Making English Classes More Healthy. Happy, and Generous

Making English Classes More Healthy, Happy, Making English Classes More Healthy, Happy, and Generousand Generous

TIM MURPHEY July/Aug/Sept 2015

“Students Teaching What They Learn” as Positive Task Based SLA

Task Based Learning + Real Social ExchangeTask Based Learning + Real Social Exchange + Tender Loving Care = + Tender Loving Care =

Well Becoming through Teaching/Giving- BBBWell Becoming through Teaching/Giving- BBBA Workshop Lecture A Workshop Lecture

Tim Murphey [email protected] Murphey [email protected]

Making English Classes More Healthy, Happy, Making English Classes More Healthy, Happy, and Generousand Generous

TIM MURPHEY July/Aug/Sept 2015

“Students Teaching What They Learn” as Positive Task Based SLA

Task Based Learning + Real Social ExchangeTask Based Learning + Real Social Exchange + Tender Loving Care = + Tender Loving Care =

Well Becoming through Teaching/Giving- BBBWell Becoming through Teaching/Giving- BBBA Workshop Lecture A Workshop Lecture

Tim Murphey [email protected] Murphey [email protected]

Creating

• Learning• Learning

Teaching

TLCCLT

Over-lapping Co-constructed Concepts And Expansive Learning -- First Speed Dictation

Truly Awesome So Tenacious Lovingly Vivacious

Truly Awesome So Tenacious Lovingly Viva cious

1. Chunking2. Back Formation3. Rhythm4. Song5. Tie to Routine How are you?

Teaching Learning Creating TLC CLT

TLC in CLTHealth & Happiness inLearning Teaching Creating

Love 2.0Barbara Fredrickson:Micro moments of connection, positivity resonance

Power PosingAmy Cuddy - tetosterone up, cortizon down

Power Posing = increase in testosteroneTHE CONFIDENCE HORMONE

Small Posing = Increase in cortisone The STRESS HORMONE

Amy Cuddy – TED.com pres

YES!

Teaching to Learn! 56 ReportsWays of Learning Class Fall 2014Teaching to Learn! 56 ReportsWays of Learning Class Fall 2014

I'm young and strong and beautifulI'm living an adventureThe world's so fascinating It makes me want to cryI wanna cry to the world I wanna fly all around I wanna tell everybodyI'm in love, I'm in love (x3)I wanna tell everybody I'm in love!

Curiosity > Challenge > Play > Altruism

Prosumers [produce/consume]

Talking Twins Video Proto Conversations1-50UDLRFB CCC

Experiential Learning

Talking Twins Video Proto Conversations1-50UDLRFB CCC

Experiential Learning

Teaching 8 Ways to Reduce StressIn this time, the person who I taught 8 Ways was Teaching 8 Ways to Reduce StressIn this time, the person who I taught 8 Ways was

COPS BEES -- Connect Organize Positive Simplify // Breaks Eat-well Exercise-well Sleep-well

Connect OrganizePositive Simplify

Breaks Eat-well Exercise-well Sleep-well

COPS BEES

COPS BEES

And some students waxed altruistically:And some students waxed altruistically:

“I realized that teaching what I’ve got is helpful for not only me but also the others and remains stuck in my head. I’m spending productive days after taking this class because [it] teaches us to have a better life and encourages us to teach others. The best information in the world cannot help people unless we tell them about it. Our actions make better lives for others.”

(Shohei Okubo, Ways 2015).



You taught & you taught & you taughtYou taught & you taught & you taught

Then,

You thought & You thought & You thought

Teaching what you're learning

Makes the information (hot) HOOO...T!

