel via virtual world or real world

Use English to export Venezuelan culture


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Thanks

UPEL teachers/students

Professor Joyce

US Embassy

Georgetown University

You of course

motivational workshop

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