Tema 2.4. How to motivate...

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Programul de formare CRED

• INSTITUTUL DE ?TIIN?E ALE EDUCA?IEI
• Formator Prof. Zaharioiu Ioana

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MODULUL II -

• Tema II.2. LECTURAREA PROGRAMEI
• MOTIVAREA ELEVILOR, CUM FACEM FATA PROVOCARILOR

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• Explaining the learning outcomes to the
  participants.
• By the end of this module the participants will
  be able to
• define rapport, its importance in the classroom
  and how to build it
• compose clear instructions to minimise
  misunderstanding in the classroom
• clarify how to deal with problems arising from
  group dynamics and mixed-ability classes.
• how to motivate our students, how to create a
  proper atmosphere and motivational activities

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• Work as a group. Think of a word or phrase
  starting with each letter below that could lead
  to problems in the classroom.
• P
• R
• O
• B
• L
• E
• M

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• Building rapport
• Work with a partner. Complete the sentence below
  in as many ways as possible.
• You can build rapport by

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WHAT IS RAPPORT?
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• Compare the following suggestions with yours
• You can build rapport by
• personalising lessons finding out what
  learners like and what their hobbies are and
  including this in the lessons, where possible
• being patient with learners giving
  instructions or explanations more than once
• using lots of eye contact as you look around
  the room at the learners making learners feel
  included and involved
• being consistent making sure that something
  happens when you say it will

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• making time for personal comments to individual
  learners at the beginning or end of a lesson
• showing that you are interested in learners
  lives and interests
• avoiding having (or showing that you have)
  favourite learners
• modelling polite behaviour when you talk to
  learners
• showing learners that you believe in them and
  think they can succeed
• looking happy when you are in the classroom
• being fair and firm about rules

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• using a sense of humour and adding some fun to
  your lessons
• using praise and encouragement to motivate
  learners
• using inclusive language, such as, Lets,
  Today were going to
• marking homework constructively and returning
  it quickly
• keeping calm and avoiding raising your voice or
  shouting at learners

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• finding small things to praise when a learner
  is behaving badly or performing weakly
• disciplining learners for bad behaviour but
  making it clear that it is the behaviour that is
  bad, and not that the learner is a bad person
• trying to catch a learner being good and
  praising them rather than trying to catch a
  learner being naughty and telling them off.

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• Work alone. Look at the list of classroom
  activities below. Tick each one that you do
• a. Calling the register. b. Handing out and
  taking in books and papers. c. Writing on the
  board. d. Cleaning the board. e. Keeping the
  classroom tidy. f. Moving the furniture. g.
  Decorating the classroom. h. Bringing in visual
  aids and pictures. i. Timing activities. j.
  Creating materials. k. Marking tests and
  homework. l. Giving correction. m. Maintaining
  discipline. n. Forming groups. o. Deciding who
  speaks. p. Deciding what to teach. q. Planning a
  series of lessons.

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• Compare your answers with a partner. Answer these
  questions.
• Which activities could you ask learners to do?
  
• How could involving learners help to prevent
  problems?
• Work with a partner. Think of five important
  things to remember when giving instructions so
  that problems are avoided.

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Unscramble the instructions below. Rewrite them,
adding in the punctuation. Compare them to your
list.

• A being followed instructions are check
• B listening learners are sure make
• C consistent be
• D simple and instructions short keep
• E better is telling showing than
• F learners understand check
• How can giving clear instructions avoid problems?

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Fisa de lucru doc word

• Work with a partner. Look at the following
  checklist for instructions. Put one instruction
  from the previous slide as a title in the
  checklist.

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Problems with group dynamics

• FISA DE LUCRU
• Work with a partner. Look at the following
  problems that may occur when learners work in
  groups. Write solutions for them.

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Work in groups. Your trainer will give you a
role.

• How might these roles damage a group?
• How can we react to these roles?
• How would you deal with them?
• Are there any roles that promote social
  interaction?

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Coping with the challenges

• Discuss the question. Present your discussion
  points to the group.
• 1. Think about learners as individuals. How can
  learners be different? How can these differences
  contribute to mixed-ability classes?
• 2. What are the main reasons for mixed-ability
  classes?
• 3. What are the main teaching challenges of
  mixed-ability classes?

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Coping with the challenges

• Work with a partner. Look at the strategies to
  help avoid problems with mixed-ability classes.
  What suggestions do you have for each?
• Vary teaching approaches and techniques
• Encourage independent learning
• Think about classroom management techniques
• Think about task development

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• HOW TO MOTIVATE OURSELVES AND OUR STUDENTS?
• Warmers what lead-in activities do you use?
  Which one was your students favourite? Why?
• In any classroom, it can be useful to have rules
  and routines so learners know exactly what is
  expected of them.
•  What types of rules and routines do you find
  most helpful in your own classroom?
• Make some notes
• What characteristics do motivated learners
  have?
• How do motivated learners affect the class?