Then,




Task Based Learning & Teaching & Creating

Csikszentmihalyi’s 1996 iconic book Creativity: the Psychology of Discovery and Invention Describing the great 25-year renaissance period between 1400 and 1425 in Florance, Italy

Task Based Learning & Teaching & Creating

Csikszentmihalyi’s 1996 iconic book Creativity: the Psychology of Discovery and Invention Describing the great 25-year renaissance period between 1400 and 1425 in Florance, Italy

Renaissance period between 1400 and 1425 in Florance, ItalyRenaissance period between 1400 and 1425 in Florance, Italy

Thus the sociologist of ART Arnold Hauser rightly assesses this period: “In the art of the early Renaissance . . . the starting point of production is to be found mostly not in the creative urge for the subjective self-expression and spontaneous inspiration of the artist, but in the task set by the customer.” (p. 36)

Thus the sociologist of ART Arnold Hauser rightly assesses this period: “In the art of the early Renaissance . . . the starting point of production is to be found mostly not in the creative urge for the subjective self-expression and spontaneous inspiration of the artist, but in the task set by the customer.” (p. 36)

Like TEACHING!!!!Like TEACHING!!!!

A similar conclusion is reached by Heydenreich, who writes about the same historical period (1974, p. 13): “the patron begins to assume a very important role: in practice, artistic production arises in large measure from his collaboration.” The same argument holds for creative production in other domains as well. (p. 408)

A similar conclusion is reached by Heydenreich, who writes about the same historical period (1974, p. 13): “the patron begins to assume a very important role: in practice, artistic production arises in large measure from his collaboration.” The same argument holds for creative production in other domains as well. (p. 408)

The Learning Pyramid 1969The Learning Pyramid 1969

We need to train parents to say to their kids every evening:

“Teach me what you learned in school today!”We need to train parents to say to their kids every evening:

“Teach me what you learned in school today!”

Medical School in IndiaMedical School in India

3rd and 4th year medical students teach anatomy to their underclassmen because there are not enough teachers and they find that the "teachers" actually end up learning better as well as the younger students who are learning from Near Peer Role Models (Singh 2010; Murphey 1996). see the literature on Peer Tutoring!

3rd and 4th year medical students teach anatomy to their underclassmen because there are not enough teachers and they find that the "teachers" actually end up learning better as well as the younger students who are learning from Near Peer Role Models (Singh 2010; Murphey 1996). see the literature on Peer Tutoring!

Learning is not a spectator sport. Students to not learn much just by sitting in class listening to teachers, memorizing prepacked assignments, and spitting out answers. They must talk about what they are learning, write about it, relate it to past experiences, apply it to their daily lives. They must make what they learn part of themselves. (Chickering and Gamson 1987, p. 3)

Students learn by becoming involved...Student involvement refers to the amount of physical and psychological energy that the student devotes to the academic experience (Astin 1985, pp. 133-34)

A Task Focused Mind is a Happy and Productive Mind (Sheldon, Kashdan & Steger, 2011) P.163 163 In DESIGNING POSITIVE PSYCHOLOGY

A Task Focused Mind is a Happy and Productive Mind (Sheldon, Kashdan & Steger, 2011) P.163 163 In DESIGNING POSITIVE PSYCHOLOGY

WAGAMUMA-NESS IS COUNTER PRODUCTIVE

WAGAMUMA-NESS IS COUNTER PRODUCTIVE

BEING SELF-CENTERED LEADS TO NEGATIVE OBSESSIONS CONCERNED ONLY WITH THE SELF! TASKS THAT PUSH SOMEONE TO CONCENTRATE ON GOALS FOR THE BENEFIT OF OTHERS CREATES MEANING.

BEING SELF-CENTERED LEADS TO NEGATIVE OBSESSIONS CONCERNED ONLY WITH THE SELF! TASKS THAT PUSH SOMEONE TO CONCENTRATE ON GOALS FOR THE BENEFIT OF OTHERS CREATES MEANING.

Levels of FocusLevels of FocusSELF-only-focus

Lesser Task Success / Psychopathology / Negative Affect

Task-FocusGreater Task Success / Mental Health / Positive Affect

Teaching/Helping Others Task-FocusPositive Psychology research reports that helping others actually improves your own health and happiness. (Feed three birds

with one scone!)

Hey! Maybe that’s why we are all teachers!

SELF-only-focusLesser Task Success / Psychopathology / Negative Affect

Task-FocusGreater Task Success / Mental Health / Positive Affect

Teaching/Helping Others Task-FocusPositive Psychology research reports that helping others actually improves your own health and happiness. (Feed three birds

with one scone!)

