A MIS/MATCH OF METAPROGRAMMES Difficult to communicate without knowing WHY? Are there individulas that you are unable to relate to? Some students respond very positively/ less favourably? Student 15: I suppose it’s to do with whether you like them (teachers) really. I suppose with people you don’t like, you tend to avoid talking to, that’s the way I do it anyway; if you don’t like them I tend not to go and ask them. I think their personality has got to make a difference. (quality of the teacher/student relationship. )

NEW GLASSES (no more crying teachers)

The relevance of metaprogrammes to Ss’ perceptions of teaching quality Metaprogrammes for identifying thinking preferences and their impact on Ss’ educational experience REASON FOR INCONSISTENCY?

They determine how your brain pays attention to things and what it pays attention to -never stable ? Toward or Away Options or Procedure -? External or Internal Frame of Reference Sorting By Self or Sorting by Others Proactive or Reactive Sameness or Difference Specific or General Self or Others

Student : The style I don’t like and others do is for example teacher X. In his lectures and tutorials he is very structured and very formal, you know he’s going to be prepared, he’s got perfect slides and will answer every question, but I always feel that another group wouldn’t be any different. Whereas teacher A and teacher B have more spontaneous styles… I enjoy that more; I think this is a more useful learning experience. I find it boring and think I could print this off Blackboard and understand everything, whereas if I missed teacher A’s or teacher B’s, I feel I might have missed something important, so I like that rather than the more structured. STUDENT: OPTIONS&GENERAL&Away from TEACHER: PROCEDURES

“ The style I don’t like and others do is … teacher Z. In his lectures and tutorials he is very structured and very formal, you know he’s going to be prepared, he’s got perfect slides and will answer every question, but I always feel that another group wouldn’t be any different. Whereas teacher x and has more spontaneous style ……. I enjoy that more; I think this is a more useful learning experience … so I like that rather than the more structured …” (sameness-difference / options&procedures

Student : Teacher Z seems to ask us what we want to do, like the lectures; you don’t always have lectures, she gives us notes in the tutorial rather than the lecture. Student&Teacher: OPTIONS Student : I find the lectures boring, because you’re just sitting and listening for an hour, whereas I prefer tutorials where you’re left to do things and work …(PROACTIVE) BUT. Student : Sometimes I prefer to just listen. Just so you can understand it more before you actually go into doing the work.

Detail: “I still tend to write everything down…. I’m starting now to read through on the screen…. I see the point of it and think, right I didn’t need to write that lot down.” General: “If I could visualise the whole essay before I start…. (I find it) difficult to see the whole picture.”

“ «Towards” motivation (motivation towards goals and targets) then their progress in their studies can best be discussed in terms of aiming to meet targets and the benefits that will be gained from doing well in their course. “Away from” preference (motivated to avoid what they don’t want to happen) they will respond more to deadlines and to the threat of penalties associated with doing badly.

One student acknowledged that the teacher was a good teacher and yet did not like his style: Student: … I think that he (teacher X) teaches very well but I think the style is not my style. I belong to his group for the Tutorial, but I moved to teacher Z’s tutorial and I compare the two. I think teacher Z’s approach to the question is very clear, but when I moved to teacher X’s class it’s very messy. Student: DETAIL Teacher: GENERAL

A strong preference for “difference” influenced experience “last year it was different, new, a challenge….this year everything seems the same”. -HELP FACULTY DESIGN INSTRUCTIONAL MATERIALS. MAXIMISE INDIVIDUAL STUDENT ACHIEVEMENT

Teaching effectiveness? Hygiene factors:.The T’s knowledge of the subject. Ability to communicate. Students-teacher rapport PERSONALITY: DISTINCT TEACHING STYLE&METAPROGRAMME

FOCUS ON THE HERE AND NOW (IN TIME) -FOCUS ON SCHEDULES EARLY FOR APPOINTMENTS -FINISH MEETINGS ON TIME (THROUGH TIME)

Beıng in TUNE: ımproved awareness of metaprogrammes Relate Ss as individuals Teach from different metaprogrammes Let the sunshine

“Everything that irritates us about others can lead us to an understanding of ourselves.” – Carl Gustav Jung THANK YOU Erinç Altınkök Bahcesehir University