Teach English in GAodong Zhen - Shanghai Shi

Motivating StudentsFor effective learning to take place, it is vital that the teacher builds on, maintains and even raises whatever level of motivation the students bring to the classroom. Each individual student has their reason for being enrolled in the course and this will inevitably affect how motivated they are during the lessons. It is obvious that some students are naturally keen to learn and are already self-motivated, but many need, or even expect, their teachers to inspire, challenge and stimulate them as they increase their knowledge. ?Many factors affect a given student?s motivation to work and learn (Bligh, 1971: Sass, 1989): interest in the subject matter, perception of its usefulness, general desire to achieve, self-confidence and self-esteem, as well as patience and persistence. And, of course, not all students are motivated by the same values, needs, desires, or wants.? In a survey carried out by Sass (1989) where he asked students to analyze what makes their classes more or less ?motivating?, eight characteristics emerged as the major contributors to student motivation: * Instructor?s enthusiasm * Relevance of the material * Organization of the course * Appropriate difficulty level of the material * Active involvement of students * Variety * Rapport between teacher and students * Use of appropriate, concrete, and understandable examples The teacher?s enthusiasm for the course, and their ability to transmit this in an energetic way to the students, is clearly a motivating factor. A keen and confident approach by the teacher will result in the students being more engaged, interested and even curious about the subject matter. The students will undoubtedly become bored and apathetic if the teacher displays a dull and tedious attitude towards teaching them. It is essential that the teacher endeavours to create a relaxed, friendly and yet professional atmosphere from the outset of the course, where the students can feel at ease and not under pressure to perform. The teacher must show him/herself to be approachable at all times, as opposed to being an aloof and authoritative figure, transmitting a calming influence on the students rather than stressing them in any way. For this to take place, the teacher needs to develop and build up a close rapport or relationship between him/herself and the students. This can start to be achieved by initially learning the students? names and using them in class, as well as showing an interest and concern for any personal needs or problems they may have. Finding out what the students know and what they?re good at is an important first step in establishing this good rapport. Then their learning can be based on what interests them. A way to gain the students? respect is to show them respect for their diversity, and also by interacting informally with them in order to create a positive and disciplined learning experience. Connecting teaching material to the students? lives by using current event articles, editorials from local newspapers, or examples from their own life experiences, means teaching points can be better illustrated and be more effectively retained. Arousing their curiosity, and asking plenty of questions about the material as a means of provoking them to think about the subject matter is far better than giving all the information to them in a spoon-fed manner. ?Students learn best when incentives for learning in the classroom satisfy their own motives for enrolling in the course. Students may bring to the classroom the need to learn something in order to complete a particular task or activity, the need to seek new experiences, the need to perfect skills, the need to overcome challenges, the need to become competent, the need to succeed and do well, and the need to feel involved and interact with other people. Satisfying such needs is rewarding in itself, and such rewards sustain learning more effectively than do grades. Design assignments, in-class activities and discussion questions to address these kinds of needs.? (McMillan and Forsyth, 1991) By actively involving the students in their learning process will naturally arouse their level of motivation and curiosity. It is vital that the students actively participate in activities and exercises, or are given the opportunity to work with each other in pairs or small groups where they can support one another or help and correct each other. Create a relaxed and intimate atmosphere in the classroom by arranging the seating accordingly to improve class dynamics. ?Good everyday teaching practices can do more to counter student apathy than special efforts to attack motivation directly? (Ericksen, 1978). ?Most students respond positively to a well organized course taught by an enthusiastic instructor who has a genuine interest in students and what they learn.? (Barbara Gross Davis 1993). It is wise to make ones? expectations and course goals clear to the students, and then go about trying to help them to meet them. The teacher should always come to the classroom well prepared with lessons well thought out and planned in advance, so that the students are challenged to learn and are stimulated and reassured by the teacher?s good command and knowledge of the subject. Ensure tasks assigned are neither too easy nor too difficult, so that the students do not become frustrated when trying to complete them and lose interest. Realistic but challenging standards must be set for them to attain. It is necessary to give each student a certain amount of personal attention, at the same time providing adequate and equal opportunities for them all to participate. Avoid boredom setting in by creating organized and varied activities for them. ?Variety reawakens students? involvement in the course and their motivation. Break the routine by incorporating a variety of teaching activities and methods in your course: role playing, debates, brainstorming, discussion, demonstrations, case studies, audiovisual presentations, guest speakers, or small group work.? (Forsyth and McMillan, 1991) It is important that homework is marked and returned promptly so the students can see the progress they are making and are motivated to keep going. From the start of the course their progress should be measured, and then at regular intervals by using short response papers or weekly/monthly assignments. All work needs to be graded fairly and consistently. There must be no room for favouritism, where the students are forced to compete for the teachers? attention or receive preferential treatment, battering the self-esteem of those students who are more sensitive. Students will inevitably make mistakes and need correcting. The teacher must be certain to respond appropriately and adequately to these errors without discouraging the student from being willing to take risks and attempting to solve the problems. The teacher should always look for positive things to say about the students? work and give frequent praise and encouragement to the class as a whole, so their confidence and self-esteem is built up rather than shattered. A teacher?s verbal comments and non-verbal body language have an impact on the students? motivation level, and he/she must always try to positively influence the students. Good behaviour and correct answers should be rewarded with praise and encouragement. Where young learners are involved, the use of ?smileys? or reward stickers show their efforts have been recognized and appreciated. Some people are self-motivated and perform because they like challenge and want to perform. Generally students will show some self- motivation if they know what is expected of them and feel the effort is worthwhile, or that they will benefit from the experience. Our job as teachers is to build on the motivation they already have, and endeavour to create a classroom ambiance where each student is encouraged to actively participate, and is stimulated by the methods used in such a way as to maintain a highly motivated approach to their learning. REFERENCES Bligh, D.A. ?What?s the use of Lecturing?? Devon, England: Teaching Services Centre, University of Exeter, 1971 Gross Davis, B. ?Tools for Teaching? San Francisco: Jossey-Bass, 1993 Ericksen, S.C. ?The Lecture? Memo to the Faculty, no. 60. Ann Abor: Center for Research on Teaching and Learning, University of Michigan, 1978 Forsyth, D.R., and McMillan, J.H. ?Practical Proposals for Motivating Students? San Fransisco: Jossey-Bass, 1991 McMillan, J.H., and Forsyth, D.R. ?What Theories of Motivation Say About Why Learners Learn? San Fransisco: Jossey-Bass, 1991 Sass, E.J. ?Motivation in the College Classroom: What Students Tell Us? Teaching of Psychology, 1989