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Engaging and Motivating Learners
Aim:
• To identify practical approaches to teaching and tutoring to engage and motivate learners
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• Awareness of a range of classroom or workshop management techniques to improve motivation and teaching and learning
• Understanding of how to work with individuals to build self-esteem
• Understanding of the use of motivational dialogue techniques
Objectives
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Classroom or Workshop Management
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Being an assertive teacher
“A teacher’s response has crucial consequences … it creates a climate of compliance or defiance, a mood of contentment or contention, a desire to make amends or to take revenge.”
(Chesterton, 1924)
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Classroom or workshop managementself-assessment questionnaire
• Please complete the questionnaire answering YES or NO.
• We will return to the questionnaire and the action points at the end of this session.
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Teaching styles and learner behaviour
High expectations for learner behaviour
Assertive Style Authoritarian Style
High sensitivity to learners’ needs
Over-indulgent / Permissive / Submissive Style
Neglectful / Passive Style
Low sensitivity to learners’ needs
Low expectations for learner behaviour
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Ground rules for life
• Share• Play fair• Don’t hit• Remember to flush• Hold hands in traffic• Tidy up after your own mess• Put things back where you found them• Don’t take things that aren’t yours• Say sorry when you hurt someone
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Ground rules of behaviour
Behaviours unacceptable to STAFF
Behaviours unacceptable to LEARNERS
Behaviours unacceptable to BOTH
Behavioural expectations of STAFF
Behavioural expectations of LEARNERS
Behavioural expectations of BOTH
• Ground rules should be discussed by the teaching team and then by the learner group.
• Areas of common agreement form the ground rules.• Have them typed or written up as a poster.• Some ground rules are non-negotiable.• This is an important exercise in social problem-solving. (Kohn, 1996)
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A cycle of classroom managementBill Rogers (1998) produced this framework of key principles for successful classroom management.
Prevention (of disruptive
behaviour)
Encouragement (of positive behaviour – correcting as necessary)
Repair and rebuild (the relationship following correction)
Consequences (for unacceptable behaviour – certainty rather than severity)
Exercise:
Work in four groups, each group taking one of the areas of the cycle above.
Each group will develop strategies for their area of the cycle.
Write up the strategies on a flip chart and report back.
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Prevention
• Teach and establish rights, rules and responsibilities.
• Have a major focus on positive relationships and self-esteem.
• Build rituals and routines for starting and ending lessons and for gaining attention.
• Consider learner states and styles – play to their strengths – differentiate.
• Develop scanning – intervene early and quietly.
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Encouragement
• Create a relaxed, peaceful environment.• Have high expectations of all learners.• Achieve a 6:1 ratio of encouragement :
correction• Use verbal and non-verbal encouragement.• Give clear instructions, positive feedback
and set realistic targets.• Frequently ask yourself: “Why would
learners want to return to my class?”
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Consequences
• Discuss when establishing ground rules• Should be fair, reasonable and related to
appropriate behaviour• Emphasise they are in direct response to
learner’s choice• Certainty rather than severity• Offer some negotiation and opportunity to
make restitution where appropriate
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Repair and rebuild
• Correction can erode relationships and damage self-esteem.
• It’s our job to develop and manage positive working relationships.
• A simple acknowledgement of improved behaviour is often enough.
• A friendly and courteous word as learners leave goes a long way.
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Learners
• Learners are the most important visitors on our premises – think of them as guests.
• We are dependent on them.• They are our core business.• Always acknowledge their presence – smile,
make eye contact, say hello, talk to them, make them laugh, offer help and advice where appropriate.
• Treat learners as you would like to be treated.
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Aristotle’s challenge
Aristotle in the Nicomachean Ethics
“Anyone can be angry – that is easy. But to be angry with the right person, to the right degree, at the right time, for the right purpose, and in the right way – this is not easy.”
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Anger: four questions
• Is anger the same as aggression?• Is there anger without aggression?• Is there aggression without anger?• How do you deal with your anger?
Work on anger-management strategies for angry learners.
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Assertiveness trainingPeople adopt different response styles depending on the circumstances. It is unlikely that anyone is
wholly one type or another.
RESPONSE STYLES
NON-ASSERTIVE/SUBMISSIVE
When you allow your boundaries to be invaded; I lose - you win
ASSERTIVE
standing up for your rights without violating the rights of others; I win - you win
AGGRESSIVE/DOMINANT
when you invade or attack someone else’s boundaries; I win - you lose
comprising:
BASIC SKILLS
developing confidence and rights
ESSENTIAL SKILLS
what to say; non-verbal behaviour; what to think; how to integrate these elementsSPECIALIST SKILLS
Handling: disagreementcomplaints criticism aggression
+ +
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Social skills
Model and teach:• social communication skills• social interaction skills• self-awareness• relationship skills.
