Teacher/Student

Motivational Workshop
Pushing yourselves and your students to
ultimate potential



Tim Robinson

Overview
Morning session
Rediscovering 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


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
My objectives
Rediscover your motivation
Understand the importance of
cooperative learning/teaching
Empathize with teachers/students in
order to create respect
Build connections with the language
for yourself and your students
Reflect with your teaching/learning

Do you feel like this sometimes?
Or this?
How about this?
Because of.
Distractions:
texting and
gossiping or
bored maybe
Or maybe only thinking of

Find that Spark or.
The nasty circle of apathy
appears
Living
Teaching
Studying
1
st
rule to motivation
A comfortable learning environment
is FUNdamental
Ahhh, I
feel so
good, lets
learn
somethin
g
Hands up!
1. T Hand up/S hand up
2. Inform others
3. Quiet/Still
4. Hands free (put things down)
5. Listen
Lets practice!!

Group work
1. Follow Stand Up, Hand Up.
2. Find a partner for each of the seasons on
your partner sheet.
3. Sign your name in the correct season
box on your partners sheet
4. Your partner must sign his/her name in
the correct box on your sheet.
5. Move to find a new partner.
6. Complete all four boxes.

Name: Tim Robinson Class: M workshop
Spring

Summer
Winter
Fall

Jose
Ana Mara
Mindfulness and Empathy connects
teachers/learners and learning
Individual work:
What brings you and your students joy in
life? What brings joy to you or your students
in the classroom?
What is challenging or painful for you or
your students?
Group work: Share your thoughts with
your WINTER group, and then discuss the
feelings brought about in these situations

What brings
joy
What is
challenging
or painful
*I feel connected to
the students
* I have genuine
dialogue with
students
* I see my students
fully engage in their
learning
* I see my students
learning
* I take risks in a
new country
*I challenge myself
and my language
skills

*When it is hard
to get students
attention
*When it feels
like students are
not interested or
not trying
* When the
activity is too
hard for the
students
* When I am
tired or angry
* When people
look at me as a
threat

In your winter groups
1. Make a list of basic human needs
2. What needs are most important for the
classroom
3. With your list of joy and pain compare
and discuss what needs are and are not
being 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.

When your needs are not met then
what? How do you feel?
Negative emotions: Emotions that lead to
isolation and inactivity: Fear, anxiety, sadness,
grief, boredom, insecurity; Emotions that lead to
self attention: Shame, shyness, jealousy,
embarrassment
Positive emotions: Confidence underlies
action 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




Emotional Intelligence can be learned,
nurtured and strengthened
Daniel Goleman
Once we understand the variety of human
needs 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 (social
skills).
Mindfulness
The ability to identify
and accept thoughts,
feelings, words and
actions without
judgment
Then
To be non-judgmental
and genuinely
curious about it

What if
I were
the
teacher
To summarize
We are all natural givers
We can give and receive to meet the most
needs of everyone
To meet needs we can become more
choiceful about how we think, listen, talk,
and act
We can continually learn new ways to
meet needs
By focusing on needs we can prevent,
reduce, and resolve conflicts
All this will increase your motivation
Expressing/listening language
Observation: I say what I see and hear/I guess what I
see and hear. When I hear/ When you see/hear
Feelings: I say how I feel/I guess your feelings. I
feel/Do you feel
Needs: I say what I need/I guess your needs. Because I
need/because you need
Requests: I ask for what I predict will meet my needs/I
guess what might help you meet yours. I would like If you
are willing/Would you like?

(hart & Hodson)
Break Time

How would you define motivation?
Motivation is the extent to which you make
choices about goals to pursue and the effort you
will devote to that pursuit
Behavioral: rewards, reinforce
Cognitive: the powers of self reward
Our drive: exploration, manipulation,
activity, stimulation, knowledge, ego
enhancement
Our needs
Self-control
Constructivist: Social context and
personal choices (Brown 2007)
Extrinsic vs. Intrinsic
Extrinsic: anticipation of outside awards
Intrinsic: no apparent award except the
activity itself (feelings of competence and
self-determination/autonomy)

