LEARNING STYLES

The idea of different learning styles started to gain popularity in the mid-70’s. Since then, the notion has influenced the way education and learning is perceived. Just like there are different teaching methods, many individuals also believe there are different ways to learn and understand new information.

WHAT DO “LEARNING STYLES” MEAN?

The term “learning styles” speaks to the understanding that every student learns differently. Technically, an individual’s learning style refers to the preferential way in which the student absorbs, processes, comprehends and retains information. For example, when learning how to build a clock, some students understand the process by following verbal instructions, while others have to physically manipulate the clock themselves. This notion of individualized learning styles has gained widespread recognition in education theory and classroom management strategy.

 

KOLBS EXPERIENTIAL LEARNING CYCLE

Kolb’s experiential learning cycle is a four-stage process that describes a four-stage process of how we acquire and embed new knowledge. The theory embraces the idea that we change as a result of experience, reflection, conceptualisation and experimentation.

 

HONEY AND MUMFORD LEARNING STYLES

The Honey and Mumford learning styles were published by Peter Honey and Alan Mumford in 1986. Honey and Mumford’s learning styles model identifies four different styles that people use to learn something new:

1. Activist
2. Theorist
3. Pragmatist
4. Reflector

1. Activist

Activists are people who learn best by doing. They like to get their hands dirty and are enthusiastic about being thrown in at the deep end and trying new things.

They love to tackle problems using brainstorming sessions with others to figure things out. They are more than happy to lead these sessions themselves. When their enthusiasm for an experience begins to wain, they immediately start to look for the next challenge.

Activists learn best when:

• Thrown in at the deep end.
• Working with others.
• Trying new experiences.

Activists learn least well when:

• Reading or thinking about a problem on their own.
• Listening to lectures.

Activities suited to activists:

• Brainstorming.
• Group discussion.
• Roleplay.
• Puzzles.
• Hands-on problem-solving.

2. Theorist

Theorists are people who learn best by understanding the theory behind why something is the way it is. They need models, concepts, and facts to be able to learn effectively.

They enjoy analyzing and assimilating information to form their own theories. They value logic and rational thinking. 

What they are learning must have a logical purpose in order for them to engage with it. They like to be able to ask questions so that they can form their own opinions.

Theorists learn best when:

• There is a theory or logical model behind everything that they learn.
• They have the opportunity to ask questions.
• They can see the purpose behind everything they learn.

Theorists learn least when:

• Conclusions are ambiguous.
• Feelings and emotions are involved.
• Asked to jump in at the deep end without understanding the underlying theory.

Activities suited to theorists:

• Models.
• Facts and figures.
• Quotes.
• Applying a theory.
• Storytelling.

3. Pragmatist

Pragmatists learn best when they can see how what they are learning can be put into practice in the real world.

They like to take a new idea they have learned and immediately try to put it into practice. They want to seek out new ways to use what they have learned in practice.

They are practical, down-to-earth types who like to get on and get things done.

Pragmatists learn best when:

• They can see the connection between what they are learning and its use in practice.
• What they are learning is practically superior to their current way of doing things.
• They can get feedback on how they are doing from an expert.
• There is a practical example they can copy or build on.

Pragmatists learn least when:

• They can’t see a practical application for what they are learning.

Activities suited to pragmatists:

• Case studies.
• Problem-solving.
• Discussing how to translate theory into practice.

4. Reflector

Reflectors are people who learn best when they can observe others and think about what they have just observed. They avoid jumping straight in and prefer to watch first.

They like to collect data from many sources and perspectives, then think about it thoroughly before reaching any conclusion. They are cautious and like to consider all the angles before committing to action.

Reflectors learn best when:

• Given time to think before they have to take action.
• Given time to investigate before they have to take action.

Reflectors learn least when:

• Aggressive deadlines rush them.
• They have to do things without having adequate time to prepare.
• Forced to take the lead in a group situation.