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• Motivating activities support learning but also
  motivate learners to want to learn. 
• How would you describe a motivating activity?
• Make a list in your group.
• Compare your ideas with the following list
• Make a list of advice you would give a
  teacher on how to create a motivational
  atmosphere in the classroom.
•  Complete a jamboard to how your suggestions on
  creating a motivational atmosphere in the
  classroom.

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• Reread the learning outcomes for this module and
  complete the table below

Discuss your answers with a partner. What do you consider to be the benefits of having motivated learners in your class?      
How can you create a motivational atmosphere in the classroom?      
Which classroom strategies would you say are most likely to increase motivation in the classroom?      
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• Action Plan
• Choose one strategy for making the classroom more
  motivating we have discussed today and decide how
  you can use it in your own classroom.
• Discuss your ideas with a partner.

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• Bibliography
• www.teachingenglish.org.uk/article/october-2013-ad
  am-simpson-encouraging-learners-explore-language-t
  hrough-creative-activities
• A webinar about helping learners to be more
  creative
• www.teachingenglish.org.uk/article/three-wishes-ho
  w-make-them-come-true
• Three ingredients which are vital for teaching
  and learning success
• www.teachingenglish.org.uk/article/speaking-elemen
  tary-learners
• An article about teaching speaking in the
  elementary classroom
• www.teachingenglish.org.uk/article/not-so-hidden-r
  esource-students
• An article about using learners as a resource
•  

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• BIBLIOGRAPHY

www.teachingenglish.org.uk/article/getting-teenage
rs-talking An article discussing why learners
like (and dont like) using English in class and
how we can motivate them to do so   www.teachingen
glish.org.uk/article/motivating-teenagers Suggesti
ons on how to improve the motivation levels of
teenagers
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• BIBLIOGRAPHY
• www.teachingenglish.org.uk/blogs/soniam/some-class
  room-management-problems-their-reasons-solutions
  An article about classroom management problems
  and their solutions. www.teachingenglish.org.uk/bl
  ogs/rachel-boyce/classroom-management-we-can-all-l
  earn-workplacemanagement-practices An article on
  how interaction patterns can help with classroom
  management. www.teachingenglish.org.uk/blogs/alexe
  noamen/classroom-management-young-learners An
  article on classroom management for young
  learners.

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• BIBLIOGRAPHY
• Linsin, M (2013) The Classroom Management Secret
  And 45 Other Keys to a Well-Behaved Class. JME
  Publishing.
• Reider, B (2005) Teach More and Discipline Less
  Preventing Problem Behaviours in the K-6
  Classroom.
• Corwin. Rogers, B (2015) Classroom Behaviour A
  Practical Guide to Effective Teaching, Behaviour
  Management and Colleague Support. SAGE
  Publications Ltd.
• Scrivener, J (2012) Classroom Management
  Techniques. Cambridge University Press.

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• Autoevaluare

STIU VREAU SA STIU AM ÎNVATAT

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• Ce nivel de limba vor avea elevii la finalul
  clasei a IV a? Dar la finalul clasei a VIII a
  L1/L2? frontal

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• Competen?ele specifice sunt prezentate în
  progresie de la un an de studiu la altul.
• Progresia vizeaza nivelul A1 la finalul clasei a
  IV-a ?i A2 la finalul clasei a VIII-a (L1), A1
  pentru L2 la final de gimnaziu ?i B1 pt L1
  intensiv la finalul clasei a VIII-a.

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• Ce altceva mai releva programa?
• De ce nu mai exista în noile programe o lista
  separata de valori ?i atitudini? Pentru a
  raspunde cât mai aplicat, analiza?i semnifica?ia
  câtorva competen?e specifice precum 1.3 (cls. a
  V-a), 2.4 (cls. a V-a), 2.5 (cls. a VII-a), 4.5
  (cls. a VII-a)
• Lucru pe grupe 15 min

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• Ce semnifica?ie au enun?urile competen?elor
  specifice? la ce se refera? la ce folosesc? cum
  devin achizi?ii transferabile?
• Avand ca exemplu competentele explicate in fisa
  primita, cautati alta competenta pe care sa o
  analizati in aceeasi maniera.
• Lucru pe grupe 30 minute

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• Studia?i suportul de curs, secven?a 2.2,  ?i
  realiza?i un text pentru 1-2 diapositive. BE AS
  CREATIVE AS POSSIBLE.
• Sa va referi?i la structura programei ?i sa
  accentua?i competen?ele specifice ca rezultate
  ale înva?arii  de vizat ?i de evaluat prin
  sarcini semnificative, adecvate elevilor dvs.
• Oferi?i feedback online, colegilor de la curs.
• Lucru individual

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• 2.2.c
• Reflecta?i asupra urmatoarei unita?i de înva?are
  pe care o ve?i parcurge cu elevii la o clasa.
• Revede?i ceea ce a?i prevazut prin planificarea
  calendaristica la aceasta unitate de înva?are.
• În lumina achizi?iilor de la cursul CRED, ave?i
  de facut modificari din perspectiva accentului pe
  competen?e?
• Înscrie?i online reflec?iile ?i observa?iile
  dvs. (aprox. jumatate de pagina).
• Lucru individual

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• Concluzii