The Motivated Classroom Podcast
Support the podcast!
Are you enjoying podcast and want to support it?
|
Become a patron on patreon.com to access bonus episodes and ask me your questions!
|
Offer a one-off gesture of support by buying me a coffee or nice bag of crisps!!
|
Jump to the programme notes for each episode:
1 ¦ How do we 'do' motivation in class?
2 ¦ The first class of the year
3 ¦ Autonomy-supportive teaching, what's that?
4 ¦ Creating an invisible character with the 'one-word image'
5 ¦ Relatedness - What is it and how do I do it in the classroom?
6 ¦ Retrieval Practice: 11 zero-prep strategies for an engaged classroom?
7 ¦ Competence: What is it and how to build it in our learners?
8 ¦ Talking multilingualism and motivation with Soukeina Tharoo
9 ¦ Q & A: Motivating young learners, classroom climate & teacher motivation
10 ¦ Comprehensible Input: What is it & why is it so motivating?
11 ¦ Providing compelling, Comprehensible Input with Calendar Chat, Picture-talk and Movietalk
12 ¦ Re-humanising the curriculum by teaching through narrative
13 ¦ Technology tips to boost language learning motivation with Joe Dale
14 ¦ Maintaining motivation through effective classroom management
15 ¦ Creating compelling connections with 'The Star of the Week'
16 ¦ Providing autonomy & leadership to advanced students through Government Ministries
17 ¦ Long-term motivation, exams and motivating activities
18 ¦ Teaching compelling, cultural & historical content with Beth Skelton
19 ¦ The motivational pull of teaching languages through storytelling
20 ¦ How teaching French through storytelling changed my class with Chloé Lapierre
21 ¦ Getting started with asking your first TPRS story
22 ¦ I've started my TPRS story, now what?
23 ¦ Motivation through reading and graded novels with Adriana Ramirez
24 ¦ 11 zero-prep reading strategies for the language classroom
25 ¦ Teaching with TPRS storytelling: The big questions (and answers!)
26 ¦ Q & A: Teaching culture, building confidence and differentiation
27 ¦ Motivational strategies for teaching colours, numbers and letters
28 ¦ Error correction: Providing meaningful feedback that maintains motivation
29 ¦ Teacher motivation: What is it and how do we maintain it?
30 ¦ What's the point? Re-invigorating our approach to language learning with 'Transform MFL'
31 ¦ Language teacher beliefs: What are they and why we really need to talk about them!
32 ¦ Unpacking language teacher professional identity with Dr. Ed Stevens
33 ¦ Getting them talking: Ten zero-prep strategies to increase spontaneous speaking
34 ¦ Q & A: School refusers, young learners and re-structuring our syllabus for motivation
35 ¦ Assessing and grading for proficiency whilst maintaining motivation
36 ¦ Teaching in the moment & the importance of language play with Diane Neubauer
37 ¦ Demotivation: What is it and how do we stop it?
38 ¦ Motivational strategies for teaching grammar
39 ¦ Q & A: Reluctant colleagues, what to prioritise and how to build confidence
40 ¦ Active learning strategies: 12 zero-prep activities for the classroom
2 ¦ The first class of the year
3 ¦ Autonomy-supportive teaching, what's that?
4 ¦ Creating an invisible character with the 'one-word image'
5 ¦ Relatedness - What is it and how do I do it in the classroom?
6 ¦ Retrieval Practice: 11 zero-prep strategies for an engaged classroom?
7 ¦ Competence: What is it and how to build it in our learners?
8 ¦ Talking multilingualism and motivation with Soukeina Tharoo
9 ¦ Q & A: Motivating young learners, classroom climate & teacher motivation
10 ¦ Comprehensible Input: What is it & why is it so motivating?
11 ¦ Providing compelling, Comprehensible Input with Calendar Chat, Picture-talk and Movietalk
12 ¦ Re-humanising the curriculum by teaching through narrative
13 ¦ Technology tips to boost language learning motivation with Joe Dale
14 ¦ Maintaining motivation through effective classroom management
15 ¦ Creating compelling connections with 'The Star of the Week'
16 ¦ Providing autonomy & leadership to advanced students through Government Ministries
17 ¦ Long-term motivation, exams and motivating activities
18 ¦ Teaching compelling, cultural & historical content with Beth Skelton
19 ¦ The motivational pull of teaching languages through storytelling
20 ¦ How teaching French through storytelling changed my class with Chloé Lapierre
21 ¦ Getting started with asking your first TPRS story
22 ¦ I've started my TPRS story, now what?
23 ¦ Motivation through reading and graded novels with Adriana Ramirez
24 ¦ 11 zero-prep reading strategies for the language classroom
25 ¦ Teaching with TPRS storytelling: The big questions (and answers!)
26 ¦ Q & A: Teaching culture, building confidence and differentiation
27 ¦ Motivational strategies for teaching colours, numbers and letters
28 ¦ Error correction: Providing meaningful feedback that maintains motivation
29 ¦ Teacher motivation: What is it and how do we maintain it?
30 ¦ What's the point? Re-invigorating our approach to language learning with 'Transform MFL'
31 ¦ Language teacher beliefs: What are they and why we really need to talk about them!
32 ¦ Unpacking language teacher professional identity with Dr. Ed Stevens
33 ¦ Getting them talking: Ten zero-prep strategies to increase spontaneous speaking
34 ¦ Q & A: School refusers, young learners and re-structuring our syllabus for motivation
35 ¦ Assessing and grading for proficiency whilst maintaining motivation
36 ¦ Teaching in the moment & the importance of language play with Diane Neubauer
37 ¦ Demotivation: What is it and how do we stop it?
38 ¦ Motivational strategies for teaching grammar
39 ¦ Q & A: Reluctant colleagues, what to prioritise and how to build confidence
40 ¦ Active learning strategies: 12 zero-prep activities for the classroom
1 ¦ How do we 'do' motivation in class?
|
Join the conversation:
Enjoying The Motivated Classroom Podcast? Give it a review or join me on my patreon page here. Get in touch on social media with your questions and comments using #MotivatedClassroom
|
The hint is the name... this first episode is all about 'motivation' and how to build it in our classrooms.
Key talking points with links to resources:
Irish words:
Key talking points with links to resources:
- Meta-analysis of Dörnyei's L2 Motivational Self System (L2MSS) by Ali. Al-Hoorie
- Dr. Sam Carr at The University of Bath
- Self-determination theory (SDT) website with links to loads of related publications and research
- Overview of SDT by verywellmind.com
- Ryan, Rigby & Przybylski (2006) - The motivational pull of video-games
- Printer (2019) - My research on Teaching Proficiency through Reading & Storytelling (TPRS) and motivation
- Davis (2019) - Continued university foreign language study growth with SDT
- Ryan and Deci (2020) - Recent update paper on last 20 years of SDT research with definitions, theory, practices and future directions
Irish words:
- Fáilte = Welcome
- Sláinte = Health or cheers when raising a glass
- Slán abhaile = Safe (journey) home
|
Join the conversation:
Enjoying The Motivated Classroom Podcast? Give it a review or join me on my patreon page here. Get in touch on social media with your questions and comments using #MotivatedClassroom
|
Episode two focusses on classroom management, setting up your classroom with the three core needs of intrinsic motivation at heart and how to ensure we maintain structure whilst allow affording students the autonomy they crave.
