Agency TESOL Training

Motivation in ClassMotivation is defined as the “desire or willingness to do something” (Oxford Dictionary). Although the goal of all the students in the ESL classroom is to learn english, their levels of motivation to succeed will differ for various reasons. children and adults, for example, have different reasons for being in the classroom and their motivation levels, and the motivation factors that drive them, will vary. Most children are sent to english class by their parents and are extrinsically motivated (reward motivated) or grade orientated. Most adults are in class because they have made a conscious decision to learn english. Adults too may be preparing for an exam or interview and be reward motivated, but some will be intrinsically motivated (motivated by interest or enjoyment) to learn english solely for the joy of learning a language. Whatever a student’s reason for being in the classroom on day one, how can you, as a teacher, keep your students motivated to learn english throughout the entire course? Most articles on the subject agree that the issue of student motivation can be tackled by simply adopting good, every day teaching practices from the start. If clear, achievable, course goals and personal goals are set, and expectations are discussed on the first day, the student will know what they are aiming for, what is expected of them, and what they need to do to succeed. After a thorough needs analysis, the teacher can design a course tailored to the students’ actual needs and interests, and this will bring out the student’s own natural motivation. Lesson plans should have a good variety of Engage, Study and Activate activities which really grab the students’ attention. Before starting the course, time should be taken to explain why each module is necessary and how it meets the student’s needs. If a student can see the relevance of what you are teaching, and understand the advantages of studying it, they will be more motivated to take part in the class. The teacher should ensure that students are always challenged, but not overwhelmed. Challenging your students will encourage them to push themselves that little bit harder as the course goes on. Regularly reviewing vocabulary and structures can show a student how much they have learnt, which will drive them to see what else they can achieve. Much of the energy in the classroom will be down to the teacher’s attitude so it is extremely important that the teacher oozes enthusiasm and provides a good role model for the students. Students will be more motivated to take part in a lesson and experiment openly with a language when they feel safe to do so. The teacher needs to create a friendly atmosphere in the classroom, which is not overly competitive and where students are encouraged to learn from, and support each other. Students should be asked questions, encouraged to think for themselves and urged to ask their fellow peers for assistance before turning to the teacher for help. Where necessary, students can be taught how to break down tasks into manageable units and be provided with strategies for thinking and problem solving. This will make them feel more in control, more motivated and confident to deal with future challenges. Positive feedback is essential and students ought to be praised for their efforts. When a student makes a mistake, they should to be encouraged to self correct and be given advice about how to improve. Feedback should not only be given, but also openly received. Asking students for their opinions on the course will let them know that their views are valued. Occasionally offering students a choice between two activities can make them feel they have some control over what goes on in the classroom. In conclusion, student motivation is not something that we, as teachers, should start thinking about only when we see our students interest levels start to wane. A positive framework for motivating our students should be set up on day one of the course and be backed up with good, every day teaching practices. ______________________________________________________________________ Bibliography (48 words): i) Capturing and Directing the Motivation to Learn: http://www.stanford.edu/dept/CTL/cgi-bin/docs/newsletter/motivation_to_learn.pdf ii) Student Goal Orientation, Motivation, and Learning: http://www.theideacenter.org/sites/default/files/Idea_Paper_41.pdf iii) Motivating Students, Barbara Gross Davis: http://teaching.berkeley.edu/bgd/motivate.html iv)Some ideas for motivating students: http://www.virtualsalt.com/motivate.htm v)Motivation General: http://en.wikipedia.org/wiki/Motivation vi)Motivation Definition: http://english.oxforddictionaries.com/definition/motivation vii)Intrinsic Motivation: http://education.calumet.purdue.edu/Vockell/EdPsyBook/Edpsy5/Edpsy5_intrinsic.htm viii) Extrinsic Motivation: http://giftedkids.about.com/od/glossary/g/extrinsic.htm ix) List of articles: http://www.crlt.umich.edu/tstrategies/tsms.php