Psychology for Teachers

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Based on an excellent book it's a training that I use(d) with our teachers at Linguaprof.

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Slide 1 : copyright Linguaprof 2007 Psychology for Language Teachers by Marion Williams and Robert Burden Psychology by John W.Santrock The Parctice of Language Teaching by Jeremy Harmer

Slide 2 : copyright Linguaprof 2007 Educational psychology

Slide 3 : copyright Linguaprof 2007 Learning is not education, but it is part of it. To be EDUCATIVE it must give a broader value and meaning to the learner’s life.

Slide 4 : copyright Linguaprof 2007 Behaviourism It is part of POSITIVISM, one of the two major psychological approaches.

Slide 5 : copyright Linguaprof 2007 Conditioning

Slide 6 : copyright Linguaprof 2007 Classical conditioning S-R stimulus- response

Slide 7 : copyright Linguaprof 2007 Proved to be of limited value in accounting for the huge range of human activities

Slide 8 : copyright Linguaprof 2007 Positive reinforcement The frequency of a response increases because it is followed by a rewarding stimulus

Slide 9 : copyright Linguaprof 2007 Negative reinforcement The frequency of a response increases because it is followed by a a removal of an unpleasant stimulus

Slide 10 : copyright Linguaprof 2007 Observational learning - imitation or modeling

Slide 11 : copyright Linguaprof 2007 What is punishment?

Slide 12 : copyright Linguaprof 2007 Positive punishment A behaviour decreases when it is followed by an unpleasant stimulus

Slide 13 : copyright Linguaprof 2007 Negative punishment A behaviour decreases when a positive stimulus is removed from it

Slide 14 : copyright Linguaprof 2007 B.F Skinner He constructed a system of principles to account for human behaviour in strictly observable terms.

Slide 15 : copyright Linguaprof 2007 Operant conditioning Operants: the range of behaviour that organisms performed

Slide 16 : copyright Linguaprof 2007 reinforcement

Slide 17 : copyright Linguaprof 2007 Cognitive psychology Cognitive psychologists are interested in the mental processes involved in learning/problem solving, memory and language

Slide 18 : copyright Linguaprof 2007 Sigmund Freud (1856- 1939)

Slide 19 : copyright Linguaprof 2007 Freud: personality is mostly established by the age of five. Early experiences play a large role in personality development and continue to influence behavior later in life.

Slide 20 : copyright Linguaprof 2007 pleasure-seeking energies of the id

Slide 21 : copyright Linguaprof 2007 driving force behind behavior- libido / psychosexual energy

Slide 22 : copyright Linguaprof 2007 fixation – if the stages are not successfully completed

Slide 23 : copyright Linguaprof 2007 The Oral Stage The Phallic Stage The Latent Period The Genital Stage

Slide 24 : copyright Linguaprof 2007 The Id The id is the only component of personality that is present from birth.

Slide 25 : copyright Linguaprof 2007 The Id is driven by the pleasure principle

Slide 26 : copyright Linguaprof 2007 The Ego The ego is the component of personality that is responsible for dealing with reality The ego functions in both the conscious, preconscious, and unconscious mind.

Slide 27 : copyright Linguaprof 2007 The ego operates based on the reality principle

Slide 28 : copyright Linguaprof 2007 The Superego guidelines for making judgments / moral standards

Slide 29 : copyright Linguaprof 2007 Freud: the key to a healthy personality is a balance between the id, the ego, and the superego

Slide 30 : copyright Linguaprof 2007 Constructivism Jean Piaget Emphasis on the constructive nature of the learning process

Slide 31 : copyright Linguaprof 2007 Developmental stages Sensorimotor stage/o-2 years Pre-operational stage/2-7 Concrete operational stage/7-11 Formal operational thinking/11-

Slide 32 : copyright Linguaprof 2007 Operations- the way in which actions become part of children’s imaginations

Slide 33 : copyright Linguaprof 2007 Intelligence Gardner’s eight types of intelligence Verbal, spatial, logical-mathematical, bodily-kinestethic, musical, interpersonal, intrapersonal, naturalist

Slide 34 : copyright Linguaprof 2007 Vernon Intelligence A- that we are born with Intelligence B- the intelligence we display in everyday life, in different situations Intelligence C- that can be measured by IQ tests

Slide 35 : copyright Linguaprof 2007 “Successful intelligence as I view it, involves analytical, creative and practical aspects.” Robert Sternberg Componential/analytical/ intelligence Experiential/creative/ intelligence Contextual/practical/ intelligence

Slide 36 : copyright Linguaprof 2007 Humanistic approaches

Slide 37 : copyright Linguaprof 2007 Erik Erikson Childhood and society (1963)

Slide 38 : copyright Linguaprof 2007 Erikson’s eight stages of development

Slide 39 : copyright Linguaprof 2007 Trust vs. Mistrust- first year Autonomy vs. Shame and Doubt- between 1-3 Initiative vs. Guilt between 3-5 Industry vs. Inferiority- 6-14

Slide 40 : copyright Linguaprof 2007 Identity vs. Identity Confusion- adolescence Intimacy vs. Isolation- 20’s- 3o’s Generativity vs. Stagnation- 40s-50’s Integrity vs. Despair

Slide 41 : copyright Linguaprof 2007 In the IVth stage To bring a productive situation to completion is an aim which gradually supersedes the whims and wishes of play.