Key talking points with links to resources:
Irish words:
Key talking points with links to resources:
- Ryan and Deci (2020) - Recent update paper on last 20 years of SDT research with definitions, theory, practices and future directions
- Blog-article: An introduction to teaching with comprehensible input
- Blog: Building relationships through co-creation of the classroom constitution
- Book: Creating cultures of thinking by Ron Ritchard
- Article: 'Autonomy-supportive teaching: What is it and how do I do it?'
Irish words:
- Fáilte = Welcome
- Go raibh maith agat = Thank you
- Mo chairde = My friends
|
Join the conversation:
Enjoying The Motivated Classroom Podcast? Give it a review or join me on my patreon page here. Get in touch on social media with your questions and comments using #MotivatedClassroom
|
Episode three is all about autonomy, an essential psychological need we must satisfy to build intrinsic motivation. In this episode I discuss some zero-prep activities designed to boost autonomy for both students and teachers.
Key talking points with links to resources:
Irish words:
Key talking points with links to resources:
- Grant Boulanger - Check him out on Twitter
- Señor Wooly Spanish videos and songs
- What is Teaching Proficiency through Reading and Storytelling (TPRS)
- Article - Vansteenkiste 2020: Basic psychological need theory: Advancements, critical themes, and future directions
Irish words:
- Fáilte = Welcome
- Go raibh mile maith agat = Thank you (a thousand times)
- Mo chairde = My friends
|
Join the conversation:
Enjoying The Motivated Classroom Podcast? Give it a review or join me on my patreon page here. Get in touch on social media with your questions and comments using #MotivatedClassroom
|
The 'one-word image' activity is an absolute must-listen for all MFL and world languages teachers! It allows you to teach languages in an engaging, student-centred way by creating an invisible character with your students, which will result in active listening, huge all-class engagement and high motivation. The strategy was originally developed by Ben Slavic and is now a mainstay in many language classrooms.
Rather than teaching long lists of vocabulary for describing people through worksheets or a textbook, the 'invisible character' approach uses students' own creativity and autonomy to develop the character traits and feelings. This activity enables students to acquire language naturally through intent listening and high interest. It will:
✔️ Build relationships
✔️ Foster belonging
✔️ Lead to excited engagement
✔️ Nurture students' creativity & autonomy
✔️ Embed vocabulary in long-term memory
Key talking points with links to resources:
Irish words:
Rather than teaching long lists of vocabulary for describing people through worksheets or a textbook, the 'invisible character' approach uses students' own creativity and autonomy to develop the character traits and feelings. This activity enables students to acquire language naturally through intent listening and high interest. It will:
✔️ Build relationships
✔️ Foster belonging
✔️ Lead to excited engagement
✔️ Nurture students' creativity & autonomy
✔️ Embed vocabulary in long-term memory
Key talking points with links to resources:
- Ben Slavic, creator of the One-Word Image
- Article relating to explicit teaching of grammar:
- Vyn, Wesely and Neubauer (2019) "Exploring the effects of foreign language instructional practices on student proficiency development"
- Article: Parrish and Lanvers (2018) "Student motivation, school policy choices and modern language study in England"
- Sarah Breckley, Spanish teacher from whom I learned a lot about 'one-word image' on this blog
- Margarita Perez Garcia, who first introduced me to 'one-word image' and 'the invisibles'
Irish words:
- Fáilte = Welcome
- Go raibh maith agaibh = Thank you (to a group/plural)
- Mo chairde = My friends
|
Join the conversation:
Enjoying The Motivated Classroom Podcast? Give it a review or join me on my patreon page here. Get in touch on social media with your questions and comments using #MotivatedClassroom
|
Relatedness is the second key component of motivation that we have looked at in The Motivated Classroom podcast. Listen back to Episode 1 to learn about the three basic psychological needs we all have and want to be satisfied in order to be intrinsically motivated. In Episode 3 we discussed 'autonomy' and its critical role in boosting motivation. This Episode goes into detail about the psychological need of 'relatedness'.
✔️ The class password
✔️ Personal questions and answers (PQA)
✔️ Story sharing
✔️ Special person interviews
✔️ Using pets and photos of you
✔️ Student jobs
✔️ Intent listening
✔️ Use of 'high 4s' or 'high 3s'
✔️ Allow the lesson plan to go
✔️ How to be fair but strict
✔️ Using class constitution for classroom management
Key talking points with links to resources:
Irish words:
- What is relatedness?
- How is it different to relationships?
- How do I build relatedness in my languages classroom?
✔️ The class password
✔️ Personal questions and answers (PQA)
✔️ Story sharing
✔️ Special person interviews
✔️ Using pets and photos of you
✔️ Student jobs
✔️ Intent listening
✔️ Use of 'high 4s' or 'high 3s'
✔️ Allow the lesson plan to go
✔️ How to be fair but strict
✔️ Using class constitution for classroom management
Key talking points with links to resources:
- Adriana Ramirez, author and expert at relationship building
- Martina Bex, creator of The Comprehensible Classroom website - "The Despicable Man" story script
- Article: Roseth et al.’s (2008) meta-analysis reports that when students have an enhanced perception of relatedness, they are more likely to participate, exert more effort and show positive attitudes to others.
- Article: Dincer et al.'s (2019) meta-analysis on how to use autonomy-supportive teaching to boost relatedness and relationships.
- Article: Fried and Konza (2013) which shows that students’ sense of belonging at school is fostered through ‘cooperative learning’ strategies, especially when a group is working towards a common goal
- Book: Poet X by Elizabeth Acevedo - highly recommended especially for Spanish teachers!
Irish words:
- Dia dhuit = Hello (literally means May God be with you)
- Dia is muire duit = Response to 'dia duit' (literally means May God and Mary be with you)
|
Join the conversation:
Enjoying The Motivated Classroom Podcast? Give it a review or join me on my patreon page here. Get in touch on social media with your questions and comments using #MotivatedClassroom
|
This episode is all about engagement, active learning and retrieval practice. 'Retrieval practice' is a study technique where mental effort is used to recall information. It focusses on bringing information to mind which enhances and boosts learning. Deliberately recalling information forces us to pull our knowledge “out” and examine what we know.
Engagement and active learning strategies align closely in the research. When students are up out of their seats they are often more engaged in that moment. That is not to say they should be up doing games all lesson but now and again, getting students out of their seats can be hugely beneficial. Especially when coupled with 'retrieval practice' activities.
Key talking points with links to resources:
Irish words:
Engagement and active learning strategies align closely in the research. When students are up out of their seats they are often more engaged in that moment. That is not to say they should be up doing games all lesson but now and again, getting students out of their seats can be hugely beneficial. Especially when coupled with 'retrieval practice' activities.
Key talking points with links to resources:
- Johnmarshall Reeve is an eminent researcher in engagement and for him, high-quality student engagement is ultimately the variable that will positively affect their academic lives. He lays out four clear types of engagement:
- Cognitive engagement: When our brains are focussed on what is happening.
- Emotional engagement: When our feelings and emotions make a connection to the learning.
- Behavioural engagement: When we behave or act a certain way as we are following what is going on.
- Agentic engagement: When you take initiative and agency to actively involve yourself in that learning moment. When there is a level of unpredictability. High interest to their personal lives.
- Research article - Oga-Baldwin and Nakata (2017): "Motivating young language learners: A longitudinal model of motivational development in elementary school foreign language classes".
- The authors conclude that students who actively engage in FL learning also appear more motivated at the end of term
- The use of mini-whiteboards for retrieval practice using active learning strategies (or some might call them 'games') like:
- Bingo
- Pointless
- Give one get one
- Elimination game
- Draw from last lesson or story
- Silent reading with instructions
- Free voluntary reading
- Circle clicks
- Create something great
- Pass the alarm
- Pop with a song
- Thank you to Claire (@_leolanguages on instagram for great ideas) for the 'pointless' strategy on her website Leo Languages.