Activities suited to reflectors:

• Observing others perform activities.
• Paired discussions.
• Receiving feedback from others.
• Coaching.

Visual, Auditory and Kinesthetic Learners (VAK)

 

Educational psychologist Walter Burke Barbe and his colleagues proposed three "modalities" of learning: Visual, Auditory, and Kinesthetic (movement and touch). These were often referred to simply as VAK.

Barbe was clear that everyone had strengths, weaknesses and preferences in each of the three modalities. The most effective learning, he said, utilized all three in combination. He said that the mix we achieved depended on many factors, and would likely change over time.

The VAK model was popular and widely applied. But, like some of the earlier models, it became associated with a fixed outlook on learning. Many people took it to mean that learners could be classified by a single modality – as a "visual learner," for example – with little room for maneuver. And there was confusion over whether the VAK definition referred to someone's innate abilities, their personal preferences, or both.

LEARNING STRATEGIES VS LEARNING STYLES

 

Learning strategies can be classified into 6 groups: metacognitive which identifies one’s own learning style preferences and needs, planning for an L2 task, gathering and organizing materials, arranging a study space and a schedule; memory related which helps learners link one L2 item or concept with another but do not necessarily involve deep understanding; compensatory which make use of guessing from the context in listening and reading; using synonyms and talking around the missing word to aid speaking and writing. And affective strategies which helps identifying one’s mood and anxiety level, talking about feelings rewarding oneself for good performance and using deep breathing or positive self-talking. The last but not the least, social strategy which enables us to ask for help or clarification at a confusing point or asking for help including a language task.

There are 4 dimensions of learning style, sensory preferences (Visual, auditory, kinaesthetic and tactile), personality types (extroverted-introverted, intuitive-random and sensing-sequential, Closure – oriented, judging vs open and perceiving, desired degree of generality and biological differences. This last can be understood as a biorhythm which reveals the times of day when students feel good and perform their best. This is especially true for morning people.

A learning style is useful and helpful when the strategy relates well to the L2 task at students learning style preferences to one degree or another, the student employs the strategy affectively and links it with other relevant strategies. Then, it might be inferred that strategies use often relates to style preferences. Students typically use learning strategies that reflect their basic learning style. When everything is matched, we can have a strategy chain, which can be understood as a set of interlocking, related and mutually supportive strategies.

 MOTIVATION

 

 

Types of Motivation

 

Motivations are primarily separated into two categories: extrinsic and intrinsic.

1. Extrinsic

 

Doing an activity to attain or avoid a separate outcome

Chances are, many of the things you do each day are extrinsically motivated.

According to research published in Contemporary Educational Psychology, “Extrinsic motivation is a construct that pertains whenever an activity is done in order to attain some separable outcome.”

Like exercising to lose weight, learning to speak Italian to impress your friends, or getting to work on time to avoid being yelled at by your boss.

“Extrinsic motivation is doing something for the external rewards you get from it. In your career, this can include financial gain, benefits, perks and even avoiding getting fired,” says says Shawna Clark, owner of Clark Executive Coaching, a leadership development company.

When you find your inspiration waning, re-focusing on external rewards is a quick way to recommit to a goal or activity, whether that be performing well at work or sticking to an exercise routine. If you find yourself grumbling through your commute each day (to perform a job you’re not crazy about) try focusing on the external rewards — be it the paycheck that pays your rent, the health insurance or even the free fruit in the cafeteria — to get motivated.

2. Intrinsic

 

An internal drive for success or sense of purpose

The journal of Contemporary Educational Psychology defines intrinsic motivation as doing “an activity for its inherent satisfaction rather than for some separable consequence. When intrinsically motivated, a person is moved to act for the fun or challenge entailed rather than because of external products, pressures, or rewards.”

Hopefully you have a handful of actions you perform each day that fall under this bucket. Your job may not provide obvious sources of intrinsic motivation, but perhaps you head out for a run because you enjoy the experience of unplugging and pounding the pavement or help your neighbor carry their groceries up the stairs because you genuinely feel good doing it.

