| Course Dates : |
Course Location : |
Course Fees : |
Course Codes : |
| 4 Jul – 17 Jul 2010 |
The University of Kent at Canterbury |
£855 |
TMY28 1 Week |
Target Audience
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Experienced and Inexperienced Teachers of teen-agers and young adults |
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You need an Intermediate (B1) level of English or above to participate in this course. |
Course Summary
| This course has been designed with the needs of teachers who teach at upper-primary and secondary levels. (age group: 12-18)
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Programme of the training activities
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Motivation as a dynamic concept |
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What motivates teen-agers |
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Motivation and the students' interest |
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The Teacher's behaviour, the Teacher's Motivation |
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Creating a safe environment |
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The importance of group processes |
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Putting the students in a situation of security. |
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Helping the students deal with the affective side of learning |
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Designing motivating tasks |
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The role of attention: insights from neurobiology research. |
Description of training content:
Preparation
Each applicant to send in action plan 4 weeks before the course outlining hopes and objectives for achievement as a result of attending this course.
Objectives
The course aims to provide you with recent insights on motivation research and to offer you plenty of practical ideas and strategies that can be used in your classroom.
Expected results
As a result of attending this course, participants will gain a wider understanding of and reflect on key motivation principles and will be able to design tasks to implement them in their teaching.
Is this the right course for me?
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Yes, if you want to learn how to deal with demotivated and demotivating students. |
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Yes, if you want to learn new ways to generate, maintain and protect the students' motivation. |
If this is not the right course for you, please consider the following:
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Teaching English Through Multiple Intelligences a course which investigates both the theory of Multiple Intelligences and provides you with approaches to teaching different learner styles more effectively |
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NLP for Teachers a course specialising in using NLP for personal and professional development |
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Methodology and Language for Secondary Teachers or Methodology and Language for Primary Teachers if you want a course more specifically guided towards a specific age group |
Programme of the training activities day by day:
Please note this is an example of a daily programme. Course content may often be usefully adapted to incorporate the needs of each specific group.
Week 1
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Monday |
Tuesday |
Wednesday |
Thursday |
Friday |
| AM 9.00-10.30 |
Introductions and group bonding. Ice breakers and group formation activities |
Demotivation, lack of interest, lack of ready-ness. |
Creating a risk-free environment : issues and activities. |
Tasks that generate students' positive attitudes. |
Working on the students' feeling of competence. |
| 11.00-12.30 |
Needs analysis and goal setting |
How do teen-agers like to learn? |
Understanding where the student comes from |
Tasks that get the student's attention. |
Taking risks sensibly. |
| PM 14.00-15.30 |
What's missing in our classes? |
Student’s behavior |
Tasks that increase the student's self-esteem |
Tasks that highlight the importance of surprise and novelty |
Review of week one and goal setting for week two |
Week 2
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Monday |
Tuesday |
Wednesday |
Thursday |
Friday |
| AM 9.00-10.30 |
Review of key issues from Week one. |
The teacher's motivational influence 3 : giving feedback. |
Teaching in ways that are meaningful to the students. |
Tasks that make learning enjoyable |
Project work |
| 11.00-12.30 |
The teacher’s motivational influence 1 : humor. |
Tasks that promote self-motivating strategies. |
Helping the students maintain their motivation. |
Promoting students' co-operation. |
Feedback on project work |
| PM 14.00-15.30 |
The teacher’s motivational influence 2 : classroom management practices |
Tasks that increase the students' confidence |
Group Processes : norms, classroom management |
Promoting learning autonomy: Offering choices |
Course review, including feedback and farewells |
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