This week, I'd like us to consider motivation. We all vary in our motivation; time of year, life, specific groups and more can all affect our levels of motivation. Indeed, I sometimes find myself differently motivated at different times of the day, depending on how lessons fall!
What about the pupils? What affects their motivation? Clearly, there are too many factors affecting that to be analysed here, but we should consider a few:
1. People don't always know what they want. Speaking to some pupils on the corridor, they haven't a clue why they're at school or what it can do for them. Help them know themselves - RP can be great for delving into these questions. Example - what does school mean to you?
2. Visible success. Do we always show pupils when they do well, and what they've done to achieve success? I'm not saying be more fulsome in your praise, so much as to be specific in both verbal and written feedback. Make it kind, honest and detailed. A sense of achievement is key to breeding further positivity. Example - I love your use of persuasive techniques... You could be a politician!
3. Make the learning relevant and real. Know what interests them, and take it further, embedding that into the curriculum. Let them lead the lines of investigation by interest. Adapt the schemes to suit their needs. Use current affairs in lessons on a regular basis and prove to them that English is the most relevant and purposeful subject - not just dead white men writing about obscure topics in barely understood language. Example - watching a controversial interview or documentary that's been in the news, or exploring a major world event.
Rewards, praise, punishment (at times) and much more links into this, but I am convinced that we must motivate the students to see the purpose of their education, or we risk wasting our efforts.
Sunday, 21 October 2012
Sunday, 14 October 2012
Culture versus Systems
We have culture. A developing culture, but hopefully a clear one. One which aims for excellence, to be purposeful, relevant, reflective and thoughtful.
We also have systems. These systems are developing too. They have to adapt to external pressures, unlike our culture.
This is what I'd like to see.
Systems which are elegant, relevant and effective. No clutter, no excess or wastage; just purposeful, useful systems for measuring and checking, planning and assessing. They need to be adaptable and we need to reflect on their use.
A culture which is thoughtful, and all of the other adjectives above, but also owned by all, shared, valued and believed in. Culture is an abstract concept, in some ways, but ours must be as tangible as jellied eels in the East End, dripping on bread 'up north' and potent cider in the South West.
To that end, I want to know what you think. Are our goals clear? Are they shared? Do the systems we has support the culture we're growing? So you have any concerns, worries or questions? What would you like to see, to discuss or to explore?
Finally. A confidence building link from my arch-enemy on twitter's blog. This man is a thought provoking opponent of any innovative teaching. He courts controversy and is often the devil's advocate in debates. But the blog below hits some nails on the head nicely. Teach!!! Be free!!!
http://teachingbattleground.wordpress.com/2012/10/13/what-ofsted-say-they-want/
We also have systems. These systems are developing too. They have to adapt to external pressures, unlike our culture.
This is what I'd like to see.
Systems which are elegant, relevant and effective. No clutter, no excess or wastage; just purposeful, useful systems for measuring and checking, planning and assessing. They need to be adaptable and we need to reflect on their use.
A culture which is thoughtful, and all of the other adjectives above, but also owned by all, shared, valued and believed in. Culture is an abstract concept, in some ways, but ours must be as tangible as jellied eels in the East End, dripping on bread 'up north' and potent cider in the South West.
To that end, I want to know what you think. Are our goals clear? Are they shared? Do the systems we has support the culture we're growing? So you have any concerns, worries or questions? What would you like to see, to discuss or to explore?
Finally. A confidence building link from my arch-enemy on twitter's blog. This man is a thought provoking opponent of any innovative teaching. He courts controversy and is often the devil's advocate in debates. But the blog below hits some nails on the head nicely. Teach!!! Be free!!!
http://teachingbattleground.wordpress.com/2012/10/13/what-ofsted-say-they-want/
Sunday, 7 October 2012
Creativity
We discussed, in our meeting a week and a half ago, using master classes, lectures and break out groups to engage students in a variety of ways. This is vital, and can, I believe, be incredibly enjoyable.
Watch the video below to hear some of Kanye West's views on creativity. Translate them to teaching. I agree with him in several ways. I get bored easily. I need to be hit by something, to feel it. We can all do this individually, but with excellent collaboration we can create something special.
My thoughts have particularly gone towards year nine and the conflict module. I've been dipping into other people's resources - Eileen's Khartoum siege article and some of Dermot's lessons on modern conflicts. Each week, we've looked at poetry, prose, non-fiction, and created a range of writing. The poetry has extended from the Crimean war through to more modern wars of neo-colonial capitalist imperialism.
Bringing this all together would be great.
I envisage a lesson with the majority of the children in the master classroom, and others in break out rooms. They're writing dramas based on conflict - any form of text, that's up to them - and Dermot is tweeting from his room, with a group of top set students who have created a series of characters and a setting on which the others will base their stories. In another room are a range of physical objects to inspire writing. they link the objects to the characters who are tweeting their ideas.
After hearing the character's thoughts and feelings, they break into groups to plan. Some are taken to the room with the objects, as others carousel around various stations which include other forms of prompt.
Clearly, it needs more thought, but I want this thought to become common, to become regular, as we seek new and exciting ways to engage and enthuse learners.
Your thoughts are more than welcome.
Watch the video below to hear some of Kanye West's views on creativity. Translate them to teaching. I agree with him in several ways. I get bored easily. I need to be hit by something, to feel it. We can all do this individually, but with excellent collaboration we can create something special.
My thoughts have particularly gone towards year nine and the conflict module. I've been dipping into other people's resources - Eileen's Khartoum siege article and some of Dermot's lessons on modern conflicts. Each week, we've looked at poetry, prose, non-fiction, and created a range of writing. The poetry has extended from the Crimean war through to more modern wars of neo-colonial capitalist imperialism.
Bringing this all together would be great.
I envisage a lesson with the majority of the children in the master classroom, and others in break out rooms. They're writing dramas based on conflict - any form of text, that's up to them - and Dermot is tweeting from his room, with a group of top set students who have created a series of characters and a setting on which the others will base their stories. In another room are a range of physical objects to inspire writing. they link the objects to the characters who are tweeting their ideas.
After hearing the character's thoughts and feelings, they break into groups to plan. Some are taken to the room with the objects, as others carousel around various stations which include other forms of prompt.
Clearly, it needs more thought, but I want this thought to become common, to become regular, as we seek new and exciting ways to engage and enthuse learners.
Your thoughts are more than welcome.
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