“Intrinsic motivation is doing something because it feels good to you. You feel internally rewarded for doing it,” says Clark. “In a job, this can be doing work that feels purposeful, enjoying time with your teammates or achieving goals you’ve set for yourself.”

Say, for example, you’re a financial adviser and feel genuine satisfaction from being able to help people manage their money in a way that betters their lives. Or you’re a marketing executive who enjoys brainstorming new campaigns with your colleagues.

Many people find it harder to identify sources of motivation in this bucket. (Who actually enjoys running or spending 40 hours a week behind a desk?)

There is some convincing evidence to encourage us all to identify our sources of intrinsic motivation, though. In a study of 14 years of data, researchers looked at the motivations and outcomes for more than 10,000 incoming cadets at West Point Military Academy. What they found was that cadets with primarily internal motives were about 20 percent more likely to make it through training than the average. (Plus, those with external motivations had a 10 percent lower chance of sticking with a military career and a 20 percent lower chance of being promoted early.)

Just because you don’t immediately see the connection with your own job doesn’t mean it doesn't exist. Step back and take a look at the role you perform each day and look for sources of success or purpose. For example: You may not care much about the product your company sells or find satisfaction in fielding phone calls, but as a customer service rep, you can focus on feeling good about the people you were able to help throughout the day and use that as a source of motivation to keep working hard.

Conclusion

As we do not learn in the same way, we should see the world with a sort of different glasses, I mean with a different perspective. Teachers have a huge responsibility to face when we are at classrooms. It is not just to mention in teachers’ meeting how well our class is or the improvements we have made if we do not implement good ways of approaching learning process in our students so most of them follow the same way without leaving anyone behind. Our learners need understanding and comprehension. We motivate with things we do not think are significant to them. Even when we give instructions, we motivate our students. A bad motivation can be seen with deficient instruction and a result a deficient task deliver and a low note at the end of the term which can only lead to demotivate them and make them feel bad and frustrated. Teacher should be seen as bridge makers who can link methods, learning styles and learning strategies to conduct to a safe road of knowledge acquiring and a productive environment.

“Teachers never stop learning, this is a double way road, just as life is” …

 

TYPES OF SEATING ARRANGEMENTS IN CLASSROOM

 

19 types of seating arrangements for classrooms

1. Pairs

Let’s start with one of the most used bench seating arrangements: Pairs. Pair up students and let them work individual or together. It’s more fun with two but still gives you a nice overview. In this way, students can get their heads together when needed. If they have to work individually, let’s say they have a test, you can place a binding folder between the students. Here, you can also easily divide your classroom into three columns of pairs. Ask, for example, the first column to answer question A, the second column to answer question B and the last column to answer question C. Go over the answers when they’ve finished. That way, you can speed up the classical work.

2. Grid

This seating arrangement is especially handy when testing your students or when you want them to work individually. They can’t talk to each other or let their eyes wander on someone else’s paper. I wouldn’t recommend this seating arrangement in your classroom all the time. Students could get demotivated as they have no-one to “whisper” to.

3. Presentation

Get your students seated next to each other on one line. Repeat this a few times if you have enough classroom space. The purpose is to let students listen to the one in front of the classroom. This can be the teacher, or a student giving a presentation or demonstration. Seating your students this way is a good idea when you want them to focus on the front of the classroom. All students should be able to see something and it’s easier for the one in the front to divide its attention and eye contact.

4. Groups of Four

Use small groups of four when you want your students to put their heads together. You can let them work on an assignment. You can also let them think about a question individually and ask them to deliberate with the other students in the group. Of course, just individual work is also possible. This seating arrangement just makes it a bit more social. When working with “groups of four” students get to sit with others all the time. They get to know each other better and make friends. This seating arrangement is a good idea to start the year.