- And to the amazing Beth Skelton for many of the other activities!
Irish words:
- Conas atá tú? = How are you?
|
Join the conversation:
Enjoying The Motivated Classroom Podcast? Give it a review or join me on my patreon page here. Get in touch on social media with your questions and comments using #MotivatedClassroom
|
In this episode the focus is on 'competence', one of the three basic needs of Self-Determination Theory that we need satisfied in order to feel intrinsically motivated. Competence relates not to a student’s individual ability but to their perception about their capability and capacity to achieve success in the classroom. Central to the notion of competence, is that students will only engage in and personally value classroom activities they can fully understand and potentially master.
Key talking points with links to resources:
Strategies to build competence in the classroom that are discussed in the podcast:
Irish words:
Key talking points with links to resources:
- Article: Muñoz and Ramirez (2015): "Teachers' conceptions of motivation and motivating practices in second-language learning: A self-determination theory perspective".
- Article: Niemiec and Ryan (2009): "Autonomy, competence, and relatedness in the classroom: Applying self-determination theory to educational practice"
- Article: Fried and Konza (2013): "Using Self-Determination Theory to Investigate Student Engagement in the Classroom"
- Book: 'Evidence based teaching' by Geoff Petty
- Stephen Krashen's website and a blog article on his 'affective filter'
- Paul Taylor: Bilingual French-British comedian
- Hywel Roberts and putting the narrative into the curriculum
Strategies to build competence in the classroom that are discussed in the podcast:
- Providing autonomy to students where you can accept their ideas into the lesson.
- Concentrate on 100% understanding and comprehension; When students cannot understand they zone out and their competence is dampened.
- In language acquisition classes: Slow down, don't try to teach too much in one lesson. Forget long vocabulary lists and concentrate on what you need to communicate that particular scene, story or narrative.
- Managing risk versus reward in activities to ensure competence is maintained.
- Using narrative in the classroom to maintain engagement which builds competence as students can follow the story.
- Teaching 'to the eyes'
- Catch them doing something good: Emphasise the positives with students
- Complimenting a student's pronunciation
- Giving feedback that is meaningful: Don't correct everything
- Using 'medals and missions' feedback to boost competence
- Read and translate with parents
Irish words:
- Go maith = Good
- This is the response to 'Conas atá tú?' meaning how are you?
|
Join the conversation:
Enjoying The Motivated Classroom Podcast? Give it a review or join me on my patreon page here. Get in touch on social media with your questions and comments using #MotivatedClassroom
|
In this first interview episode I am joined by the inspiring and incredible @polyglotteacher Soukeina Tharoo. Soukeina is an English as an Additional Language (EAL) and French teacher as well as being the Home Language Coordinator at The International School of Lausanne in Switzerland. She is also a workshop leader & school visitor for the International Baccalaureate and a team evaluation member and Chair for the Council of International Schools. Soukeina was born in France but is originally from Madagascar, of Indian ancestry and was brought up in the UK. She speaks 11 languages (yes eleven) and is a fountain of wisdom when it comes to multilingualism, translanguaging and how we can leverage the home language in all classrooms to raise students' competence, relatedness and esteem.
Key talking points with links to resources:
Irish words:
Key talking points with links to resources:
- Eowyn Crisfield - Expert on translanguaging and multilingualism, full website here.
- Crisfield and Chalmers 2019 research paper "Drawing on linguistic and cultural capital to create positive learning cultures for EAL learners"
- Article: Crisfield Burr, E. (2018). Challenging the monolingual habitus of international school classrooms. International School Journal.
- Book: Cummins, Jim. (2001). Negotiating identities: Education for Empowerment in a Diverse Society.
- Thomas, W., & Collier, V. P. (2002). A national study of school effectiveness for language minority students’ long-term academic achievement final report: Project 1.1. Berkeley, CA: Center for Research on Education, Diversity and Excellence.
Irish words:
- Más é do thoil é = Please
- Pronounced "maw-sh-ay-dhuh-hull-ay"
|
Join the conversation:
Enjoying The Motivated Classroom Podcast? Give it a review or join me on my patreon page here. Get in touch on social media with your questions and comments using #MotivatedClassroom
|
The first Question & Answer episode deals with a variety of questions mainly relating to teaching languages and motivation. Thank you to the listeners for these great questions. There were many others I did not have time to get to but will answer them in the next Q & A episode.
Key talking points with links to resources:
Irish words:
- Teaching/learning for young children in a virtual 1:1 setting with a view to maintaining interest and enthusiasm for the language.
- How do kids of different age groups respond to different motivational strategies or triggers?
- How to communicate and get an atmosphere going with masks and desks spaced out?
- How to be motivated as a teacher when the students won’t engage?
- Strategies to ensure students don't look up lots of random vocabulary in creative tasks that they'll never use again.
Key talking points with links to resources:
- Alice Ayel - French teacher who uses the 'story listening' approach to teach French with stories on youtube. Great resource to learn how to engage young learners in the virtual setting.
- Diane Neubauer - Mandarin teacher with lots of great resources online. Uses a comprehensible input and storytelling approach very successfully.
- Article: Oga-Baldwin and Nakata (2017) "Motivating young language learners: A longitudinal model of motivational development in elementary school foreign language classes"
Irish words:
- An-mhaith = Very good
- Pronounced "on-ah wha"
|
Join the conversation:
Enjoying The Motivated Classroom Podcast? Give it a review or join me on my patreon page here. Get in touch on social media with your questions and comments using #MotivatedClassroom
|
This episode looks in detail at Stephen Krashen's Comprehensible Input (CI) hypothesis; where it comes from, the research behind it and why teaching with is so motivating for both students and teacher. This episode also aims to debunk and respond to some of the criticisms that have been leveled at Krashen's CI model, highlighting that his most fierce critics were writing in the 1980's just a few years after he published his ground-breaking "Principles and practice in second language acquisition" in 1982 and well before his CI theory had any time to be properly researched. Now, nearly 40 years later, vast amounts of robust research have empirically tested Krashen's CI theory and found it be accurate, understandable and most importantly, easy for teacher's to put into practice. Finally, the episode discusses what CI teaching actually looks like in the languages classroom and why CI activities are so motivating for students as well as their teacher.
Key talking points with links to resources:
Irish words:
Key talking points with links to resources:
- Official website and Twitter account of Stephen Krashen with links to all his research papers.
- Article: Krashen (2013) "The Case for Non-Targeted, Comprehensible Input"
- Thesis: Richard Baker (2017) "Teachers’ experiences with the teaching proficiency through reading and storytelling (TPRS) method of language instruction: a qualitative study using a quasi-phenomenological approach"
- Critical reviews of Krashen's input hypothesis:
- Gregg (1984) "Krashen's Monitor and Occam's Razor"
- Scarcella and Perkins (1987) "Shifting Gears : Krashen's Input Hypothesis"
- Liu (2015) "A Critical Review of Krashen’s Input Hypothesis : Three Major Arguments"
- Moreen and Soneni (2015) "The Acquisition – Learning Distinction: A Critique of Krashen’s Monitor Model"
- Article: Dörnyei (1991) "Krashen's Input Hypothesis and Swain's Output Hypothesis in Practice: Designing "i+1" Teaching Techniques"
- Book: Lighbown and Spada (2013) "How languages are learned"
Irish words:
- Go h-iontach = Excellent, great, brilliant.
