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The teacher as a motivational tool

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The teacher as a motivational tool

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The teacher as a motivational tool

  1. 1. Song: Clap, Turn, Stamp! Sit down! Stand up! Stamp your feet! Clap your hands! Turn oround! Pearson-CCS- 2016
  2. 2. Sit Down! English Adventure 1 DVD, Pearson
  3. 3. Stand Up! English Adventure 1 DVD, Pearson
  4. 4. Stamp Your Feet! English Adventure 1 DVD, Pearson
  5. 5. Sit Down! English Adventure 1 DVD, Pearson
  6. 6. Stand Up! English Adventure 1 DVD, Pearson
  7. 7. Clap your hands! English Adventure 1 DVD, Pearson
  8. 8. Sit Down! English Adventure 1 DVD, Pearson
  9. 9. Stand Up! English Adventure 1 DVD, Pearson.
  10. 10. Turn Around! English Adventure 1 DVD, Pearson
  11. 11. Clap, Turn, Stamp! English Adventure 1 DVD, Pearson
  12. 12. Would it be possible to change this option? How? Pearson-CCS- 2016
  13. 13. Yes. Making it fun! Pearson-CCS- 2016
  14. 14. What motivation means to you? * * * * * * Pearson-CCS- 2016
  15. 15. to move Motivation (n) From the Latin movere, Pearson-CCS- 2016
  16. 16.  What is Motivation?  What can I do to sustain motivation in my students?  How does motivation help students to be succesful? ACHIEVEMENTS AFFECT ATTITUDE ENJOYABLE ACTIVITIES HAVING AGENCY MAKING DECISIONS REFLECTING SELF CONFIDENCE AUTONOMY Pearson- CCS-2016
  17. 17. What is Motivation?  A state of mind that provokes us into doing something. (we act on that desire)  Can be related to a need (extrinsic)  Can be related to the task itself (intrincic)  When a language learner wants to be in that culture. (integrative). • When a language learner wants to get a better job. • It is affectecd by a number of factors: the societty, the socciety attitude to language learning, people around them, natural curiosity, and learning experiences. Pearson-CCS- 2016
  18. 18. Why? How Hard? How long? Pearson- CCS-2016
  19. 19.  What makes a language teacher a good motivator? Pearson-CCS- 2016
  20. 20. TAKE RESPONSIBILITY FOR STUDENT’S SUCCES Show them care Be a facilitator Play many roles Listen to students Allow them to know him/her Believe that every child can learn Pearson- CCS-2016
  21. 21. BE A LONG-LIFE LEARNER Never stop learning Find new ways to teach Update in resources Read, read and read about education Pearson- CCS-2016
  22. 22. KNOW EACH STUDENT PERSONALLY  Build strong relationships  Make them feel comfortable in your classroom  Let them know the room is a safe place  Build a nice environment  Contextualize contents, teach based on their needs, preferences and experiences. Pearson-CCS-2016
  23. 23. VALUE COLLABORATION  Get involved in the Institution’s processes, activities, workshops, etc  Have meetings with other teachers to know about their expectations about language learning  Use some of your colleague’s material in your classes  Sometimes have classes together  Organize festivals, contests where other children can compete, even if they’re not in your class. Pearson-CCS-2016
  24. 24. BE POSITIVE, FUNNY AND PATIENT Leave your personal problems aside Enjoy whay you’re doing….It’s contagious!! Use jokes Play games Let them organize activities for fun Pearson-CCS- 2016
  25. 25. COMMUNITY SUPPORT  Talk to parents periodically  Update about education laws and regulations  Participate in government seminars, workshops, conferences, etc  If you’re allowed, do social work with your students, impact the community. Pearson-CCS- 2016
  26. 26. THREE ADDITIONAL FACTORS  Great teachers design and establish effective classroom routines  Provide a means for adequately motivating students  Have a comprehensive plan for classroom management. Pearson-CCS- 2016
  27. 27. So, motivation is  Dynamic and process-oriented  Heavily affected by perceptions, which may be in turn influenced by the teacher. Pearson-CCS- 2016
  28. 28. “…everything the teacher does in the language classroom has two goals. One is, of course, to further language development, and the other is to generate motivation for continued learning.” CREATING MOTIVATION Pearson-CCS- 2016
  29. 29. The learning environment might include Teacher/Student  healthy relationships, mutual respect, personal care & attention Student/material  relevant to student interests, relevant to student goals, engaging for diff. learner styles, appropriate difficulty Teacher/Physical space  Teacher uses space available Pearson- CCS-2016
  30. 30. Situations  Situation: The Group From Hell I’ve just received a new group. However, within the first two weeks I could already notice some problems emerging. I suspect some students are being bullied and students often laugh at the mistakes of their classmates. No-one seems prepared to cooperate in group activities and no-one really takes the subject seriously. What’s the problem? What should I do? Pearson-CCS-2016
  31. 31. The Lazy Student I have a student…what’s her name, Maria?? Anyway, she seems to have no aptitude, ability or inclination to learn English. She spends most of her time in class speaking Spanish to her friends at the back of the class and being disruptive. She does not respect me, and I wish I didn’t have to teach her. What’s the problem? What should I do? Pearson-CCS-2016
  32. 32. Great Expectations? Juan is a 10th grade student preparing for his exams. He has always received low grades in English and is not expecting good grades in the ICFES. Often he doesn’t understand the exercises I give him, and instead he chooses to talk with his friends in Spanish. What’s the problem? What should I do? Pearson-CCS-2016
  33. 33. “If student experiences have been negative, the teacher may fruitfully provide incremental successful experiences in order to compensate for the impact on motivation from that negative experience.” Pearson-CCS-2016
  34. 34. INFORMATIVE LINKS  https://www.youtube.com/watch?v=j9RDfv5OAZQ  https://www.youtube.com/watch?v=Swnt0wvBDsE  https://www.youtube.com/watch?v=SFnMTHhKdkw Pearson-CCS-2016

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