Good learners/teachers are more
intrinsically motivated


Extrinsic Pressures
Motivational
Results
Intrinsic
Innovations
Tests &
Exams
Experience
self
knowledge
Peer
evaluation
self
diagnosis
Intrinsic
Motivation in
Education
Extrinsic
Pressures
Intrinsic
Innovations
Motivational
Results
Immediate
gratification
Set long-term
goals, patience
will reward
Self-
actualization
Competition Cooperative
Learning, group
work, class as a
team
Community
Strength,
status, security
Fear of failure Risk-taking
Innovation,
creativity
Learn from
mistakes,
nobodys perfect
Your turn
1. Get into your SUMMER groups
2. You will be given a situation: in
your group come up with a list of
ways to arouse interest/motivation.
3. Decide if it builds intrinsic or
extrinsic motivation, how?
4. Finally, share with the class
What can a teacher do to motivate
learners?
Discuss internal and external reasons for taking
the course
Research and discuss the place of English in the
world, in the community, and in learners future
and current life.
Communication: About 1,500,000,000 people in the
world speak English. Another 1,000,000,000 are learning
it.
Access to knowledge: 95% of academic journals are
written in English. Majority of internet in English.
Popular Culture
Brainstorm fun ways to use English

How to promote intrinsic Motivation
from http://members.shaw.ca/priscillatheroux/motivation.html
Strategy
1. Help student develop
plan of action.
2. Relate learning to
student needs
3. Explain or show why
learning a skill is
important
4. Create and/or maintain
curiosity
5. Provide a variety of
activities and sensory
stimulations
6. Provide games and
simulations
7. Set goals for learning


Examples
1. Needs analysis discussions
and questionnaires
2. Use authentic tasks and
materials.
3. Explain how the lesson
relates to the real world.
4. Use inductive and task-
based learning models
5. Implement interactive
activities which appeal to
multiple intelligences
6. Role plays, team projects
7. Use self-assessment
rubrics

Return to your summer groups
Discuss and list
1. 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 own
motivation?


A peak performer
Believe in yourself
Set realistic goals
Set priorities
Take risks
Reduce and Manage stress factors

This leads to intrinsic teacher
motivation

A good language teacher (Brown 2007)
Competent
preparation
A love of the
English
language
Critical
thinking
Urge to
upgrade
yourself
Excitement
about ones
work
Knowledge
of yourself
and
students
Openness
to change
Offers
challenges
to students
Values
opinions
Uses
interactive
intrinsic
activities
Sets goals
Encourages
respect
Agent
of
change
A teacher is
You 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, the
shape of liberty, and the pursuit of happiness
You are not merely a language teacher

You are an agent for change in 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)
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 you
would like to make in
the world?
4.How?
Lunch Time

Why should teachers practice
reflective teaching?
The reflective process
allows developing
teachers latitude to
experiment within a
framework of growing
knowledge and
experience. It begins
the developing teachers
path toward becoming an
expert teacher.
(Lange 1990)
THIS IS A
MOTIVATIONAL NEED
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 down
some problems or issues to the class that we
mentioned on the board.
3. In the + category, brainstorm possible
solutions.
4. In the interesting Category: write down how
this might motivate students,
Teacher to Action Researcher
What is it?
Action research takes its
name from two processes
that are central to it: a
data-gathering component
(the research element) and
a focus on bringing about
change (the action
component).
(Richards,1998)
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 solutions
8. Share with colleagues
More reflective teaching techniques
Keeping a journal

Write lesson reports

Audio or video lessons

Observe or be observed by
colleagues or administrators

Collaboration = Respect
How important is it for students to work in
groups and why?
How important is teacher support, and
how do we achieve it?

Critical friends

Colleagues can engage each other in
systematic reflection and thus direct each
others professional self- development.
Critical friends can stimulate, clarify, and
extend thinking and feel accountable for
their own growth and their peer s growth.
(Farrell, 1998)
How? Collaborative goal setting
Join VenTESOL Ning
Start local support groups
Indentify personal areas for improvement
Brainstorm with colleagues:
Strategies to be implemented
A method for evaluating whether or
not goals have been achieved

For observations:
Positive/improve/positive
Lets give support
In your Fall groups:
1. One member chooses one of the
classroom issues discussed.

2. The other group members will give
support in the form of questions,
solutions, and praise.
Break

Cultural Awareness
No part of the human community can live
entirely on its own planet, with its own
laws of motion and cut off from the rest of
humanity.
Hugo Chavez
Cultural awareness motivates learners by
showing connections with meaningful
learning. Also, it lowers ignorance and
encourages curiosity for truth. Tim
Robinson
C.A. Goals
We are not all the same, but we have
similarities
Similarities and differences are important
There are multiple ways to reach the same
goal and to live life
The best way depends on the cultural
contingency. Each situation is different
and may require a different solution.
www.culturosity.com
Last group activity
Stereotypes
Get into your spring groups
List the differences between US and
Venezuelan men and women.
Decide if they are negative or
positive stereotypes.
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
Thanks
UPEL teachers/students
Professor Joyce
US Embassy
Georgetown University
You of course