Slide 42 : copyright Linguaprof 2007 Main question in the IVth stage: Am I good at what I do?

Slide 43 : copyright Linguaprof 2007 Abraham Maslow

Slide 44 : copyright Linguaprof 2007 Physiological needs Safety needs Social needs Self- esteem Self- actualisation

Slide 45 : copyright Linguaprof 2007 Humanistic education starts with the idea that students are different, and it strives to help students become more like themselves and less like each other. Hamachek 1977

Slide 46 : copyright Linguaprof 2007 Humanism has a number of messages for a language teacher: Create a sense of belonging Make the subject relevant for the learner Involve the whole person Develop personal identity Encourage the knowledge of self Involve the feelings and emotions Encourage self-esteem Minimise criticism

Slide 47 : copyright Linguaprof 2007 Encourage creativity Develop a knowledge of the process of learning Encourage self-initiation Allow for choice Encourage self-evaluation

Slide 48 : copyright Linguaprof 2007 Vygotsky the concept of mediation the teacher as a mediator Zone of proximal development/ the layer of skill or knowledge just beyond the one he is presently capable of coping with

Slide 49 : copyright Linguaprof 2007 4 keys sets of factors Teachers Learners Tasks Contexts Interaction !

Slide 50 : copyright Linguaprof 2007 A social constructivist model

Slide 51 : copyright Linguaprof 2007 What do teachers bring to the learning process?

Slide 52 : copyright Linguaprof 2007 Nine key factors contributing to effective teaching Clarity of presentation Teacher enthusiasm Variety of activities Achievement orientated behaviour Opportunity to learn criterion material Acknowledgement and stimulation of students’ ideas (Lack of) criticisms Structuring comments Guiding of students answers

Slide 53 : copyright Linguaprof 2007 Elements of good teaching

Slide 54 : copyright Linguaprof 2007 Creating a relaxed and enjoyable atmosphere Retaining control Presenting work in an interesting way

Slide 55 : copyright Linguaprof 2007 Providing conditions so pupils understand the work Making clear what pupils are to do and achieve Judging what can be expected of a pupil

Slide 56 : copyright Linguaprof 2007 Helping pupils with difficulties Encouraging pupils to raise expectations of themselves Developing personal, mature relationship with pupils Demonstrate personal talents or knowledge

Slide 57 : copyright Linguaprof 2007 A constructivist view of education

Slide 58 : copyright Linguaprof 2007 Glaserfeld “ Problem solving is undoubtedly a powerful educational tool. However I would suggest that its power greatly increases if the students come to see it as fun.”

Slide 59 : copyright Linguaprof 2007 The teacher as reflective practitioner What do my practices say about my assumptions, values and beliefs? Where did these ideas come from? What social practices are expressed in these ideas? What views of power do they embody? Whose interests seem to be served by my practices? What is it that acts to constrain my views of what is possible in teaching?

Slide 60 : copyright Linguaprof 2007 Carl Rogers “ The only man who is educated is the man who has learned how to adapt and change, the man who has realised that no knowledge is secure- that the process of seeking knowledge gives a basis for security.”

Slide 61 : copyright Linguaprof 2007 Worthwhile learning: Is a complex process Produces personal change of some kind Involves the creation of new understanding which are personally relevant

Slide 62 : copyright Linguaprof 2007 Worthwhile learning: Can take different forms Is always influenced by the content in which it occurs Results mainly from social interaction Often needs to be mediated Differs from individual to individual

Slide 63 : copyright Linguaprof 2007 Worthwhile learning: Is an emotional as well as cognitive process Is closely related to how people feel abut themselves Is a lifelong process

Slide 64 : copyright Linguaprof 2007 What can teachers do to promote learning?

