Text of Engaging & motivating learners presentation - RSS
1. 1 Engaging and Motivating Learners Aim: To identify
practical approaches to teaching and tutoring to engage and
motivate learners
2. 2 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
3. 3 Classroom or Workshop Management
4. 4 Being an assertive teacher A teachers 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)
5. 5 Classroom or workshop management self-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.
6. 6 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
7. 7 Ground rules for life Share Play fair Dont hit Remember to
flush Hold hands in traffic Tidy up after your own mess Put things
back where you found them Dont take things that arent yours Say
sorry when you hurt someone
8. 8 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)
9. 9 A cycle of classroom management Bill 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.
10. 10 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.
11. 11 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?
12. 12 Consequences Discuss when establishing ground rules
Should be fair, reasonable and related to appropriate behaviour
Emphasise they are in direct response to learners choice Certainty
rather than severity Offer some negotiation and opportunity to make
restitution where appropriate
13. 13 Repair and rebuild Correction can erode relationships
and damage self-esteem. Its 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.
14. 14 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.
15. 15 Aristotles 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.
16. 16 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.
17. 17 Assertiveness training People 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 elses 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:
disagreement complaints criticism aggression + +
18. 18 Social skills Model and teach: social communication
skills social interaction skills self-awareness relationship
skills.
19. 19 A sequenced repertoire of strategies for the management
of disruptive behaviour 1. 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.
20. 20 ABC A 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.
21. 21 Talk strategies Dont say dont. 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.
22. 22 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
23. 23 Classroom or workshop management self-assessment
questionnaire Return to the questionnaire. In view of what we have
learnt, identify key action points.
24. 24 Motivational Dialogue
25. 25 Thinking about learners behaviours In relation to a
task, learners may show: commitment compliance disaffection.
26. 26 What is motivation? The probability that a person will
enter into and persist with a process of behaviour change.
27. 27 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.
28. 28 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.
29. 29 The Wheel of Change
30. 30 Teachers task at each stage of change Learner stage
Teachers motivational task Pre-awareness Raise doubt: increase the
learners 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
31. 31 Motivational dialogue skills Effective questioning
Reflective listening Using non-verbal communication Summarising for
change Eliciting change talk
32. 32 Skills with the Wheel of Change
33. 33 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 . . . *
34. 34 Reflective listening A form of active listening Useful
for: 1. checking meaning 2. clarifying meaning 3. building empathy
4. selective reinforcement Always end reflection in a down tone of
voice Can involve: 1. repeating key word or phrase 2. paraphrasing
a key idea 3. reflecting NVC as well NVC: non-verbal
communication
35. 35 Closing the communication loop What the learner says
What the tutor hears What the learner means What the tutor thinks
the learner means REFLECTION
36. 36 Reflective statements It sounds like you Youre feeling
It seems to you that So what youre saying is The pronoun YOU is
usually the subject of the sentence.
37. 37 Aspects of non-verbal communication Posture Orientation
Eye contact Use of silence
38. 38 Summarising Drawing 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 Dont 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?
39. 39 Summarising for change One way of changing the learners
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?
40. 40 Self-motivational statements or change talk Another way
of changing the learners 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
41. 41 Types of self-motivational statements 1. Statements of
problem recognition 2. Expressions of concern 3. Statements of
intention to change 4. Expressions of optimism about change
Increasing significance