- Pronounced "guh heen tuch"
|
Join the conversation:
Enjoying The Motivated Classroom Podcast? Give it a review or join me on my patreon page here. Get in touch on social media with your questions and comments using #MotivatedClassroom
|
This episode is all about putting Comprehensible Input (CI) into practice in the classroom. Three practical, minimal prep, CI activities are presented that you can try out right away. These are activities that will really help your learners to feel a sense of belonging in the class, whilst also boosting their competence as they can follow along and understand all of your input. I really encourage you to give them a try!
Key talking points with links to resources:
Irish words:
- Calendar Chat: Essentially using the date and day to provide lots of interesting input; what happened in history on this day, asking who has birthdays or important links to the numbers of the day etc.
- Picture talk: Using images to provide the class with lots of compelling input, works even better as a set of images that tells a basic or funny story. Humans love narrative and want to listen to understand and see what is happening.
- Movietalk: Using short clips with no words to give the class lots of understandable inputs at their level
Key talking points with links to resources:
- Dahiana Castro - Teacher who I learned the 'Calendar Chat' from at the Agen CI workshop
- The 'Agen Workshop' is a wonderful CPD opportunity with fantastic presenters from all over the world organised by Judith Dubois.
- Well worth attending!
- Research article: Dewaele et al. 2017 - Foreign Language Enjoyment and Anxiety: The effect of teacher and learner variables
- Blog by Martina Bex at 'Comprehensible Classroom' on Movietalk
- Wildebeest 1 minute video for Movietalk by Birdbox
- Blog post by 'La Maestra Loca', Annabelle Allen, on 'Picture Talk'
- Blog post by Chris Stolz on Picture Talk
Irish words:
- i ndáiríre = Really!? Are you serious?
- Pronounced "ih nah ree rah"
|
Join the conversation:
Enjoying The Motivated Classroom Podcast? Give it a review or join me on my patreon page here. Get in touch on social media with your questions and comments using #MotivatedClassroom
|
Every subject, every syllabus, every curriculum has a story behind it. Its time we re-humanised the classroom and the curriculum. This episode focusses on how we can weave narrative back into our classes to engage our learners and have them come on a learning journey with us. During this episode I give a live example of how I take students into the curriculum using the 'four Ps' approach. Behind everything we teach in every subject there are:
Key talking points with links to resources:
Irish words:
- People
- Places
- Problems
- Possibilities
Key talking points with links to resources:
- Twitter page of Hywel Roberts
- Book: "Uncharted Territories" by Hywel Roberts and Debra Kidd
- 'Story Listening' Youtube channel called 'Le français naturellement' by Alice Ayel
- Dr. Beniko Mason and 'Story Listening'
Irish words:
- Sin é = That's it!
- Pronounced "shin ay"
|
Join the conversation:
Enjoying The Motivated Classroom Podcast? Give it a review or join me on my patreon page here. Get in touch on social media with your questions and comments using #MotivatedClassroom
|
I had the pleasure to chat with the inspirational Joe Dale about three key apps and technology tips to boost motivation and engagement in the languages classroom. Joe is a globally renowned expert in language teaching and learning, with special interest in the use of technology as a means to develop proficiency and grow interest in learning the language.
Key talking points with links to resources:
Irish words:
Key talking points with links to resources:
- Zoom hack to join a session using a second device as a document camera / visualiser for your students
- #mfltwitterati and Joe’s MFLTwitterers list
- Whiteboard.fi and Jamboard and 60 MFL specific ideas for using Jamboard
- Gifmaker.me and Bitmoji Chrome extension
- TiLT webinars, database and recordings
- Jane Basnett on Twitter
- TiLT webinar AppSmashing with Google Geo Tools and Flipgrid in the World Language Classroom by Heidi Trude
- Russell Stannard webinar Zoom Online Lessons-Ways to get Students Engaged-Student Centered Ideas
- Audio questions in Quizizz for retrieval practice
- Setting up Duolingo for School: A webinar with David Shanks
- Adam Vickery on Twitter
- Search for #mfltwitterati + keyword
- Señor Wooly Spanish videos and songs
- Jason Fritze - Elementary/Primary Spanish teacher
Irish words:
- Cén fath? = Why?
- Pronounced "Cane faw"
|
Join the conversation:
Enjoying The Motivated Classroom Podcast? Give it a review or join me on my patreon page here. Get in touch on social media with your questions and comments using #MotivatedClassroom
|
When we have active, enthusiastic, engaged participation, it has the potential to over-spill and feel chaotic. So how do we encourage this high level of participation in class without it reaching a stage that begins to impact on our classroom management and behaviour expectations? In this episode, using evidence from the research, I offer my three key elements for effective classroom management in the motivated classroom:
Key talking points with links to resources:
Irish words:
- Routines
- Relationships
- Repetitions
Key talking points with links to resources:
- Scott Benedict and his website 'immediate immersion' (previously 'Teach for June')
- Jon Cowart's blog on classroom management and his own website
- Bryce Hedstrom's website
- Thesis - Campbell (2016) Teacher Perceptions of Fostering Student Engagement Through The Use of the TPRS World Language Instructional Method
- Thesis - Dukes (2012) Students’ Perceptions of Total Physical Response and Storytelling as a Stand-Alone Foreign Language Learning Methodology
- Article - Roof and Kreutter (2010) An Interactive Storytelling Puzzle: Building a Positive Environment in a Second Language
Irish words:
- Cad é an fadhb? = What's the problem?
- Pronounced "Cod ay on faib"
|
Enjoying The Motivated Classroom Podcast? Give it a review or join me on my patreon page here.
Get in touch on social media with your questions and comments using #MotivatedClassroom
|
'The Star of the Week' also known as 'The Special Person Interview' is a wonderful, zero-prep, activity that provides your students with huge amounts of compelling, comprehensible input as they learn about and make connections to their classmates and to the teacher. A beautifully simple activity that raises autonomy and is all about building bonds and a sense of community in the classroom.
Key talking points with links to resources:
Irish words:
Key talking points with links to resources:
- Bryce Hedstrom's website with Special Person Interview questions
- Sabrina Janczak who first introduced me to the Star of The Week
Irish words:
- Go raibh maith agat = Thank you
- Conas atá tú? = How are you?
|
Enjoying The Motivated Classroom Podcast? Give it a review or join me on my patreon page here.
Get in touch on social media with your questions and comments using #MotivatedClassroom
|
In this episode I explain how I build on those relationships built in the first few years of students' Spanish learning journey, taking those more advanced and older students to a new level as 'Government Ministers' in my (fake) country of Españoland. It provides them with autonomy and ownership over what we learn and the resources we will study together as a group. By empowering them to be members of your 'Government' it not only teaches them about democracy and leadership but also allows them to become real experts in their chosen 'Ministry' before those final exams. If you teach older teenagers who have more advanced level of language, this episode is for you!
Key talking points with links to resources:
Irish words:
Key talking points with links to resources:
- Article: Roseth et al.’s (2008) meta-analysis "Promoting early adolescents' achievement and peer relationships: The effects of cooperative, competitive, and individualistic goal structures."
- Article: Fried and Konza (2013) "Using self-determination theory to investigate student engagement in the classroom"
- Article: Jang et al (2012) "Longitudinal test of self-determination theory's motivation mediation model in a naturally occurring classroom context"
- Article: Niemiec and Ryan (2009): "Autonomy, competence, and relatedness in the classroom: Applying self-determination theory to educational practice"
Irish words:
- Aon scéal? = What's the story? Any news?