Slide 65 : copyright Linguaprof 2007 Feuerstein’s key features of mediation

Slide 66 : copyright Linguaprof 2007 Essential features

Slide 67 : copyright Linguaprof 2007 Significance The teachers need to make learners aware of the significance of the learning task- to see its value clearly Purpose beyond the here and now To make it clear that it will have a wider relevance Shared intention Teachers must have a clear intention which is understood and reciprocated

Slide 68 : copyright Linguaprof 2007 Other factors A sense of competence Control of own behaviour Goal setting Challenge Awareness of challenge

Slide 69 : copyright Linguaprof 2007 A belief in positive outcomes Sharing Individuality A sense of belonging

Slide 70 : copyright Linguaprof 2007 Activity Why I did it

Slide 71 : copyright Linguaprof 2007 Factors concerned with taking control of learning A sense of competence Control of behaviour Goal-setting Awareness of change A belief in positive outcomes

Slide 72 : copyright Linguaprof 2007 Individual characteristics influencing learning

Slide 73 : copyright Linguaprof 2007 Cognitive style Field dependence and field independence Global and analytic learner style Motivational style/ system Anxiety Aptitude

Slide 74 : copyright Linguaprof 2007 We should suggest that language teachers could help and encourage learners to Identify their own attitude towards language learning Develop their own individual plans for learning a language Take responsibility for carrying out their plans

Slide 75 : copyright Linguaprof 2007 Evaluate realistically their progress and the reasons for their successes and failures Participate in the selection of learning activities Take responsibility for helping each other in carrying out lesson plans We should suggest that language teachers could help and encourage learners to

Slide 76 : copyright Linguaprof 2007 Attribution theory - It helps to explain the orientation of different learners towards learning

Slide 77 : copyright Linguaprof 2007 If you were to ask people to what they attributed their success or failure in a language learning task, answers could be:

Slide 78 : copyright Linguaprof 2007 Attributions for success I am good at learning languages I know how to do this sort of tasks I worked very hard The task was easy

Slide 79 : copyright Linguaprof 2007 Attributions for failure I am not good at languages The task was boring I don’t like languages I didn’t try It was too difficult

Slide 80 : copyright Linguaprof 2007 4 main sets of attributions Ability Effort Luck The perceived difficulty of the task

Slide 81 : copyright Linguaprof 2007 Motivation in second language learning

Slide 82 : copyright Linguaprof 2007 Describing learners Age& Motivation

Slide 83 : copyright Linguaprof 2007

Slide 84 : copyright Linguaprof 2007 Respond to meaning if they don’t understand individual words Often learn indirectly Understanding comes not only from explanation but from what they see, hear, touch Show enthusiasm for learning Have limited attention spam Are keen to talk about themselves Children

Slide 85 : copyright Linguaprof 2007 Overall the best language learners In search for identity Peer approval is important Discipline problems Give them tasks that they can do, rather than risk humiliating them! Adolescents

Slide 86 : copyright Linguaprof 2007 Adult students To present the paper!

Slide 87 : copyright Linguaprof 2007 Good learner characteristics

Slide 88 : copyright Linguaprof 2007 Naiman and his coll.: Tolerance of ambiguity Positive task orientation Ego involvement High aspirations Perseverance Creativity Self reliant students Different cultures Different learning behaviours

Slide 89 : copyright Linguaprof 2007 Languages are unlike to other subject taught in a classroom in that they involve the acquisition of skills and behaviour patterns which are characteristic for another community. Gardner

Slide 90 : copyright Linguaprof 2007 Motivation is measured by the Attitude/ Motivation Test Battery AMTB

Slide 91 : copyright Linguaprof 2007 Interest in foreign languages If I were visiting a foreign country I would like to be able to speak the language of the people Attitudes towards learning French Learning French is really great I really enjoy learning French AMTB- from I strongly agree to I strongly disagree

Slide 92 : copyright Linguaprof 2007 Motivational intensity I really work hard to learn French I try to understand all the French I see and hear Desire to learn French To be honest, I have a little desire to learn I wish I were fluent in French AMTB- from I strongly agree to I strongly disagree

Slide 93 : copyright Linguaprof 2007 Instrumental orientation vs. integrative orientation

Slide 94 : copyright Linguaprof 2007 Instrumental orientation= a clear reason ( an exam, etc.)

Slide 95 : copyright Linguaprof 2007 Integrative motivation correlates with higher achievement in the language / the learner wishes to identify with the culture/

Slide 96 : copyright Linguaprof 2007 Intrinsic motivation vs. Extrinsic motivation

Slide 97 : copyright Linguaprof 2007 Initiating and sustaining motivation

Slide 98 : copyright Linguaprof 2007 Teachers can influence by Goals and goal setting Learning environment Interesting classes J. Harmer

Slide 99 : copyright Linguaprof 2007 Optimal arousal/ Flow Csikszentmihalyi

Slide 100 : copyright Linguaprof 2007 All of their minds and bodies are completely involved Their concentration is very deep They know what they want to do They know how well they are doing They are not worried about failing Time passes very quickly They lose the ordinary sense of self-conscious gnawing worry of everyday life

Slide 101 : copyright Linguaprof 2007 Learners beliefs about themselves Locus of control/ locus of casualty Internal vs. external

Slide 102 : copyright Linguaprof 2007 Goal orientation performance vs. mastering goal performance vs. learning goals ego involvement vs. task involvement

Slide 103 : copyright Linguaprof 2007 Learner training How can teachers best foster learner’s strategies? How can teachers ensure that these strategies are transferred to other situations? Are the strategies used by good language learners the right ones for alll learners? How do we cater for individual differences?

