Engaging and Motivating Learners Aim: To identify practical

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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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Objectives

• 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

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Classroom or Workshop Management
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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)

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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 behaviourHigh
expectations for learner behaviour
Low expectations for learner behaviour
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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

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Ground rules of behaviour
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A cycle of classroom management
Bill Rogers (1998) produced this framework of key
principles for successful classroom management.
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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 61 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
  learners 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.
• 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.

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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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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.
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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 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
AGGRESSIVE/DOMINANT when you invade or attack
someone elses boundaries I win - you lose
ASSERTIVE standing up for your rights without
violating the rights of others I win - you win
BASIC SKILLS developing confidence and rights
ESSENTIAL SKILLS what to say non-verbal
behaviour what to think how to integrate these
elements
comprising


SPECIALIST 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 behaviour

• Core skills these are powerful skills, useful
  in all discipline transactions.
• Low level strategies these are low key but
  assertive interventions.
• Medium level strategies these are direct and
  assertive interventions.
• High level strategies consequences for
  inappropriate behaviour are applied.

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ABC
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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.

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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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Teachers task at each stage of change
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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 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
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Closing the communication loop
What the learner says
What the tutor hears
What the tutor thinks the learner means
What the learner means
REFLECTION
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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.

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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

• 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?

• 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

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Summarising for changeOne 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?

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Self-motivational statementsor change
talkAnother 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

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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