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A sequenced repertoire of strategies for the management of disruptive
behaviour1. Core skills – these are powerful skills, useful in all
discipline transactions.
2. Low level strategies – these are low key but assertive interventions.
3. Medium level strategies – these are direct and assertive interventions.
4. High level strategies – consequences for inappropriate behaviour are applied.
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ABCA – ANTECEDENTS events that prompt, precede or
trigger behaviour
B – BEHAVIOUR the specific actions of an individual
C – CONSEQUENCES subsequent events that make the behaviour more or less likely to occur
The model is powerful in that it offers the possibility of altering behaviour by changing either antecedent or consequence.
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Talk strategies
• Don’t say “don’t”.• Use “maybe…… and”.• Use calming tone of voice that conveys respect.• Emphasise you will hear them out when they have calmed
down.• Preface your statement with an understanding of their point
of view, then say, “however, I feel …” then say, “and I suggest” or “and I would like”.
• State your request in positive behavioural terms.• Repeat your statement up to three times.• If negative behaviour continues, state the consequence and
emphasise it is their choice.
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Non-verbal techniques
• Take-up or face-saving time• Mirroring• Mood matching• Using calming gestures• Non-confrontational positioning• Body buffer zone• Walking away with an angry person• Maintaining normal eye contact
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Classroom or workshop management self-assessment questionnaire
• Return to the questionnaire.
• In view of what we have learnt, identify key action points.
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Motivational Dialogue
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Thinking about learners’ behaviours
In relation to a task, learners may show:
commitment
compliance
disaffection.
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What is motivation?
The probability that a person will enter into and persist with a process of behaviour
change.
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Motivational strategies
• Advice How to give it? When to give it?• Barriers Help learners to remove the
obstacles to change.• Choice Provide it in the face of the
necessity of change.• Determination Increase their desire to change.• Empathy Communicate your desire to
understand.• Feedback Provide clear, accurate assessment
of the current situation• Goals Help THEM to clarify their aims.• Helping “Active helping” is NOT “enabling”.
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Motivational dialogue
A directive, learner-centred style of interviewing which helps people to
1. identify risks and goals
2. explore ambivalence
3. set targets
4. maintain behaviour change.
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The Wheel of Change
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Teacher’s task at each stage of change
Learner stage Teacher’s motivational task
Pre-awareness Raise doubt: increase the learner’s perception of risks
Contemplation Tip the balance: evoke reasons to change, risks of not changing
Decision Help to determine the best course of action
Active change Help to take steps towards change
Maintenance Help to identify and use strategies to prevent relapse
Relapse Help to renew the process
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Motivational dialogue skills
• Effective questioning• Reflective listening• Using non-verbal communication• Summarising for change• Eliciting change talk
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Skills with the Wheel of Change
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Effective questions
• Open questions• Do not elicit a
short answer• Do not
predetermine the reply
• Encourage the learner to talk
Opening phrases• In what way . . . • How does this . . . • Tell me about . . .*• Give me an
example of . . . *
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Reflective listening
• A form of active listening
Useful for:1. checking meaning2. clarifying meaning3. building empathy4. selective
reinforcement
• Always end reflection in a down tone of voice
Can involve:1. repeating key word or
phrase2. paraphrasing a key
idea3. reflecting NVC as
well
NVC: non-verbal communication
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Closing the communication loop
What the learner says
What the tutor hears
What the learner means
What the tutor thinks
the learner means
REFLECTION
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Reflective statements
• It sounds like you…• You’re feeling…
• It seems to you that…• So what you’re saying is…
The pronoun YOU is usually the subject of the sentence.
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Aspects of non-verbal communication
• Posture• Orientation• Eye contact• Use of silence
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SummarisingDrawing together what has been said and
presenting it to the learner
Useful for:• 1. getting the learner
to take stock• 2. checking or
changing the direction of the conversation
• 3. bringing other information into the frame
• 4. Stalling while you think of the next step
Don’t make it too long
Ask for approval at the end, for example;
• Is that about right?• Is that more or less how
you see things?• Have I understood you
correctly?
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Summarising for changeOne way of changing the learner’s perceptions
• Spend more time on the reasons for change (or the reasons against staying the same) and less time on the reasons for not changing.
• Use tone of voice and pace of speech to emphasise the seriousness and benefits of change.
• Order the summary by putting the argument in favour of change in the latter part.
• After asking for approval for your summary, ask “Where do you think you should go from here?”
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Self-motivational statementsor “change talk”
Another way of changing the learner’s perceptions
“People are generally better persuaded by the reasons which they themselves discovered than by those which have come into the minds of others.”
Pascal in the 17th century
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Types of self-motivational statements
1. Statements of problem recognition
2. Expressions of concern3. Statements of intention to
change4. Expressions of optimism
about change
Increasing significance