Teach English in Chunshu Jiedao - Beijing

Motivating students In order to excel in life one needs the element of motivation to do so. Motivation provides you with the inner desire to accomplish any goal, having the willingness to strive to complete something is a very powerful quality to possess. When teaching students motivating them to want to learn is a big part of whether they will or will not walk away form your class feeling fulfilled. You cannot force someone to be motivated, because it is a choice that is made from within. Although students need to make motivational decision for themselves, as a language facilitator there are different tactics that can be implemented into a classroom setting to tap into student motivation. student motivation differs in both an ESL and an EFL classroom setting but this article will focus on motivating students in a monolingual classroom where students live in their own country. In order to motivate an EFL class a teacher will need to have appropriate lesson plan materials, create incentives, and have a positive attitude. When teaching an EFL class a teacher needs to know the strengths, weaknesses and goals of the students in the class in order to create appropriate lesson plans that will challenge and engage students. Depending on the age that the students are learning the language a teacher needs to be able to modify their strategies to motivate because what will work for primary children may not be successful for older students. At the primary level it may be beneficial to introduce the English language in a fun colourful way using authentic materials that are relevant to the students learning experience. Materials that are visually appealing will engage students and encourage them want to participate. Lessons that include games, different forms of visuals as well as items and stories that are unconventional tend to peak students? curiosity and in turn can serve as motivational cues that can promote learning. For older students stressing the importance of the language and how it can be beneficial to their lives can be a way to motivate and open their minds to different possibilities. In order for motivational tactics to be successful teachers need to ?call students' attention to the purpose of the activity they are going to do, its potential interest and practical value, and even the strategies that may be useful in achieving the task, thus raising students' interest? (Dornyei 1994). Many older students are in the English class because of obligation not because it is something they want to do, so showing them the necessity of the language can prove to be a benefit in trying to elicit motivation within the classroom. Positive reinforcement and incentives works the same for any learning level, if a student knows that they will receive some kind of reward whether it be a tangible or an intangible appreciation of hard work it may create the motivational push that a student may need to succeed. Competition is something that can be found in each classroom but a teacher needs to be careful as to their approach when It comes to trying to motivate students using competition based methods. Creating an environment in which there is competition, yet everyone is compensated for participation can facilitate motivation by implementing an awards system. In order to help students transition from intrinsic motivation to extrinsic motivation a teacher should implement an intermittent reinforcement schedule. The reinforcement schedule is ideal because it still provides students with an incentive which continues to promote motivation to participate however because the students are unaware of when they will be rewarded it keeps them on their toes and continuously engaged. If a teacher is able to successfully tap into a students competitive side they can use this to encourage students to be motivated and to try and learn the language. Depending on the age group not all the students will be equally motivated to participate if there is a competitive aspect involved, this could be due to lack of confidence in ability or even the temperament of the student. Using classmates and group objectives where students all need to participate to reach a common goal can serve as a great way to motivate students too participate because it can create a ?cooperative goal structure which is more powerful in promoting intrinsic motivation in that it leads to less anxiety, greater task involvement, and a more positive emotional tone (Dornyei 1994) initiatives can show the indirect effect that other students may have on their classmates? motivation to learn. Cooperative group pairings can they can exhibit how students use each other to promote self-efficacy and confidence. Learning a new language can come with distress and anxiety for some so in order to reduce this discomfort a teacher needs to embody certain qualities and approach students in a favorable manner to decrease negative feelings and promote positive ones. When a teacher is able to create a clear structure and encourage autonomy among students it can move them from being intrinsically motivated to extrinsically motivated, because when a person is motivated to do something for the benefit self and not for tangible rewards they are more accomplished in what they extract from the experience. Dornyei (1994) felt that a teacher who was able to project the belief that the students will achieve their goal, who regularly provided praise, encouragement, and reinforcement maintained that students will regularly experienced success which promoted achievement and motivation for students to continue to progress in learning the language. As a teacher your approach to the language is one that will push students to be motivated. When a teacher is enthusiastic and excited about expresses the benefits to students their attitude can change the attitudes of their students and increase motivation. According to a study conducted by Skinner and Belmont they found that ?children who experience their teachers as providing clear expectations, contingent responses, and strategic help are more effortful and persistent? (Skinner and Belmont 1993). This finding supports the claim that teachers who promote a structured environment can decrease anxiety among students and in turn increase confidence and participation. students learn by example therefore ?student attitudes and orientations toward learning will be modeled after their teacher? (Dornyei 1994). Essentially the way in which a teacher promotes their view of the language verbally and non-verbally can have a major effect on how it is depicted and valued by their students. In conclusion the stimulation of motivation within oneself within a monolingual EFL class can be determined by making sure the teacher has appropriate lesson plan material, creating motivational incentives and being a positive member of a students learning experience. Reference Dörnyei, Z. (1994). Motivation and motivating in the foreign language classroom. Modern Language Journal, 78(3), 273-284. Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. Journal of Educational Psychology, 85(4), 571-581