Motivating Students

Motivation in Classroom

TESOL teachers often work in different countries and face different national students. Sometimes, the students keep silent or show no interest on the course content. How to motivate them in the classroom has become a leading concern for teachers. Through my personal experience and TESOL course study, I find some effective ways as below:

1. The teacher need know about the students? culture background. We know, every nation has its distinctive clothes and food customs, religious belief, value points and so on. If the teacher gets some information and knowledge, he/she can talk about relative topics in the class, especially, in first class. The students are great likely to communicate on these topics. This is a good beginning for following lessons.

2. The teacher must have some ideas about the students’ needs and expectation. Because students have different study purpose, like for business job, traveling, immigrating to English-spoken country, etc. Only do this needs analysis, the teacher could plan the lesson according to the students’ demands. Once the students find they can learn something useful from the course, they will be ready to listen, think and speak in the class. 3. The teacher should carry out variety of activities in the class. The process of learning language usually is very boring, so some students can’t keep their concentration on the course. The teacher needs to conduct some interesting activities in the class, such as discussion on a top book/movie, debate by group, role-play and so on. These activities can attract the students and make them participate happily and actively.

4. The teacher may create an open atmosphere in the classroom. Firstly, the teacher builds rapport with the students. On the basis, give them more time to talk, including asking questions to the teacher, expressing their viewpoints and doing presentation. Generally, change the class from teacher-centre style to student- centre style. Whereby, the students will like the course and can be motivated effectively. Moreover, their creative skills could be improved quickly.

5. The teacher can bring outside world into the classroom. Why? Because the common purpose of studying language is to communicate in real life. The teacher could play VCD in the classroom, let the students read newspaper or discuss on a realistic topic. On the whole, the classroom can become a real community where the students share their ideas and feeling. I think, this environment will motivate them to study more language consciously.

6. The teacher might arrange the seating feasibly. He/she can let the students work in group or in pair. This arrangement will increase cooperation among students. Stronger students may help weaker ones. And some students are shy in front of all class members, but show confidence in the small group. Furthermore, the teacher need change seating from time to time in order to arouse everyone’s enthusiasm.

As English becomes a global language, TESOL teachers will face more opportunities. At the same time, challenges will come out. Students’ nationality, age, background are so different, we need try our best to motivate them in the class. One critical point is that we must create an attractive classroom where the students like learning English not only for realistic demands, but also for love of this language. Reference: TESOL course materials 

Motivating Students

We both strongly believe that motivating EFL students is one of the most important ingredients to successfully teaching English to foreign language students. The Encyclopaedia Britannica defines motivation as factors within a human being or other animal which arouse & direct goal orientated behaviour. Our research article is presented from an EFL teacher’s standpoint.

We believe all humans have the same ability to achieve success, but the one big difference that affects the degree of success is an individuals belief in themselves. This is the first key to motivation. The subconscious mind is one of the most powerful instruments in the universe. It can not tell the difference between fact & fiction. It will believe anything you or anyone else tells it. Your brain is designed to learn & will search for answers when a question is asked. The quality of the questions you ask your students is therefore, very important. You must ask students positive questions for which your students will use their brain to seek positive answers. The teacher ‘s number one motive should be to help every student to feel good about him /herself. This should include affirmations, acknowledgement of success, praise, positive feedback, & the use of teamwork. To quote Nelson Mandela ‘ Education is the most powerful weapon which we can use to change the world.’

The second key to motivation is to recognize the factors that will motivate our students. A class discussion with our students about their motivation for learning English can be most enlightening. .Some motives are as follows; academic advancement leading to better career prospects, wanting to learn English so they can work & live in an English speaking country, a need to learn social English to better communicate with friends or perhaps they could be motivated by a desire to learn. Some students may be in your class because they had no option or their parents are making them, whatever their motives, knowing & understanding them will help the teacher.

The third key aspect in keeping students motivated is for the teacher & students to understand the role of mistakes in learning. Rather than being discouraged by errors, students should be taught to learn from their mistakes. To quote R. Buckminster Fuller ‘ The reason I know so much is because, I have made so many mistakes. ‘ It’s not what you know that is important ,it’s what you don’t know. Only when you find out something you don’t know, will you gain knowledge. Learning is a simple process of making mistakes, finding out what you don’t know & correcting it. In the classroom mistakes should be discussed with your students & pointed out they are useful to learning. We prefer to think of mistakes as ‘learning experiences.’ To quote George Bernard Shaw, ‘ A life spent making mistakes is not only more honourable, but more useful than a life spent doing nothing.’