5. Corner Work

When you’re working on a big project or teaching a comprehensive topic with different aspects or themes, this seating arrangement will do just fine. Assign different tasks to each corner. For example, a (digital) crossword riddle, a quiz, a video with questions, a whiteboard exercise, … All the assignments complete each other. Let your students shuffle so they’ve been to every corner and did every assignment. You can also use it to split up students with the same learning level. One corner where students get more instructions, the other has expansion exercises, one corner has noise-canceling headphones so students can concentrate, etc.

6. U-shape

The U-shape or the horseshoe. This classroom arrangement encourages discussion and makes it easy for the teacher to observe students and give one-on-one help. Don’t use this desk arrangement for group work. This will be almost impossible.

7. Double U-shape

When you have more students or a smaller classroom, you can choose for the double U-shape arrangement. This allows you to put more students next to each other. It’s very cozy but has some disadvantages as well. For example, it’s harder for the teacher to go around in the classroom. One-on-one support is more or less off the table here. Students in the back might feel a bit left out as well. It’s best to use this arrangement when giving a presentation or when teaching in front of the classroom.

8. U-shape Large Classroom

You can see where I’m going here. Let’s say you have a large classroom and a lot of students, then you can definitely use this student desk arrangement. In contrast to the double u-shape arrangement, this u-shape for in a large classroom doesn’t really cast students out. There’s no separate “U” in the front, which makes it more open to the students in the back.

9. Conference Small Classroom

Are you teaching a small group of students? In that case, the conference classroom arrangement is a possibility. The “conference classroom” gives your students an “equal voice” and a snapshot of a business meeting room. Use the conference seating arrangement when making classroom rules, planning an event, for an intervention, a class discussion, etc. You can also practice speech (foreign language) by letting the students facing each other talk to each other. Let them switch places and move on to the next student in line and talk about another topic.

10. Conference Large Classroom

Don’t worry though, there’s a conference classroom layout for many students and a large classroom as well. Use this just like mentioned above. The only thing that’s not possible is letting students face each other and talk directly to them. Don’t use it for group work either.

11. Herringbone

This interesting student desk arrangement serves two purposes. It is rows of two, three or four, but slightly turned so they face the center of the classroom. This way, students give full attention to the teacher or students at the front of the classroom, and they can join in on a classroom discussion easily. You can also let your students work together with the ones on their row.

12. Rows

This is used most of the time in higher education when students have to listen to the teacher in the front. Here, the teacher can’t give any one-on-one feedback as it’s hard to reach students in the middle. It’s a seating arrangement to get as many students in one classroom.

13. Computer Combination

Any of the other classroom seating arrangements work with portable devices like laptops, chromebooks or tablets. When you’re in a classroom with student desks and computers, you can use this classroom layout. It gives you an overview of your students’ computers.

14. Butterfly

This one is probably new to you. Let your students work individually, yet they sit together. This middle of the butterfly serves as a place where students go for extra instructions or a new assignment. Everything will be spread out on those desks in the middle. The teacher will be available to give more guidance when needed as well.

15. Eye

Use eye-formation when you’re setting up a debate or discussion. Select a group of students that will debate in the middle of the eye. The rest will be the audience.

16. Circle

The circle is a classic seating formation in which you encourage your students to join a classroom talk or discussion. It’s more or less the same as the conference classroom seating.

17. Large Groups

Split your classroom into two large groups. Let the groups work on bigger projects like organizing an event, putting together a play, setting up their own “company”, keep a political meeting with different representatives,etc. Keep in mind that it might get loud in your classroom.

18. Horseshoes

Use this classroom desk arrangement to encourage discussion in smaller groups. Introduce some bold statements or “problems” about your teaching topic and let your students discuss them in their groups (in a foreign language you’re teaching languages). Encourage your students to come to a consensus or a solution to the problem.

