Managing the teaching & learning environment. A presentation in a local PD event at the ION in 2006.

1. Managing the Teaching-
Learning Environment
Institute of Nursing,
MOH, UAE  Ghada
 Hilarie
 Maha
 Mohamed M.
 Ismail

2. Objectives:
 Define motivation and differentiate between
the two types of motivation.
 Discuss the basic principles of motivation that
drive learning.
 Describe strategies that can enhance intrinsic
motivation in students.
 Describe factors that contribute to students’
motivation.
 Promote student’s preparation for the class
sessions.
 Evaluate students learning in the class
sessions.
 Recognize different learning abilities and work
with them individually?
 Recognize students’ different learning styles.

3. Objectives:
 Present your subject using a variety of learning
theories and styles.
 Recognize students’ personal problems and help
these students overcome them.
 Discuss ways in dealing with some of the
disruptive students in the classroom; namely
students who are angry, anxious, shy, or side-
talking.
 Have deeper understanding of student
cooperation.
 Facilitate Effective Group work.
 Handle the disruptive students.
 Know more about the importance of proper
planning, class management, and pupils’
“interdependence”.

4. Managing the Teaching-Learning Environment

5. Managing the Teaching-Learning Environment
Motivation

6. What is Motivation?
An external or internal need or desire
that operates on a person’s will
causing them to act.

7. Types of Motivation
 An intrinsically motivated student is a student
who undertakes a learning activity for its own
sake, for the enjoyment it provides, the learning
it permits, or the feeling of accomplishment it
evokes.
 An extrinsically motivated student performs in
order to obtain some reward or avoid some
punishment external to the activity itself such
as grades, stickers, or teacher approval.

8. Motivation Principles that Drive
Learning
 Incentives motivate learning
 Internal motivation is longer and more self-
directive than is external motivation, which
must be repeatedly reinforced by praise or
concrete rewards
 Learning is more effective when an individual
is ready to learn, that is, when one wants to
know something
 Motivation is enhanced by the way in which
the instructional material is organized

9.  Success is more predictably motivating than is failure
 Because learning requires change in beliefs and
behaviors, it normally produces a mild level of anxiety
 It is important to help each student set goals and to
provide informative feedback regarding progress
toward the goals
 Both affiliation and approval are strong motivators
 Many behaviors result from a combination of motives

10. There is no one single formula for
motivating students since many factors
can affect students’ motivation to work
and learn. However, teachers can
enhance students’ intrinsic
motivation.
HOW?

11. Enhancing Students’ Intrinsic
Motivation - 1
 Give positive feedback frequently
 Give opportunities for success by assigning tasks
that are neither too easy nor too difficult and reward
success
 Assist learner to find personal meaning and value in
the material
 Establish a positive, open classroom climate
 Help each individual feel like they belong and can
contribute valuable information to the learning group
 Make students active participants in learning
 Ask students what makes their classes more or less
motivating

12. Enhancing Students’ Intrinsic
Motivation - 2
 Tell students what they need to do to succeed
in your course
 Hold high but realistic expectations for your
students
 Avoid creating intense competition among
students
 Be enthusiastic about your subject
 De-emphasize grades
 Vary your teaching methods

13. Teachers open doors….
(A Chinese proverb)
ents enter
by themselves.

14. Managing the Teaching-Learning Environment
Preparation

15. How Do I Get My Students Prepare
for the Class?
 Give them some kind of assignments
 Note that Assignments:
 Should be relevant
 Students are Accountable for it
 Not all are graded
 Give students short quizzes at the
beginning of the session
 Ask students to write a response to the
readings (questions, concerns …)
 Explain to them the value of preparation

16.  Encourage students to use the library sessions
for preparation:
 Include such session daily
 Guide them to how to find resources
 Orient new students on how to prepare, how to
summarize or pick up important information
from text.
 Investigate the reasons why some students are
not preparing, come up with action plans, as
well as counseling & referring.
 Observe students during class discussion.
 Establish a system of rewards for preparation.

17. How will I know if my students are
learning?
Assess learning by:
 Doing tests
 Quizzes
 Class discussion
 Assignments & projects

18. Managing the Teaching-Learning Environment
Learning Styles

19. How do I recognize different learning abilities
and work with them individually?
 Recognize it EARLY in the course
 Ask students about their learning experience
and challenges
 Provide supplementary material (optional)
based on their level and performance
 Assignments should vary in the types of
learning styles
 Don’t try to teach to the worst or the most
advanced student
 Make your expectations clear; e.g. giving
examples of good work done by other students

20. Learning Styles & Strategies
As a teacher, you may find some difficulties make your
lesson suit different styles of your students..

21. Advanogy.com

22. clc.co.nz
How to suit the learning styles
of your students??

23. Traditionally, schools
present information in
two ways:
 through language and
 through formulas
involving numbers and
logic

24. Psychologists, however, now say
there is a problem with this.
People have different strengths
and different learning styles.
For example, one person might
struggle with information in a
paragraph but understand it
immediately in a diagram. Another
person will struggle with the diagram
but not with the paragraph..

25. Psychologist Howard Gardner of Harvard University has
said there are at least seven learning styles:
Linguistic
These people learn by using language __ ?
listening, reading, speaking and writing.
These people learn by applying mathematical ?
Logical
formulas and scientific principles.
Visual
These people learn by seeing what they are ?
learning.
Instead of finding music a distraction, these ?
Musical people learn well when information is presented
through music.
Movement and physical activities help these ?
Kinesthetic
people to learn.
These people have a good understanding of ?
Intrapersonal themselves and can learn best if they can relate
what they are learning directly to themselves.
These people have a good understanding of ?
Interpersonal
others and learn well by working with others.

