7. Lewin’s 3 Leadership Styles
Which one best summarises your teaching style?
Autocratic Laissez-faire Democratic
Do this!
Do this or that as
you see fit.
What do you think
we should do?
18. Optimal leadership style:
(authoritarian – democratic) Occurs when the ‘teacher-leader’
convinces the students of the importance of the task; the students
become more aware of the value of their learning process
26. “Better have a valued goal,
or you can't get any positive
motivation…
How are you going to hit
something if you don't know
what it is?”
Jordan Peterson, Professor of
Psychology, University of
Toronto.
29. Mastery Goals Performance Goals
experiences,
applying knowledge
grades, ranking, praise, extrinsic
reward
EXAMPLES
To write more clearly with a higher level
of vocabulary and grammar.
To have intelligible pronunciation when
speaking to my cousins in Scotland.
To be the English speaker on our family
trip to London - ordering at restaurants,
talking to taxi drivers etc.
To be able to understand the plot of a
film without subtitles.
EXAMPLES
To get 9 in the Year 9 English exam.
To beat my friend Vlad in the exam.
To get in the top 3 at the next English
Olympiad.
To get 5 gold stars from my teacher this
month.
To get 50 euros from my parents for
passing the Year 12 English exam.
32. Nelson (2008): A cooperative enterprise could in some way be done...by a single person.
cooperation
33.
34.
35.
36.
37.
38. Optimal leadership style:
(democratic – laissez faire) Passing the responsibility for the
learning process on to the students; the teacher is facilitating
the group processes mainly by monitoring group work.
39.
40. Numerous studies show that collaborative learning, as compared to
working independently, results in deeper information processing and
more meaningful psychological connections among
participants...Group cohesion.
50. Bibliography
Dagmara, G., 2012. Teacher's Action Zone in Facilitating Group Dynamics, LINGVARVM ARENA Vol.3 (89).
Dörnyei, Z. and Murphey, T., 2003. Group Dynamics in the Language Classroom, Cambridge University Press: Cambridge.
Haynes, N.M., 2011. Group Dynamics: Basics and Pragmatics for Practitioners, University Press of America: Lanham
Hermann, K., 2015. Field Theory and Working with Group Dynamics in Debriefing, Simulation and Gaming Vol 46 (2), Thousand Oaks: Sage
Publications.
Heron, J., 2006. The Complete Facilitator's Handbook, London: Kogan Page.
Kozar, O., 2010. Towards Better Group Work: Seeing the Difference Between Cooperation and Collaboration, English Teaching Forum Vol.48 No.2.
Phu Quy, P.H., 2017. Group Dynamics: Building a Sense of Belonging in the EFL Classroom, English Teaching Forum Vol.1
Snider, B, 2005. Clowning Around: There's a Comedian in Every Classroom, Edutopia. Available at: https://www.edutopia.org/clowning-around (Accessed
23/1/2018)
Williams, M., Mercer, S and Ryan, S., 2015. Exploring Psychology in Language Learning and Teaching, Oxford: Oxford University Press.
Wijayadharmadasa, S.M.T., 2010. The effectiveness of group dynamics in English language classrooms, University of Colombo, Sri Lanka: Colombo.