- Pronounced "ayn shkale"
|
Enjoying The Motivated Classroom Podcast? Give it a review or join me on my patreon page here.
Get in touch on social media with your questions and comments using #MotivatedClassroom
|
In this second Q&A episode, some great questions from listeners get us talking about long-term motivation for learners as opposed to just dealing with the 'here and now' in our classrooms; how do we balance motivating activities with preparation for high stakes exams and finally some motivating classroom approaches for retrieval practice. Lots of practical classroom tips as well as important information about the current research around motivation and how to build it in our learners.
Thank you to these listeners for their questions:
Key talking points with links to resources:
Irish words:
Thank you to these listeners for their questions:
Key talking points with links to resources:
- Meta-analysis of Dörnyei's L2 Motivational Self System (L2MSS) by Ali. Al-Hoorie
- Mr. Barton Maths Podcast with Peps McCrea on Motivated Teaching
- Book: 'Motivated Teaching' by Peps McCrea
- TransformMFL on Twitter
Irish words:
- Ceisteanna = Questions
- Pronounced "keshtanna"
|
Enjoying The Motivated Classroom Podcast? Give it a review or join me on my patreon page here.
Get in touch on social media with your questions and comments using #MotivatedClassroom
|
In this third interview of the series, the inspirational Beth Skelton shares with us her vast experience and expertise relating to teaching languages through compelling, cultural and historical content. Beth outlines how we can use language classroom to engage our learners via experiential learning with students immersed in fascinating cultural and historical content related to the target language. This one is an absolute must listen for all EAL and world languages teachers containing lots of practical, easy to plan, activities that you can try right away!
Key talking points with links to resources:
Irish words:
Key talking points with links to resources:
- Blog post by Beth: “Finding the Focal Point”
- Another of Beth's blogs: “Learning Content in a New Language”
- Andrea Honigsfeld Growing Language and Literacy: Strategies for English Learners
- Pauline Gibbons Scaffolding Language; Scaffolding Learning
- Article: Lawrence and Paige (2016) "What Our Ancestors Knew: Teaching and Learning Through Storytelling"
- Book: "Language and Culture" by Claire Kramsch
- Book: "An imaginative approach to teaching" by Kieran Egan
Irish words:
- Adh mór = Good luck!
- Pronounced "awe more"
|
Enjoying The Motivated Classroom Podcast? Give it a review or join me on my patreon page here.
Get in touch on social media with your questions and comments using #MotivatedClassroom
|
This episode provides a synopsis and summary of the findings from Doctorate research into the motivational impact of teaching languages through storytelling and reading. The episode begins with an overview of how the research was conducted using Self-Determination Theory and its basic psychological needs of autonomy, competence and relatedness to measure changes in motivation. It then presents some of the quotes from both the teacher and her students regarding their motivation, need satisfaction and engagement throughout the year of the study. 25 minutes is unfortunately never going to be enough to go into all the findings so there will be more episodes that go into further detail around some of the core conclusions from the year long research study.
Key talking points with links to resources:
Irish words:
Key talking points with links to resources:
- Self-determination theory (SDT) website with links to loads of related publications and research
- Printer (2019) - My research article on Teaching Proficiency through Reading & Storytelling (TPRS) and motivation published in The Language Learning Journal
- Ryan and Deci (2020) - Recent update paper on last 20 years of SDT research with definitions, theory, practices and future directions
- Thesis - Campbell (2016) Teacher Perceptions of Fostering Student Engagement Through The Use of the TPRS World Language Instructional Method
Irish words:
- Ciúnas = Quiet!
- Pronounced "Queue-ness"
|
Enjoying The Motivated Classroom Podcast? Give it a review or join me on my patreon page here.
Get in touch on social media with your questions and comments using #MotivatedClassroom
|
As a follow up to Episode 19 of the podcast, which provides an overview of the year long doctoral research into teaching languages through storytelling and its impact on student and teacher motivation, I am delighted to be joined in this episode by Chloé Lapierre who was the French teacher-participant during the longitudinal research study. Chloé described herself as a 'novice' teacher of TPRS (Teaching Proficiency through Reading and Storytelling) or CI (comprehensible input) at the beginning of the enquiry. In this episode she explains her journey in detail and how the TPRS approach completely revolutionised her own motivation and that of her students. This is a fascinating listen, particularly for those languages teachers who are new to teaching with storytelling or for those who have heard about it but have yet to give it a go! Chloé provides excellent advice and provides compelling evidence as to the huge benefits that teaching languages with storytelling can bring to the classroom.
Key talking points with links to resources:
Irish words:
Key talking points with links to resources:
- Episode 19 of The Motivated Classroom provides an overview of the year long research study and its findings.
- My research article on Teaching Proficiency through Reading & Storytelling (TPRS) and motivation published in The Language Learning Journal
- Dewaele et al. 2017 - Foreign Language Enjoyment and Anxiety: The effect of teacher and learner variables
Irish words:
- Cad a tharla = What happened?
- Pronounced "Cod a hor-la"
|
Enjoying The Motivated Classroom Podcast? Give it a review or join me on my patreon page here.
Get in touch on social media with your questions and comments using #MotivatedClassroom
|
Now that we understand the research behind storytelling in the languages classroom from episodes 19 & 20 and why it is so motivating for both teacher and students, its time to learn how we actually put TPRS into practice! In this episode I explain how I set up my class for its first TPRS story. I go through the ground rules, the physical make-up of the classroom and the jobs students have to ensure the story goes to plan. This is a must listen episode for any teachers who have heard about the power of TPRS storytelling and are eager to give it a go! It is full of hands-on, practical tips to get you started on y storytelling journey in your classroom that will raise motivation and engagement for both you and the learners.
Key talking points with links to resources:
Irish words:
Key talking points with links to resources:
- Grant Boulanger - A wonderful teacher who trained me in TPRS in 2016. His classroom posters are brilliant.
- 'Fluency through TPR storytelling' - An instructional book by Blaine Ray and Contee Seely
Irish words:
- Cad é an scéal? = What's the story?
- Pronounced "Cod ay on shcale"
|
Enjoying The Motivated Classroom Podcast? Give it a review or join me on my patreon page here.
Get in touch on social media with your questions and comments using #MotivatedClassroom
|
So you listened to Episode 21 and you started your #TPRS story... but now what? This episode provides some detailed, zero-prep, practical, strategies you can implement in your language classes to build on and compliment the story asking process. I present comprehension techniques, homework tasks, formative assessment options. An overview of how the 'circling', questioning, strategy is done in a Comprehensible Input classroom is also provided.
Key talking points with links to resources:
Irish words:
Key talking points with links to resources:
- Links to story scripts and TPRS presentation resources on my website.
- TPRS storytelling Youtube Channel by Adriana Ramirez
Irish words:
- Anois = Now
- Pronounced "anish"
|
Enjoying The Motivated Classroom Podcast? Give it a review or join me on my patreon page here.
Get in touch on social media with your questions and comments using #MotivatedClassroom
|
The inspirational author and teacher, Adriana Ramirez, joins Liam Printer on The #MotivatedClassroom for this episode where they discuss how we can instill a love and passion for reading in the target language through the use of graded novels. These are novels that are specifically written for learners of the language and use a Comprehensible Input approach to ensure the students read lots of repetitions of the target language so they can acquire new vocabulary and structures naturally. Adriana has already written a variety of novels for Spanish learners and has presented at numerous conferences. Her YouTube channel is hugely popular with teachers where they can see her unique approach to teaching Spanish with lots of reading. This is a must listen episode for all languages teachers, and especially those who want to instill a passion and love for reading among their students. Adriana shares a wide array of minimum prep strategies for boosting reading in the languages classroom.