The fourth key to motivation is to help your students set goals. Students require clear, well defined, meaningful goals that they set & strive towards, as well as a positive belief about themselves. The latter is crucial for motivation & success. The goals we help our students set need to be ‘SMARTER, ‘ i.e specific, measureable, achieveable, realistic, have a timeframe, exciting & recordable. Within these goals we would have smaller sub goals which would be stepping stones to the main goals. These help maintain motivation as small success leads to big success. If we are able to do this correctly, we will keep our students motivated & develop a real desire to learn.

The fifth key to motivation is that of rewards. Teachers understanding of motivation has changed. Stickers, stamps, stars’ may no longer make sense compared with the alternatives. Neuroscientists have found that the brain makes its own rewards. They are called opiates, which are used to regulate stress & pain. The reward center is based in the brain center. The pleasure producing system lets you enjoy behaviour like affection, sex, entertainment or achievement. The brain says ‘that was good’ lets remember that & do it again. Students who succeed usually feel good & that’s reward enough for most of them. The teacher should reinforce things the students have done well & help motivate them to achieve further successes.

Motivation has an extremely important role to play in the classroom, especially when teaching foreign students to learn English. Resources- 1 www.braineythoughts.com 2 www.davesslcafe.com 3 TEFL course units 4 Creating an Effective Learning Environment by Karen Boyes 5 The Encyclopaedia Britannica.

Motivating Students

Motivation plays a crucial role in a successful transfer of language learning. Many teachers even attribute more importance to motivation than to ability and intelligence in mastering information (Lile). Thus, activating students’ motivation to learn directly affects their success in learning. An ESL teacher should seek to awaken motivation in students and thereby maximize the profitability of their learning experience. A teacher should endeavor to instill ‘intrinsic’ motivation in students ‘ self-motivation that comes from within the student. However, teachers must often employ ‘extrinsic’ motivation external rewards or consequences of performance and behavior. Sometimes this external motivation is the only way to foster intrinsic motivation.

The intention and purpose of motivation is ‘to capture the [student’s] attention and curiosity and channel their energy towards learning’ (Lile). Yet, because motivation is ‘multi-factorial’ (Hussin et al.), many different variables must be considered in efforts to motivate students. Research indicates that motivation is closely related to positive teacher and student attitudes and an environment that fosters these attitudes creates optimal conditions for a transfer of language learning. Indeed, an environment that is conducive to learning becomes paramount in the quest to motivate students. Cummins states that although various techniques can be employed in an attempt to ignite students’ motivation, ‘techniques and strategies will be effective only when teachers and students forge a relationship of respect and affirmation; when students feel that they are welcomed into the learning community of the classroom.’

A huge number of factors influence the creation of a productive learning environment. To begin with, it is important that students find themselves in a non-threatening, non-stressful environment. Krashen discusses the importance of a learning situation with a ‘low affective filter’ ‘ an environment in which anxiety does not present a barrier to learning and where students feel secure (Lile and Hussin et al.)Often, the most prominent factor that defines and shapes a learning environment is a student’s relationship and interaction with the teacher. According to Cummins, ‘respect and affirmation are central to motivating second language learners to engage actively and enthusiastically.’ A teacher’s presence should emanate the care, encouragement and respect that are necessary to a situation that promotes learning. Moreover, teachers should demonstrate that they see potential in students. ‘Positive energy affirming a belief in the students’ ability develops a comfortable atmosphere for students in the classroom’ (Lile).

The situation established by the teacher and the learning environment can be further improved in through teaching methods and the types of student attitudes that are encouraged. For example, based on extensive research (including the work of Gardner and Lambert, Crookes and Schmidt, Garner and Tremblay, Oxford and Shearin), Hussin et al. suggest various types of classroom activities that can promote student motivation. Activities that are communicative, group-based, and enthusiastic can help sustain student interest in learning a language. Indeed, increased student participation can greatly augment motivation. ESL teacher Karen Bordonaro advocates the strategy of ‘empowering students to see themselves as active and necessary participants in their own learning’ and making them stakeholders in the classroom. Also, it is important to provide material that is relevant and meaningful and potentially related to out-of-class activities (Hussin et el.) When material in the classroom validates a students’ sense of self, it is far more likely to stimulate their interest and motivation. Another important classroom strategy is clearly explaining activities and goals. With a solid understanding of what is asked of them, students will be more comfortable and perform better. Also, presenting a vision of what is achievable can foster a motivational learning environment.

Sometimes encouragement will be necessary to maintain the positive attitudes necessary for motivation. Continuous positive reinforcement and positive energy are fundamental to keep students enthusiastic. It can also be beneficial to follow ESL teacher Upendran Subrahmanian’s example. He suggests taking measures to help ESL learners see their own improvement. In understanding the advances they have made, learners are less likely to become discouraged and thereby unmotivated.

