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Motivation

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These are the notes I used when I talked about student motivation in my school.

Publié dans : Formation

Motivation

  1. 1. Student Motivation By Nata sa Bozic Grojic
  2. 2. When we are talking about student motivation, we are really talking about two separate things <ul><li>Individual motivation </li></ul><ul><li>Motiva tion of a group </li></ul>
  3. 3. When we are discussing individual motivation, we are talking about : <ul><li>Initial motivation ( the reason they started learning a language ) </li></ul><ul><li>Their motivation during the course ( and how to keep them motivated ) </li></ul><ul><li>Long-term motivation </li></ul>
  4. 4. According to the students, two things are very important : <ul><li>The relationship between the teacher and the students </li></ul><ul><li>The teacher’s personality </li></ul>
  5. 5. Group motivation <ul><li>Here we are entering the field of group dynamics </li></ul>
  6. 6. Individual motivation
  7. 7. Initial motivation and baggage from the past <ul><li>Bad experience at the previous school </li></ul><ul><li>The students are not interested in language learning </li></ul><ul><li>Their idea that they have no talent for the language </li></ul><ul><li>Wrong or outdated ideas about how the language should be learnt </li></ul><ul><li>Wrong ideas about how well they speak the language (too modest or overconfident) </li></ul><ul><li>Wrong ideas about how well other students in their class speak the language </li></ul><ul><li>Wrong ideas about what the teacher should be like or how s/he should teach </li></ul>
  8. 8. What can the teacher do <ul><li>Show enthusiasm </li></ul><ul><li>Use ice breakers </li></ul><ul><li>Let them know you as a person </li></ul><ul><li>Introduce the course </li></ul><ul><li>Introduce the book </li></ul><ul><li>Create the atmosphere in which they can ask questions </li></ul><ul><li>Let them know that you expect feedback </li></ul><ul><li>Teach them how to learn </li></ul>
  9. 9. Motivation during the course ( and how to keep it ) <ul><li>Personalised homework </li></ul><ul><li>Show that you care </li></ul><ul><li>Let them feel safe </li></ul><ul><li>Emphasise what they are good at </li></ul><ul><li>Challenge them </li></ul><ul><li>Give them choice </li></ul><ul><li>Open-ended activities </li></ul><ul><li>Let them assess their own knowledge </li></ul><ul><li>Explain the purpose of every activity </li></ul><ul><li>Give clear instructions </li></ul><ul><li>Quality homework </li></ul><ul><li>Positive emotions </li></ul><ul><li>Humo u r </li></ul><ul><li>Interesting classes </li></ul><ul><li>Visual input </li></ul><ul><li>Bringing in their personal interests </li></ul><ul><li>Feedback </li></ul><ul><li>Realistic goals </li></ul>
  10. 10. Grup d ynamics <ul><li>Forming </li></ul><ul><li>Storming </li></ul><ul><li>Norming </li></ul><ul><li>Performing </li></ul><ul><li>Closing </li></ul>Stages in group development :
  11. 11. Forming: In this stage the teacher should <ul><li>Help everyone learn all the names </li></ul><ul><li>Help the students to get to know each other </li></ul><ul><li>Encourage the students to change places as mych as possible </li></ul><ul><li>Use different learning formats </li></ul><ul><li>Give tasks which encourage team work </li></ul><ul><li>Agree with the group on norms and rules of behaviour </li></ul>
  12. 12. Storming The teacher should <ul><li>Keep the communication channel open </li></ul><ul><li>Stay calm </li></ul><ul><li>Listen in an active way, clarify and summarise what others are saying </li></ul><ul><li>Explain to the group that this is a normal, healthy stage </li></ul>
  13. 13. Characteristics of a well-formed group <ul><li>Tolerance </li></ul><ul><li>Cooperation </li></ul><ul><li>Common norms </li></ul>
  14. 14. Closing The teacher should : <ul><li>Collect feedback </li></ul><ul><li>Remind the students what they have learnt </li></ul><ul><li>Help them make plans for the future </li></ul>
  15. 15. <ul><li>Jerem y Harmer: How to Teach English , Longman, 1998 </li></ul><ul><li>Zoltan Dornyei and Tim Murphy: Group Dunamics in the L an guage Classroom , Cambridge University Press, 2003 </li></ul><ul><li>Center for Excellence in Teaching: Motivating Your Students ( Module 2.4.), University of Southern California , http://www.usc.edu/programs/cet/ </li></ul><ul><li>Parill Stribling, International Pacific College, New Zealand: Motivation in the ESL/EFL Classroom> Rhetoric and Reality 16th Educational Conference Melbourne 2003 </li></ul><ul><li>Catherine R. Stamler (2007): Learner Motivation and Persistance , www.able.state.pa.us/fieldnotes07 </li></ul><ul><li>Michael Rost: Generating Student Motivation , www. longman.com/worldview </li></ul><ul><li>Priscila Theroux (2004): Intrinsic Motivation , www.enhancelearning.ca </li></ul><ul><li>Dimitrios Thanasoulas: Motivation and Motivation in EFL , www.tefl.net www.geocities.com/glossologos/ </li></ul><ul><li>Ronald W. Luce (1990): Motivating the Unmotivated , http://honolulu.hawaii.edu </li></ul><ul><li>Robert Harris (1991): Some Ideas for Motivating Students , www.virtualsalt.com </li></ul>

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