26. Different learning theories and styles clc.co.nz

27. clc.co.nz

28. What if a Student is having Personal
Problems?
You can notice it when:
 When a student is expressing distress
over such pressures as work, school,
finances, family, or personal
relationships.
 Marked change in the behavior in the
classroom; e.g. increased in missed
classes, frequent request for extensions,
unusual class disruptions, and
unprecedented anxious behavior.
 If a student directly comes to you asking
for advice.

29. Approaches:
 Listen carefully and set the student at
ease.
 Don’t provide ongoing counseling to
the same student, instead let the
student know you understand the
problem and encourage consulting a
specialist.

30. Managing the Teaching-Learning Environment
Group Work

31.  Effectivegroup work
 Student cooperation
 Handling the disruptive student

32. Effective group work!
Sometimes groups do not function well
together. Here’s a few tips for you:
1) Was the group selected randomly or
strategically? HOW groups are selected might
make a difference.
2) Is there enough in-class time for students to
meet?
3) Is the activity designed well and clearly?
4) Are instructions given so time is not wasted in
confusion?
5) Meet with difficult groups in your office, and
find out how they have distributed the work
load …discuss…clarify…facilitate.

33. Co-operation and group work!
Think about the benefits
of learning in groups!
Increased range of ideas Opportunity to explore Increased student
& perspectives similarities & differences Interaction

34. How do I handle the disruptive
student? What can be done
about the talkative ones?
 Always attempt to take the disturbance OUT
of class. Avoid a conflict within a “public
setting” , such as in class. (Don’t let the
class become the ‘audience’ for this pupil.)
 Always LISTEN to the pupil when she comes
to your office, repeat HER points back to her,
express REGRET when explaining your
inability to compromise.

35. Possible responses for dealing with the
talkative student:
 Acknowledge the comments made.
 Give a limited time for expressing
feelings/viewpoints, THEN move on!
 Make eye contact with another student and MOVE
TOWARDS HER…body language speaks volumes!
 Give the student attention during the breaks. She
may be “crying out” for attention or she may have an
actual difficulty within the class.
 Say: “That’s an interesting point. Now let’s see what others have
to say about this.”

36.  HarryWong’s “The 1st Day of
School”
 Steven Covey “The Seven
Habits of Highly Effective
People”

37. Managing the Teaching-Learning Environment
Disruptive Students
Disruptive Students
Maha

38. Dealing with Difficult Students
The Advisor The Doubting Thomas The Interrupter
The Attacker The Dropout The Joker
The Bragger Everyone Talks at Once The Know-it-All
The Bully The Griper The Latecomers
The Dictator The Head-shaker The Loudmouth
The
The Playboy/Playgirl The Silent Type
Whisperers
Overt Hostility/ The Teacher’s Pet
The Preacher
Resistance/ Angry

39. How do I get students over anxiety
about the course?
 Talk to student in private
 Discuss their fears with them
 Share frustrations and mistakes you made
when you were a learner
 Try to present the topic in simple terms
 Try to share your goals and objectives

40. Side conversations
 Don’t embarrass talkers
 Ask their opinion on topic being
discussed
 Ask them if they would like to share
their ideas
 Casually move toward those talking
 Make eye contact with them
 Comment on the group
 Stand near talkers as you asks others a
question
 As a last resort, stop and wait

41. Overt Hostility/Resistance -- angry
POSSIBLE RESPONSES:
 Hostility can be a mask for fear. Respond to
fear, not hostility.
 Remain calm and polite. Keep your temper
in check.
 Don't be threatened by a student's anger
 Don't disagree, but build on or around what
has been said.
 Move closer to the hostile person, maintain
eye contact.

42. Overt Hostility/Resistance -- angry
POSSIBLE RESPONSES:
 Always allow him or her a way to gracefully
retreat from the confrontation.
 Allow individual to solve the problem being
addressed.
 Let choices and logical consequences
shape the student.
 Share some of your experiences with anger
with the students. Students need to know
anger is a natural human emotion

43. Overt Hostility/Resistance -- angry
POSSIBLE RESPONSES:
 Talk to him or her privately during a
break.
 Don't preach! Often a short statement is
all that is needed
 Show how actions today create the
person of tomorrow
 Never let anger, in a disrespectful
fashion, occur without commenting on it

44. Overt Hostility/Resistance -- angry
POSSIBLE RESPONSES:
 As a last resort, privately ask the
individual to leave class for the good of
the group.
 Never stop dealing with negative angry
emotional outbursts. To stop sends a
message to the student that you have
given up
 When away from the storm, re-evaluate
all angry interactions

45. What if a Student is having Personal
Problems?
You can notice it when:
 When a student is expressing distress
over such pressures as work, school,
finances, family, or personal
relationships.
 Marked change in the behavior in the
classroom.
 The student directly comes to you
asking for advice.

46. Approaches:
 Listen carefully and set the student
at ease.
 Let the student know you
understand the problem.
 Don’t provide ongoing counseling
to the same student.
 Suggest going to the student
advisor.

47. Managing the Teaching-Learning Environment
Disruptive Students
Learning Styles &
Motivation
Strategies
Difficult Students &
Preparation
Group Work