Teach English in Lizigu Nongchang - Tianjin

Motivation in the ClassroomThis happens to be a topic that is fairly comprehensive in that it is related to several other factors & conditions. A class that does not know where it is going, why they are there & what they are going to do with the current state of affairs or situation, will obviously be one that lacks motivation. If the above factors are known to the class, the individual students & the teacher as well, then the whole group understands the purpose of the current efforts, & will therefore be properly orientated, focused & motivated. Motivation will ultimately lead to performance & dedication. Subsequently due diligence, will pay off with better resulting grades. Children locked into classroom discussion are no different than adults locked into boring, irrelevant meetings. If you do not understand how something relates to your goals, you will not care about that thing. If an adult cannot see the relevance of the material covered in a meeting, and has no desire to score political points, he will tune out or drop out. If a child does not understand how knowing the rules of grammar or the different verb tenses will help to address the concerns of his life, and he is not particularly interested in pleasing the teacher, he will do the same. Because we do not want our children to be motivated solely by a desire to please the teacher, what we need to address is how to make the content of the curriculum fit into the concerns of the child. Sometimes, this is easy. If a piece of content addresses a particular concern of a student or even a general area of interest, that student will not tune it out. Most children, as they work through their years of school do, in fact, find areas of study they genuinely enjoy. But these areas are different for different people. The general problem of matching individual interests to fixed curricula is one that is impossible to solve. People obviously have different backgrounds, beliefs, and goals. What is relevant for one will not be relevant to another. Of course, we can force something to be relevant to students--we can put it on the test. But this only makes it have the appearance of significance; it does not make it interesting. Some children decide not to play the game this system offers. Instead, they continue to search for ways in which what is taught makes sense in their day-to-day lives, becoming frustrated as they realize that much of what is covered is irrelevant to them. If children are unwilling to believe that their own questions do not matter, then they can easily conclude that it is the material covered in class that does not matter. When students don't care about what they are learning, tests and grades force them to learn what they don't care about knowing. Of course, students can win this game in the long run by instantly forgetting the material they crammed into their heads the night before the test. Unfortunately, this happens nearly every time. What is the point of a system that teaches students to temporarily memorize facts? The only facts that stay are the ones we were forced to memorize again and again, and those we were not forced to memorize at all but that we learned because we truly needed to know them, because we were motivated to know them. Motivation can be induced artificially, but its effects then are temporary. There is no substitute for the real thing. Therefore it is only the learners intrinsic motivation makes them want to learn. The lack of right motivation will only lead to chaos, lost classroom management, a class out of control & improper behavior of the students as well as a whole bag full of other problems.