Slide 105 : copyright Linguaprof 2007 Task components Input data (e.g. the article) Activities or procedures Goals Roles of teachers Roles of learners Setting ( Nunan, 1993)

Slide 106 : copyright Linguaprof 2007 theme we I Theme centered interaction (Legutke and Thomas, 1992)

Slide 107 : copyright Linguaprof 2007 Feuerstein’s cognitive stages Input stage Elaboration stage Output stage

Slide 108 : copyright Linguaprof 2007 Input stage Systematically explore a learning situation Develop an accurate understanding of words and concepts Position themselves in time and space Gather information from more than one source

Slide 109 : copyright Linguaprof 2007 Output stage Express their thoughts and feelings in a controlled way Employ concepts and words accurately Develop an awareness of other people’s reactions in order to communicate effectively

Slide 110 : copyright Linguaprof 2007 Elaboration stage Define the nature of a problem met Draw upon information stored in the brain Select between relevant and irrelevant information Make relevant comparisons Relate objects to situations Construct a logical plan of action

Slide 112 : copyright Linguaprof 2007 A person’s decisions are influenced by Internal factors External factors

Slide 114 : copyright Linguaprof 2007 Refer to learners by name. Use icebreakers to memorize names and a few personal details about each learner as soon as possible. Clarify expectations and negotiate learning goals of A) the group and B) individuals at the beginning of the course. Be punctual. Begin and end class on time, every time.

Slide 115 : copyright Linguaprof 2007 Be prepared. Plan activities, photocopy handouts and test overhead projectors or other presentation tools before the class. Assess learner progress regularly through tests and assignments.

Slide 116 : copyright Linguaprof 2007 Employ a variety of teaching strategies to appeal to a range of learning styles. Acknowledge the limitations of your own knowledge, skills and experience and draw upon the expertise of individuals in the class whenever possible.

Slide 117 : copyright Linguaprof 2007 Provide opportunities for participants to exchange ideas and learn from each other in pair and group work. Provide frequent feedback to learners, including positive reinforcement and concrete suggestions for improvement.

Slide 118 : copyright Linguaprof 2007 Invite frequent feedback from learners regarding course content, materials, activities, instructor, etc. Respond to feedback from learners by answering questions, clarifying expectations and implementing suggestions whenever possible.

Slide 119 : copyright Linguaprof 2007 Tips: Remember that adult learners do not begin any course as "empty vessels." Respect and draw upon their prior skills, knowledge and experience.

Slide 120 : copyright Linguaprof 2007 Be flexible when giving assignments. Provide general guidelines, but allow learners to customize projects according to their own learning needs and desired applications.

Slide 121 : copyright Linguaprof 2007 Understand that adult learners juggle multiple responsibilities, and excuse reasonable lateness and absences.

Slide 122 : copyright Linguaprof 2007 What You Need: clarity creativity humility memory openness

Slide 123 : copyright Linguaprof 2007 Strategy training Assess strategy use with think aloud interviews questionnaire 2. Explain strategy by naming it telling how to use it, step by step

Slide 124 : copyright Linguaprof 2007 Strategy training 3. Model strategy by: demonstrating it verbalising own thought processes while doing task 4. Scaffold instruction by: providing support while students practice adjusting support to student needs

Slide 125 : copyright Linguaprof 2007 Strategy training 5. Develop motivation by: providing successful experiences relating strategy use to improved performance

Slide 126 : copyright Linguaprof 2007 Classroom structure Competitive Individualistic Co-operative

Slide 127 : copyright Linguaprof 2007 Learning styles Visual Aural Verbal Physical Logical Social Solitary

Slide 128 : copyright Linguaprof 2007 Six main cognitive strategies (Rubin, 1987) Clarification/ verification Guessing/ inductive interfering Deductive reasoning Practice Memorization Monitoring

Slide 130 : copyright Linguaprof 2007 Organizing group-work Based on 5 principles

Slide 131 : copyright Linguaprof 2007 Positive interdependence Individual accountability Face to face positive interaction The development of social skills Regular group processing

Slide 133 : copyright Linguaprof 2007 Members have a definite sense of themselves as a group There is a positive supportive atmosphere Members listen to each other and take turns The group is tolerant to all members/ they feel safe and accepted Members co-operate in the performance of tasks and are able to work together productively The members trust each other Members are able to empathize with each other