Given the fundamental role that motivation plays in the ESL classroom, teachers should strive to establish a community of cooperative learners and build encouraging, supportive relationships. In this atmosphere, many strategies can be employed to target the various factors of increasing motivation in students.

Motivating Students

Motivation is the psychological feature that arouses an individual to action toward a desired goal. Motivation can also be the reason for an individual’s action or that which gives purpose and direction to behaviour. In other words, motivation is an incentive that generates goal-directed behaviour.

Being able to achieve something that you may have thought impossible and making it a reality. If you are learning a new language because your parents want you to might be difficult for you to motivate yourself however if there is a reward at the end of it you may still try hard to succeed. Therefore motivation can come in different forms and when in a classroom students will be motivated by different things. Finding what motivates each individual can make teaching easier, rewarding, and fun and mostly the student actually leaving the classroom with confidence in using the knowledge they have learnt.

There are many reasons why learners may want to learn English. Adults will usually have made that decision themselves and so will have some degree of motivation. Young learners normally are made to learn as they have yet to learn how beneficial having a second language could be and usually parents and teachers provide the motivation.

Motivation is not the same for everyone. There are different needs, goals and different personalities and reasons. We are motivated differently at different times. There are a variety of techniques, strategies and macro strategies which can be employed in order to motivate learners. ‘Teacher skills in motivating learners should be central to teaching effectiveness’ (Dornyei, 2001) Motivation is enhanced when learners can use what they have learned in meaningful and authentic applications. Provide positive feedback when the learner accomplishes a worthy task. Rewards can increase behaviour that is motivated. Be enthusiastic about learner’s behaviours. Use rewards to manipulate behaviour that the student does not want to perform.

We need to try to overcome the idea that learning is a struggle. Learning should be fun and challenging. Challenges can be motivating. Challenge exists when the goals are clear and the outcome is uncertain.

Students should expect to succeed. Learners are more likely to achieve a goal if they know where they are going. Help learners see that effort brings success. Teachers should find out their goals, and the topics they want to learn, and try to incorporate them into the curriculum. (Chambers, 1999) ‘If the teacher is to motivate pupils to learn, then relevance has to be the red thread permeating activities’

Students should be encourage to self evaluate by providing criteria and answers to problems. Let the learners set the pace to reduce frustration and boredom.

Dornyei, 2001 writes about three areas of positive self evaluation strategies. 1) Promoting attributions to effort rather than ability. 2) Providing motivational feedback. 3) Increasing learner satisfaction and the question of rewards and grades. The feeling of satisfaction is a significant factor in reinforcing achievement behaviour. Satisfaction usually focuses on allowing students to display their work, encouraging them to be proud of themselves and celebrate success.

Performance outcomes should be related to effort. If you know a lot already you should be challenged. If you come in knowing nothing you should be able to do well even if it takes longer. Good and Brophy, 1994 mentions the two views. 1) That learning should be fun and that motivation problems that may appear should be as ascribed to the teachers attempt to convert an enjoyable to hard work. 2) That school activities are inherently boring and unrewarding.

It is important the teachers organise and manage the classrooms as an effective learning environment. Unless motivation is sustained and protected, when action has commenced, the natural tendency to get tired or bored of the task will result in demotivation.

What we have concluded is that what motivates one may not motivate the other however achieving a goal is the same for students and teachers. Homing in on what motivates an individual can increase the success of a person achieving their goal. Positive feedback should be practiced as everyone responds better to encouragement and praise.

Motivating Students

‘You can do whatever you want as long as you put your mind to it,’ how many times have you heard this in your life? I am a strong believer in this statement, but find it to hold more truth stated as, ‘you can do whatever you want, if you really want to do it.’ Here, I am referring to motivation. And, as a teacher, this is an essential building block to your students’ education. If your students do not want to learn, then they won’t. As a teacher it is your duty to show students the importance of their education, and to keep them striving to do better. In the following pages I will discuss some methodologies I discovered for helping students find their motivation. 