Key talking points with links to resources:
Irish words:
Key talking points with links to resources:
- Follow Adriana Ramirez on twitter
- Check out her fantastic TPRS storytelling Youtube Channel by Adriana Ramirez
- Cécile Lainé's website 'Toward Proficiency' and you can follow Cécile on twitter here.
- Adriana's recommendations of where to buy the CI or graded novels:
- In Europe: https://www.thecibookshop.com/en/
- Outside Europe: https://cpli.net/
- Research - Book: Egan, K., 2005. An Imaginative Approach to Teaching.
- Research - Book: Fabritius, F. and Hagemann, H.W., 2017. The leading brain: powerful science-based strategies for achieving peak performance.
- Research - Article: Phillips, L., 2013. Storytelling as Pedagogy. Literacy Learning: The Middle Years.
Irish words:
- Cad é seo? = What is that?
- Pronounced "Cod ay shuh"
|
Enjoying The Motivated Classroom Podcast? Give it a review or join me on my patreon page here.
Get in touch on social media with your questions and comments using #MotivatedClassroom
|
Building on the interview with Adriana Ramirez in Episode 23 on using novels and reading to motivate our language students, this episode focuses on 11 zero-prep practical strategies for the languages classroom aimed at growing a love and passion for reading among your students:
1. Class novels
2. Free Voluntary Reading (FVR)
3. Embedded readings & extended readings
4. Volleyball reading
5. Read to parents and translate
6. The reading diary
7. Reading with laser and making new sentences
8. Reading and underlining all things you understand & Inventing questions with no answer
9. Highlighting the 1 key phrase and explaining why
10. Readers theater & Emotional reading
11. Boys and girls reading
1. Class novels
2. Free Voluntary Reading (FVR)
3. Embedded readings & extended readings
4. Volleyball reading
5. Read to parents and translate
6. The reading diary
7. Reading with laser and making new sentences
8. Reading and underlining all things you understand & Inventing questions with no answer
9. Highlighting the 1 key phrase and explaining why
10. Readers theater & Emotional reading
11. Boys and girls reading
Key talking points with links to resources:
Irish words:
|
|
Enjoying The Motivated Classroom Podcast? Give it a review or join me on my patreon page here.
Get in touch on social media with your questions and comments using #MotivatedClassroom
|
Episode 25 of The #MotivatedClassroom is all about Teaching Proficiency through Reading and Storytelling (TPRS) and the most common questions people have about it as a way to help learners acquire language more naturally. I go through some of the questions you have submitted about assessment, units, planning and many others! This is a very practical episode for language teachers who are trying out TPRS and still have lots of questions.
Key talking points with links to resources:
Irish words:
Key talking points with links to resources:
- Diane Neubauer - wonderful TPRS teacher and researcher
- Printer (2019) - My research article on Teaching Proficiency through Reading & Storytelling (TPRS) and motivation published in The Language Learning Journal
- Ryan and Deci (2020) - Recent update paper on last 20 years of SDT research with definitions, theory, practices and future directions
- Thesis - Campbell (2016) Teacher Perceptions of Fostering Student Engagement Through The Use of the TPRS World Language Instructional Method
Irish words:
- Suas agus síos = Up and down
- Pronounced "Soo-is aw-guss shee-is"
|
Enjoying The Motivated Classroom Podcast? Give it a review or join me on my patreon page here.
Get in touch on social media with your questions and comments using #MotivatedClassroom
|
In this question and answer episode, we look at the topics of teaching culture, the one important thing to change in our languages classrooms (from my perspective at least!), how to build confidence in our learners and how to adequately challenge our high achievers in each lesson. Thank you to all the lessons who submitted questions!
Key talking points with links to resources:
Irish words:
Key talking points with links to resources:
- Ryan and Deci (2020) - Recent update paper on last 20 years of SDT research with definitions, theory, practices and future directions
- Book: "Language and Culture" by Claire Kramsch
- Mitchell's (2016) thesis on "The Impact of the Storyline Method on the Foreign Language Classroom: An Action Research Case Study with Military Linguist Cadets"
- Steve Smith - shares lots of great resources and research related to language acquisition.
Irish words:
- An leithreas = The toilet
- Pronounced "On leh-ris"
|
Enjoying The Motivated Classroom Podcast? Give it a review or join me on my patreon page here.
Get in touch on social media with your questions and comments using #MotivatedClassroom
|
We all have to teach the 'basics' like numbers, dates, colours and letters in one way or another... or do we? What if the students just naturally acquired all of this basic vocabulary through motivational strategies and activities in the classroom? In this episode I explain how I introduce these items and the various, zero-prep, activities I use to embed these key words in the students' long term memory without having them sit and rote-learn in lists of vocabulary.
Key talking points with links to resources:
Irish words:
Key talking points with links to resources:
- Bryce Hedstrom: Uses the 'points system' for classroom management
- www.embeddedreading.com: Created by Laurie Clarq and Michele Whaley and can be used as a way to include more numbers, dates and colours in the more advanced readings with extra detail.
- Margarita Pérez Garcia who first introduced me to 'the invisible character'
- Dahiana Castro - Teacher who I learned the 'Calendar Chat' from at the Agen CI workshop
- The 'Agen Workshop' is a wonderful CPD opportunity with fantastic presenters from all over the world organised by Judith Dubois. Well worth attending!
Irish words:
- Uimhir = Number
- Pronounced "Ivir"
|
Enjoying The Motivated Classroom Podcast? Give it a review or join me on my patreon page here.
Get in touch on social media with your questions and comments using #MotivatedClassroom
|
Drawing on recent research around error correction and feedback, this episode provides six easy to implement strategies that allow the teacher to give meaningful feedback to students whilst ensuring it doesn't harm their basic psychological need of 'competence'. These strategies will hopefully give you some ideas about how we can ensure our feedback is timely, specific and meaningful to the student so that it helps them to move forward and not over analyse the errors that may be present. Most importantly, these are practical approaches to feedback designed to maintain and build motivation, rather then dampen it!
Key talking points with links to resources:
Irish words:
Key talking points with links to resources:
- Book: Evidence based teaching by Geoff Petty
- Book: Creating cultures of thinking by Ron Ritchard
- Article: Hattie and Timperley (2007) The power of feedback
- Article: Chen et al. (2016) Corrective Feedback in SLA: Theoretical Relevance and Empirical Research
- Article: Enright et al. (2010)
Can I do it in my pyjamas? Negotiating a physical education curriculum with teenage girls
Irish words:
- Conas atá tú? = How are you?
- Pronounced "Cunis athaw thoo"
|
Enjoying The Motivated Classroom Podcast? Give it a review or join me on my patreon page here.
Get in touch on social media with your questions and comments using #MotivatedClassroom
|
Teacher motivation: A hugely important topic we don't discuss nearly enough. In many countries around the world, teachers are leaving the profession in huge numbers. So what can school leadership do to ensure their teachers remain motivated? In this episode we delve into this thorny issue with a look at recent studies on teacher motivation and discuss what the research can teach us in terms of maintaining teacher motivation. This episode contains many practical, easy to implement, tips for school leaders, Heads of Department and for teachers themselves to help them to stay motivated.