19. Banquet

Use this classroom seating layout for two things:

• Let students talk to the one facing them (discussion, practice a foreign language, get to know each other, etc.).
• Divide your classroom into two groups. Let them work together on bigger projects like in number 17. Let them organize an event, put together a play, set up their own “company”, etc.

GROUPING LEARNERS

 WHAT DOES GROUPING LEARNERS MEAN?

There are different ways in which we can organise our learners in the classroom. For example, learners can work on their own, as a whole class, in pairs, in teams, in groups. Organising learners into different working patterns is what we mean by grouping learners. 

Teacher - student interaction patterns

Students can be grouped in the classroom in two different ways. The first way is when the teacher selects specific interaction patterns for the students. This means the ways they can work together and with the teacher in the class. These include group work, open class, pair work and individual work. They also include the teacher to student(s) and student(s) to teacher.

This table shows the examples of different interaction patterns

Teaching purpose: Why?	Activity: What?	Interaction pattern: How?
Review the students’ knowledge of vocabulary and/or structure and the topic or context.	Brainstorming	1. Groups: students to students (Ss —>Ss) 2. Feedback: students to teacher (Ss —>T)
Check students’ understanding of new vocabulary	Bingo game	Whole class: teacher to students (T—>Ss)
Give students practice in scanning	Reading and filling in a chart	1.Individuals 2. Pair-work: student to student (S —> S)

In lesson plans, usually short forms are used to show interaction patterns. Eg: T —-> Ss rather than writing out ‘teacher to students’. ‘S’ means one student whereas ‘Ss’ means many students.

In my point of view, we can arrange the groups as we want depending on the number, age and method. Methods which can be used in a very traditional way could be the grammar translation method and direct method. The ones with a wider range of ways is dessugestopedia, multiple intelligences and total physical response. 

In my case what I do is to group work with different patterns such individuals, pairs and groups (no more of three people). This last thing is ideal since we can manage more effectively the way we teach and monitor everyone in the classroom. 

TEACHER ROLE IN CLASSROOM MANAGEMENT

 

What are the roles a teacher uses?

All teachers change roles during a lesson. The roles will suit the lesson type, activities, lesson aims and the level and age of the students. A teacher may act as a planner, an informer, a manager, a parent or friend or a monitor at different moments. When students do a role-play, one role that the teacher has is to ensure that the students are doing what the teacher wants them to do. This is what we call monitoring. When new language is presented to the class, the role of the teacher is to inform and explain to the students. In the table below, you will find some roles teachers usually use.

Role	The teacher
1.       Planner	Prepares and thinks through the lesson in detail before teaching it so that it has variety and there are appropriate activities for the different learners in the class.
2.       Informer	Gives the students detailed information about the language or about an activity.
3.       Manager	Organises the learning space, makes sure everything in the classroom is running smoothly and sets up rules and routines (i.e. things which are done regularly) for behaviour.
4.       Monitor	Goes around the class during individual, pair and group work activities, checking learning
5.       Involver	Makes sure all the students are taking part in the activities.
6.       Parent/Friend	Comforts students when they are upset or unhappy
7.       Diagnostician	Is able to recognise the cause of students’ difficulties.
8.       Resource	Can be used by the students for help and advice.

TYPES OF CLASSROOM INTERACTION

 How many types of interactions are there in a classroom?

 

There are four types of interaction observed during the teaching learning
processNaskah : (1) teacher – student interaction, (2) teacher – students interaction, (3)
student(s) – teacher interaction, (4) student(s) – student(s) interaction. Teacher – student interaction happens between the teacher and one student,
that is to say a teacher takes a part in such interaction. She negotiates with her student
the content of the course, asks questions, use student’s ideas, lectures, gives directions,
criticizes or justifies student talk responses. On the other hand, the students will benefit
by drawing on the experience of his/her teacher on how well to interact in the manner
that is the most effective. During teacher-student interaction, the student seek to demonstrate their
speakingand listening skills in front of the teacher that is why latter should consider her
way of interacting which is very crucial in learning and teaching.