Hey! Maybe that’s why we are all teachers!

Agency Level - YouTubeVideos

Personal - Paradigm ShiftGroup - Real Voice of

Japanese StudentsGlobal - Girl Effect

Case Study: LLH, Analyses Reports, & Video Summary-

The real voice of japanese studentsケーススタディ： LLH 、分析レポート＆ビデオ概要　　日本人学生の生の声

>

Taught Students8 ways to reduce stress 2910 Idioms 125 Ways to Happiness 97 ways of improvisation 4Others (doitagain/turtle/YSB) 2Total 56

Taught Students8 ways to reduce stress 2910 Idioms 125 Ways to Happiness 97 ways of improvisation 4Others (doitagain/turtle/YSB) 2Total 56

Table 1: Students selection of material to teach

that they described in their case studies.

Teaching Material # of students out of 56 Facilitators

8 Ways to Reduce Stress 29 52% Acronym COPS BEES10 Idioms 12 21% Gestures

5 Ways to Happiness 9 16% Familiar tune & Gestures

7 Ways to Improvisation 4 7% Acronym PLLYARF+Vid

Other material 2 4% Songs, Shadowing, etc.

Table 1: Students selection of material to teach

that they described in their case studies.

Teaching Material # of students out of 56 Facilitators

8 Ways to Reduce Stress 29 52% Acronym COPS BEES10 Idioms 12 21% Gestures

5 Ways to Happiness 9 16% Familiar tune & Gestures

7 Ways to Improvisation 4 7% Acronym PLLYARF+Vid

Other material 2 4% Songs, Shadowing, etc.

COPS BEES

I felt happy because my brother said these 8 ways helps him...After I took this class, I realized teaching is difficult but really useful to memorize things for myself. I want to continue this way of remembering even when I finish taking this class!

I have taught “COPS BEES” to some other people. However, Ididn’t follow up with them. My classmate, Shoko remembered what I taught completely. I think the reason why she remembered them completely is that I

followed up with teaching them. Therefore, I think following up with teaching is the most helpful to teach something.

Now, my part time job is a teacher of a cram school, so I teachmany things to my students whenever I work there. However, I've almost never taught my friends these things that I learned in other classes. Through this report, I could understand the importance to learn well with teaching. Therefore, I will try to teach someone something when I want to learn and understand well.I changed my thinking after taking this class. Ilearned that teaching even older people is very important.happy that I could teach 8 ways to reduce stress to her.

I felt happy because my brother said these 8 ways helps him...After I took this class, I realized teaching is difficult but really useful to memorize things for myself. I want to continue this way of remembering even when I finish taking this class!

I have taught “COPS BEES” to some other people. However, Ididn’t follow up with them. My classmate, Shoko remembered what I taught completely. I think the reason why she remembered them completely is that I

followed up with teaching them. Therefore, I think following up with teaching is the most helpful to teach something.

Now, my part time job is a teacher of a cram school, so I teachmany things to my students whenever I work there. However, I've almost never taught my friends these things that I learned in other classes. Through this report, I could understand the importance to learn well with teaching. Therefore, I will try to teach someone something when I want to learn and understand well.I changed my thinking after taking this class. Ilearned that teaching even older people is very important.happy that I could teach 8 ways to reduce stress to her.

LEARNING THRU TEACHINGLEARNING THRU TEACHING

Evidence of The Well-becoming through Teaching/Giving HypothesisEvidence of The Well-becoming through Teaching/Giving Hypothesis

As with the songlets in Murphey 2014, most of the students in the Ways class also wrote about the joys of teaching, often with surprise and a wish to do it more often. Whether they were helping parents, siblings, or friends, the same types of teaching rushes seems to overtake them:

“…he said thank you for teaching me them because these are very useful to reduce daily stress and I will try these from now on! I felt great because I could help my dear father.” (Mio Kanda, Ways 2015)

“I felt happy about teaching this to my young sister because I could see her happy face. She was able to think about her future. So she could reduce her stress. After I taught it to her, she said, "I'll teach these to my friends!" (Asuka Hori, Ways 2015)