Key talking points with links to resources:
Irish words:
Key talking points with links to resources:
- Dr. Lorena Salud Gadella Kamstra (2020). Teacher motivation is vital and Covid-19 may be hurting it
- Bernaus, M et. al, (2009). Teachers’ motivation, classroom strategy use, students’ motivation and second language achievement.
- Dörnyei, Z. and Ushioda, E., (2011). Teaching and Researching: Motivation. 2nd ed. Routledge.
- Foster, D., (2019). Teacher recruitment and retention in England
- Kassabgy et. al., (2001). Values, rewards, and job satisfaction in ESL/EFL. Motivation and second language acquisition, pp.213–237.
- Katz, I. and Shahar, B.H., (2015). What makes a motivating teacher? Teachers’ motivation and beliefs as predictors of their autonomy-supportive style. School Psychology International [Online], 36(6), pp.575–588.
- Lamb, M., (2017). The motivational dimension of language teaching. Language Teaching [Online], 50(3), pp.301–346.
- Oga-Baldwin, Q. and Praver, M., (2008). The motivated language teacher: Work satisfaction in a Japanese context. K Bradford Watts. T Muller &M. Swanson (Eds), Jalt 2007conference Proceedings. Tokyo. JALT.
Irish words:
- Muinteoir = Teacher
- Pronounced "Moon-chore"
|
Enjoying The Motivated Classroom Podcast? Give it a review or join me on my patreon page here.
Get in touch on social media with your questions and comments using #MotivatedClassroom
|
I'm delighted to be joined in this episode with Olly who goes by "Let's Transform MFL (Modern Foreign Languages)" on Twitter. Olly is a vocal and powerful advocate for reinvigorating the MFL curriculum in England so that we can reach more students and help more people achieve fluency. In this discussion, Olly shares his passion for MFL and argues convincingly for a re-imagined curriculum that focuses on the reasons "why" we learn foreign languages in the first place. Explaining beautifully why we should all learn languages, not just from a "useful" perspective but from a wider interest and social justice viewpoint.
Olly teaches French and German in three different secondary schools, although his first teaching experience was in a Berlin primary school. He is originally from the North of England and studied French & German at University. As a teacher he is busy advocating for languages and contributing to debates about curriculum, uptake and the student experience. Alongside doing a Masters in education, Olly is well versed in the academic literature and research around motivation, subject choices and achieving fluency.
Olly teaches French and German in three different secondary schools, although his first teaching experience was in a Berlin primary school. He is originally from the North of England and studied French & German at University. As a teacher he is busy advocating for languages and contributing to debates about curriculum, uptake and the student experience. Alongside doing a Masters in education, Olly is well versed in the academic literature and research around motivation, subject choices and achieving fluency.
Key talking points with links to resources:
Culture in Language Learning
Irish words:
Culture in Language Learning
- “Ancrage culturel” of language learning: the French approach
- Ema Ushioda (2017). The Impact of Global English on Motivation to Learn Other Languages: Toward an Ideal Multilingual Self, Modern Language Journal
- Shirley Lawes on MFL in Cuthbert, Stanndish (eds), What should schools teach?, London: UCL Press
- Linguistics in MFL project
- Sascha Stollhans: Linguistic Variation in the MFL Classroom
- James Milton. The role of classroom and informal vocabulary input in growing a foreign language lexicon
- Republic of Ireland: Junior Cycle MFL
- Ursula Lanvers, Amy Thompson, Martin East (eds.) (2021), ‘Language Learning in Anglophone Countries’, Palgrave Macmillan
- Cuff, B., Ofqual, corp creator (2017), Perceptions of subject difficulty and subject choices: Are the two linked, and if so, how?
- Hawkins, E. (1987) Modern Languages in the Curriculum. Revised Edition. Cambridge: Cambridge University Press
- Kramsch, C. (2014) ‘Teaching Foreign Languages in an Era of Globalization: Introduction’, The Modern Language Journal 98:1, 296-311
- Ipsos MORI (2014) Why is the take-up of Modern Foreign Language A-levels in decline? A report for the Joint Council for Qualifications
- Milton, J. (2011) The role of classroom and informal vocabulary input in growing a foreign language lexicon. Journal of Applied Linguistics, 26. 59-80.
- Malpass, D. (2014) The Decline in Uptake of A-level Modern Foreign Languages: Literature Review. A review of Modern Foreign Languages at A level: A* grade and low take up
- Panayiotou, S., Boulden, K., Newton, S., Andersson, D., Kantar Public for DfE, corp creator (2017) Omnibus Survey of Pupils and their Parents/Carers. Research report wave 2
- Wingate, U (2018) ‘Lots of games and little challenge – a snapshot of modern foreign language teaching in English secondary schools’, The Language Learning Journal, 46:4, 442-455
Irish words:
- Bóthar = Road
- Pronounced "Bo-her"
|
Enjoying The Motivated Classroom Podcast? Give it a review or join me on my patreon page here.
Get in touch on social media with your questions and comments using #MotivatedClassroom
|
Key talking points with links to resources:
- Dr. Ed Stevens: Leading on from this episode, Ed will join me on the podcast in Episode 32 to talk about teacher professional identity
- Barnard, R., Burns, A., 2012. Researching language teacher cognition and practice international case studies, New perspectives on language and education. Multilingual Matters, Bristol.
- Borg, S., 2011. The Impact of In-Service Teacher Education on Language Teachers’ Beliefs. System: An International Journal of Educational Technology and Applied Linguistics 39, 370–380. doi:10.1016/j.system.2011.07.009
- Borg, S., Sanchez, H.S., 2015. International perspectives on teacher research. Palgrave Macmillan, Basingstoke.
- Davis, A., 2003. Teachers’ and Students’ Beliefs Regarding Aspects of Language Learning. Evaluation & Research in Education 17, 207–222. doi:10.1080/09500790308668303
- Fives, H., Buehl, M.M., 2012. Spring cleaning for the “messy” construct of teachers’ beliefs: What are they? Which have been examined? What can they tell us?, in: APA Educational Psychology Handbook, Vol 2: Individual Differences and Cultural and Contextual Factors, APA Handbooks in Psychology. American Psychological Association, Washington, DC, US, pp. 471–499.
- Li, L., Walsh, S., 2011. “Seeing is believing”: looking at EFL teachers’ beliefs through classroom interaction. Classroom Discourse 2, 39–57. doi:10.1080/19463014.2011.562657
- Sanchez, H.S., Borg, S., 2014. Insights into L2 teachers’ pedagogical content knowledge: A cognitive perspective on their grammar explanations. System 44, 45–53. doi:10.1016/j.system.2014.02.005
- Skott, J., 2015. The promises, problems and prospects of research on teachers’ beliefs, in: International Handbook of Research on Teachers’ Beliefs, Educational Psychology Handbook Series. Routledge, New York, pp. 13–30.
Irish words:
- Comhghairdeas = Congratulations
- Pronounced "Co-gawr-je-kes"
|
Enjoying The Motivated Classroom Podcast? Give it a review or join me on my patreon page here.
Get in touch on social media with your questions and comments using #MotivatedClassroom
|
Key talking points with links to resources:
Irish words:
- Follow updates from Dr. Ed Stevens on LinkedIn.
- Archer, L (2008) The new neoliberal subjects? Young/er academics’ constructions of professional identity. Journal of Education Policy, 23(3), pp 265 - 285
- Burke, P J, Crozier, G & Misiaszek, LI (2017) Changing Pedagogical Spaces in Higher Education: Diversity, inequalities and misrecognition. Oxon: Routledge
- Colley, H, James, D & Diment, K (2007) Unbecoming teachers: towards a more dynamic notions of professional participation. Journal of Education Policy, 22(2), pp 173 - 193
- Meyerson, D. (2001) Radical change, the quiet way
Irish words:
- Cad is ainm duit? = What is your name?
