Lecture 11. Teacher’s Beliefs About Learning Models of Communication. 1. Teacher’s beliefs about learners and learning. 2. Teacher-student models of communication.
Teachers’ beliefs about learners and learning. Teachers’ deep-rooted beliefs about how languages are learned will pervade their classroom actions more than a particular methodology they are told to adopt. Meighan suggests that learners may be construed metaphorically as: -resisters -receptacles -raw material -clients -partners -individual/democratic explorers
Resisters T. Sees learners as people who do not want to learn punishment Receptacles Learners are seen as mugs to be filled with knowledge. Raw-material Shaping learners according to teacher’s wishes Clients Identification of educational need Partner Taking on the role of student amongst students ind. /dem. Explorer/ Facilitator learners explore for themselves
Teachers’ beliefs about themselves. A teacher who lacks self-esteem will find it impossible to build the self-esteem of others (the same is with dignity and respect) Quality which is central to the humanistic approach is that of permissiveness. A very special way was ‘permission to be oneself’ , to pursue interest and curiosity in search of meaning in one’s life, as well as the freedom to have ideas and beliefs.
Teacher-Student Models of Communication. 1. - - Model ‘Dictator’ Teacher is in the centre of kingdom of knowledge. Students are impersonalized (just a mass of listeners) No psychological contact Students are passive and uninitiative Pedagogical functionjust informative
Model ‘Chinese Wall’ - - Lack of psychological contact because of the‘wall’ between a student and a teacher. Lack of motivation to collaborate Teacher’s behavior is superior over students Lack of interest in teacher’s personality
Model ‘Locator’ - - - Teacher plays favorites (leaders, capable students or conversely, outsiders, with poor academic ability) Teacher –Group Communication is invalid Inability to show individual approach to students Some students are beyond psychological contact.
Model ‘Black-Cock’ - No teacher student - group communication, but teacher monologue. Questions are not welcome Teacher is emotionally deaf and absorbed with himself Psychological isolation Educational process is very formal
Model ‘Hamlet’ - Interpersonal relationship is the most significant for a teacher; - Vulnerability to any change in the psychological climate; - Doubts about professional activity and authority as a teacher - Sometimes students have leading positions
Model ‘Robot’ - - - Faultless logics, factual argumentation, mimics and gestures are learned and inflexible; Major goal is to cover the planned topic; No personal attitude to individual differences of students and their present emotional state; Idealistic performance; low level of pedagogical influence.
Model ‘Myself’ - - The focus of pedagogical process is the teacher A lot of pressure on the initiative of students Cognitive and social development of students are minimized Motivation of students and creative characteristics of learning are undervalued.
Model ‘Union’ - - Creative dialogue teacher-student A lot of encouragement and rewards for initiative Psychological climate is important and any change is met positively Teacher manages to stop manipulation and conflicts; Ability to listen, understand, influence Pedagogical and professional competence.
Home assignment l 1. Do the Communication Value Self Assessment Exercise to identify your communication style dominance. l 2. Research the topic ‘Teacher-student communication styles’.
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