“Helping others learn is no less important than learning by oneself. I gave him what I could teach. In the end, he was successfully able to express the 8 ways to reduce stress. We became very happy.” (Naoki Suzushika, Ways 2015)

“I think the style of this homework is so good because we can share good information to learn English.” (Mayuko Oka, Ways 2015)

As with the songlets in Murphey 2014, most of the students in the Ways class also wrote about the joys of teaching, often with surprise and a wish to do it more often. Whether they were helping parents, siblings, or friends, the same types of teaching rushes seems to overtake them:

“…he said thank you for teaching me them because these are very useful to reduce daily stress and I will try these from now on! I felt great because I could help my dear father.” (Mio Kanda, Ways 2015)

“I felt happy about teaching this to my young sister because I could see her happy face. She was able to think about her future. So she could reduce her stress. After I taught it to her, she said, "I'll teach these to my friends!" (Asuka Hori, Ways 2015)

“Helping others learn is no less important than learning by oneself. I gave him what I could teach. In the end, he was successfully able to express the 8 ways to reduce stress. We became very happy.” (Naoki Suzushika, Ways 2015)

“I think the style of this homework is so good because we can share good information to learn English.” (Mayuko Oka, Ways 2015)

And some students waxed altruistically:And some students waxed altruistically:





Expansive LearningExpansive LearningAt the beginning of a process of expansive learning the

object is only abstractly mastered as a partial entity, separated from the functionally interconnected system of the collective activity. By ascending to the concrete, an abstract object is progressively cultivated into concrete systemic manifestations and transformed into a material object that resonates with the needs of other human beings as well. These phases often require the subject to struggle and break out of previously acquired conceptions in conflict with new emerging ones. (Sannino & Ellis, 2014, p. 8)

Some students struggled with being teachers and often expanded previous conceptions of themselves as they developed emerging new identities, new insights, better relationships, and agency and well-becoming, among other things! (Murphey, in progress)

At the beginning of a process of expansive learning the object is only abstractly mastered as a partial entity, separated from the functionally interconnected system of the collective activity. By ascending to the concrete, an abstract object is progressively cultivated into concrete systemic manifestations and transformed into a material object that resonates with the needs of other human beings as well. These phases often require the subject to struggle and break out of previously acquired conceptions in conflict with new emerging ones. (Sannino & Ellis, 2014, p. 8)

Some students struggled with being teachers and often expanded previous conceptions of themselves as they developed emerging new identities, new insights, better relationships, and agency and well-becoming, among other things! (Murphey, in progress)

Tentative ConclusionsTentative Conclusions1. Teach teachers to teach students to teach others...

whatever they really want to learn! Matters of health and happiness seem to be of great interest and importance to them.

2. TEACHERS IN TRAINING SHOULD TEACH ACTIVELY.

3.The most valuable things to teach seem to be:

"WAYS TO TEACH AND TO LEARN AND CREATE" with good content!

While only 1 of the top 20 most watched TEDTalks (up to 2012) was about education (Sir Ken Robinson), practically all were about learning and teaching and creating.

1. Teach teachers to teach students to teach others...

whatever they really want to learn! Matters of health and happiness seem to be of great interest and importance to them.

2. TEACHERS IN TRAINING SHOULD TEACH ACTIVELY.

3.The most valuable things to teach seem to be:

"WAYS TO TEACH AND TO LEARN AND CREATE" with good content!

While only 1 of the top 20 most watched TEDTalks (up to 2012) was about education (Sir Ken Robinson), practically all were about learning and teaching and creating.

You taught & you taught & you taughtYou taught & you taught & you taught

Then,




Then,




Class Publication Booklets available at

https://sites.google.com/site/folkmusictherapy/home



IDEAL CLASSMATES and PCOIz Resources

http://www3.hp-ez.com/hp/englisheducation/page3



Ask your partner nowHow are you? And what's???

COPS BEESThanks Any questions please email me at:[email protected]

Making English Classes More Healthy. Happy, and Generous

Education

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