- Pronounced "Cod is anim dhich"
|
Enjoying The Motivated Classroom Podcast? Give it a review or join me on my patreon page here.
Get in touch on social media with your questions and comments using #MotivatedClassroom
|
Key talking points with links to resources:
- Gianfranco Conti and Steve Smith blog on the importance of 'chunking' and ditching long vocabulary lists
- Grant Boulanger and "the less I force them to talk, the more they want to talk"
- Margarita Pérez Garcia - Teacher who I learned the 'Calendar Chat' from at the Agen CI workshop
- Lá Fhéile Pádraig Shona Dhuit = Happy St. Patrick's Day
- Pronounced "Law fayla pawdrig huna gwitch"
|
Enjoying The Motivated Classroom Podcast? Give it a review or join me on my patreon page here.
Get in touch on social media with your questions and comments using #MotivatedClassroom
|
Key talking points with links to resources:
- Dincer et al.'s (2019) meta-analysis on how to use autonomy-supportive teaching to boost relatedness and relationships.
- Ryan and Deci (2020) Recent update paper on last 20 years of SDT research with definitions, theory, practices and future directions
- Vansteenkiste et al. (2020). Basic psychological need theory: Advancements, critical themes, and future directions.
- Go raibh míle Síle = Thanks a million (colloquial)
- Pronounced "Ge-re meele Sheila"
|
Enjoying The Motivated Classroom Podcast? Give it a review or join me on my patreon page here.
Get in touch on social media with your questions and comments using #MotivatedClassroom
|
Key talking points with links to resources:
- Ryan and Deci (2020) Recent update paper on last 20 years of SDT research with definitions, theory, practices and future directions
- Scott Benedict and the online Comprehended Conference he organises.
- Tá súil agam = I hope
- Pronounced "Thaw soo-ul awgum"
|
Enjoying The Motivated Classroom Podcast? Give it a review or join me on my patreon page here.
Get in touch on social media with your questions and comments using #MotivatedClassroom
|
Key talking points with links to resources:
Irish words:
- Diane Neubauer on Twitter.
- Diane's YouTube channel.
- Diane's blog.
- Diane's PhD program at University of Iowa.
- James Lantolf - Language play.
- Johnmarshall Reeve: eminent researcher in engagement.
- Cook, G. (2000). Language play, language learning. Oxford University Press.
- Bell, N., & Pomerantz, A. (2015). Humor in the classroom: A guide for language teachers and educational researchers. Routledge.
- Seedhouse, P. (2004). The interactional architecture of the language classroom: A conversation analysis perspective. Language Learning.
Irish words:
- Lean ar aghaidh = Go ahead / go on / continue
- Pronounced "Lan ur eye"
|
Enjoying The Motivated Classroom Podcast? Give it a review or join me on my patreon page here.
Get in touch on social media with your questions and comments using #MotivatedClassroom
|
Key talking points and research mentioned:
Irish words:
- Dr. Chris Martin on Twitter.
- Boo, Z., Dörnyei, Z. and Ryan, S., 2015. L2 motivation research 2005–2014: Understanding a publication surge and a changing landscape. System [Online], 55, pp.145–157.
- Blanton, M., 2015. The Effect of Two Foreign Language Teaching Approaches, Communicative Language Teaching and Teaching Proficiency through Reading and Storytelling, on Motivation and Proficiency for Spanish III Students in High School. Doctoral Dissertations and Projects [Online].
- Dörnyei, Z. and Ushioda, E., 2011. Teaching and Researching: Motivation. 2nd ed. Routledge.
- Lamb, M., 2017. The motivational dimension of language teaching. Language Teaching [Online], 50(3), pp.301–346.
- McEown, M.S., Noels, K.A. and Saumure, K.D., 2014. Students’ self-determined and integrative orientations and teachers’ motivational support in a Japanese as a foreign language context. System [Online], 45, pp.227–241.
- Parrish, A. and Lanvers, U., 2018. Student motivation, school policy choices and modern language study in England. The Language Learning Journal [Online], 0(0), pp.1–18.
- Oga-Baldwin, W.L.Q., Nakata, Y., Parker, P. and Ryan, R.M., 2017. Motivating young language learners: A longitudinal model of self-determined motivation in elementary school foreign language classes. Contemporary Educational Psychology [Online], 49, pp.140–150.
- Ryan, R.M. and Deci, E.L., 2020. Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology [Online], (April).
Irish words:
- Capall = Horse
- Pronounced "Cawpil"
|
Enjoying The Motivated Classroom Podcast? Give it a review or join me on my patreon page here.
Get in touch on social media with your questions and comments using #MotivatedClassroom
|
Key talking points and research mentioned:
Irish words:
- Gass, S. and Mackey, A., 2007. Input, interaction, and output in second language acquisition in Theories in second language acquisition: An introduction, New York ; Abingdon: Routledge, 2015
- Lamb, M., 2017. The motivational dimension of language teaching. Language Teaching [Online], 50(3), pp.301–346.
- Long, M., 1981. Input, interaction and second language acquisition. Annals of the New York Academy of Sciences , 379 , 259– 278.
- Schmidt, R.W., 1990. The role of consciousness in second language learning. Applied linguistics, 11(2), pp.129-158.
- Swain, M., 2005. The output hypothesis: Theory and research. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 471– 484). Mahwah, NJ: Lawrence
- Vyn, R., Wesely, P.M. and Neubauer, D., 2019. Exploring the effects of foreign language instructional practices on student proficiency development. Foreign Language Annals, 52, pp.45–65.
Irish words:
- Chuaigh mé = I went
- Pronounced "Hoo-ee may"
|
Enjoying The Motivated Classroom Podcast? Give it a review or join me on my patreon page here.
Get in touch on social media with your questions and comments using #MotivatedClassroom
|
Key talking points and research mentioned:
Irish words:
- Martina Bex and her website with story scripts www.comprehensibleclassroom.com
- Easy story scripts book called "Look I can Talk" by Blaine Ray.
- Tripp Scripts by Jim Tripp available on Bryce Hedstrom website
Irish words:
- Cad é seo = What is that?
- Pronounced "Cod ay shuh"
|
Enjoying The Motivated Classroom Podcast? Give it a review or join me on my patreon page here.
Get in touch on social media with your questions and comments using #MotivatedClassroom
|
Sitting all day is exhausting! This episode is full of practical ideas for active learning in the language classroom. Getting students up and out of their seats is a mainstay in every class I teach. Even just for a few minutes, it helps to re-engage the students in what is happening, it freshens things up and helps them to re-focus. It also helps to mix things up and keep that important aspect of 'unpredictability' in each class. The twelve, zero-prep,an strategies I present in this episode are:
- Bingo
- Touch the board
- The elimination game
- Sentence sharing and co-teaching
- Get up and talk to a different table
- Volleyball reading
- Find someone who
- Pass it up
- Pop
- Yes and no wall
- The rhythm circle
- Brain breaks:
- Line up by..
- Stay standing if…
- TPR
Key talking points and research mentioned:
- Grant Wiggins blog and some sobering lessons learnt
- Lisa Lee Tedx Talk on 'Getting at the heart of teaching'
Irish words:
- An trá = The beach
- Pronounced "On thraw"