First of all, motivation is the key to all learning. And, lack of motivation is perhaps the biggest obstacle faced by teachers. The main idea of motivation is to capture the student’s attention and curiosity and channel their energy towards learning. In my reading I have found that there are two types of motivation, intrinsic and extrinsic(Lile). An intrinsically motivated student studies because they want to learn, they have interest in the material they are studying and it is rewarding for them. Unfortunately, this is not everyone. Extrinsically motivated students have other reasons. These students strive to succeed for rewards or to avoid punishment. They are doing it because they have to, not because they want to. A good teacher wants to help students find their reasons for learning, and show the students its importance. Secondly, I have found several approaches to helping students become intrinsically motivated. Proper instruction is necessary, especially in the ESL classroom. Your delivery and explanations should be clear and concise. Students may have difficulty even understanding directions, being that they are given in a foreign language. So, it is important that you explain directions as clearly and simple as possible. The lessons must be very simple, yet fun and interesting, with a lot of changes from a writing exercise, to a speaking, a listening, back to writing, and so on, all in the same class. This variety will keep students on their toes, you don’t want to give them a chance to get bored. It is important to use material relevant to the students. Try to use vocabulary that the students can relate to and material they would find interesting(Lile). If you are having trouble finding what the students are interested, it may be a good idea to start off your classes with a questionnaire to learn more about your students. Furthermore, showing that you care about the students’ education, and that their improvement is of primary importance to you, will help with student motivation(Harris). If a student sees that you care about their learning, they should reciprocate in caring about their learning as well. A teacher can be open with students and share personal feelings, ideas or experiences. This will create a relationship with the student, where you are approachable. You will not be looked at as solely an authority figure. All this contributes to creating a relaxing and comfortable working environment. Most importantly, I believe that the teachers’ attitude is the best tool in motivating students. If your teacher does not seem excited about the subject matter, why should the students be. The teachers’ attitude sets the tone for the class. A good teacher should be energetic in the classroom and create an environment, where their energy rubs off on the students. Have fun when you are teaching, and in return your students will have fun learning. 

In conclusion, if a student does not see how something relates to their goals, they will not care about that thing (Motivation?). As a teacher, helping a student see the connection between their goals and their learning, can be a great motivator for students. There are all different types of students, and they all have different reasons for their motivation. But, the students motivation is as much the teachers responsibility as it is the students. As teachers, we need to be organized, clear, concise, and energetic. The main idea of motivation is to capture the student´s attention and curiosity, and in return this will channel their energy towards learning. 

Motivating Students

Keeping students involved and interested with class activities is an essential skill that EFL teachers need to work on continuously improving. The task of motivating students can become a tedious amongst new and even seasoned teachers alike. Thus, some questions can be assessed in order to uncover and resolve motivational shortcomings. First, how long has the student been studying the language? Second, is the teacher consistently changing the lesson structure?? Third, ?what can I do, as a teacher to extrinsically or intrinsically motivate the students to participate?? Granted, there are many more areas to discuss when it comes to motivation. However, for word limit purposes, I will only focus on these three areas.

Consider the first question, ?how long has the student been studying the language?? If the student has been studying for many years, he or she may hit a motivational plateau Once a student gets to a certain level of their studies, they need challenging material, which is stimulating and does not follow the same lesson structure as their previous studies. The problem arises when a student feels that he or she already knows everything they need to know. They are already ?basic? effective communicators, yet they lack some grammatical writing skills and cannot talk about in depth topics, which involve critical thinking. These students do not fully understand the purpose of divulging themselves deeper into these realms in depth communication skills. Because of this, it is important for the teacher to bring these students material, which is of interest to them. Find out their hobbies, what they enjoy talking about in their native language, etc. in order to create topics that can bring these motivationally challenged students back to the learning board. 

Now, consider the second question, ?is the teacher constantly changing the lesson structure?? If the teacher structures every class in the same manner, uses the same games, and similar supplementary materials for every lesson, the students are going to become bored! Keeping students inclined to learn and interested in the subject matter cannot occur when the lessons are monotonous. How do we, as teachers, avoid this? By using each of the ESA teaching methods periodically, of course! If the teacher uses a different lesson structures with different types of class activities for each successive lesson, the students are likely to not feel they are participating in a boring routine. Thus, the teacher should strive to vary their lessons and keep from teaching in the same manner every class.

Lastly, let us discuss the last question, ?what can I do, as a teacher to extrinsically or intrinsically motivate the students to participate?? One approach to this is a rewards system. For young learners a good method is to use a monthly point system. This method might entail giving the student a sticker for participating in class, not speaking their native language where not appropriate, and not having any disciplinary problems. This is done for every lesson. At the end of the month, the students count their stickers and if the student has met the teacher?s benchmark, they are rewarded a special price. This could be ice cream, candy, a special game day, or anything that the teacher deems to be appropriate. Another method that can be used with any age learner is to use praise. When students do well, the teacher should compliment the student for a job well done. These words of encouragement go a long way and can help the student feel accomplished and strive to do better. However, it is important to note that praise should not be handed out carelessly. Only give praise where it is deserved because if it is not, the praise will lose its value.

Motivating students does not have to be a difficult task if the teacher pays attention to the student?s needs. By being sensitive to the students, understanding where they are in their language studies, and monitoring our own methods of teaching we, as EFL teachers can effectively keep our students motivated and guide them into the many joys and benefits of speaking English.