Teach English in ZhewAng Zhen - Lianyungang Shi

Motivation is a fundamental factor in the achievement of students at all stages of their education and teachers can play a focal part in providing and encouraging that motivation in their students. There are two types of motivation: intrinsic and extrinsic. It is significant to include that intrinsic motivation comes from within the learner (it is self-driven), whereas extrinsic motivation is one that is influenced by the environment and requires a reward or recognition. Further, intrinsic motivation is long-lasting and self-sustaining (Guthrie et al., 2018). Efforts to build this kind of motivation are also typically struggles at supporting student learning. Such efforts often focus on the subject rather than rewards or punishments. On the other hand, extrinsic motivation more readily produces behavior changes and typically involve relatively little effort or preparation and usually does not require extensive knowledge of individual students. It is vital to record that students can be categorized into three groups: deep learners, strategic learners and surface learners. Deep learners respond well to the task of grasping a difficult and complex theme. These are inherently motivated students who are often easier to teach. Moreover, strategic learners gain enthusiasm through rewards. They respond to competition and the drive to emerge winners. Also, surface learners are those enthused by the dread for failure. They typically avoid deep learning because they see it as innately risky behavior. More to the study, there are various ways by which to inspire your students and to encourage them to discover their limits. It is essential to start with creating a positive learning environment by setting the overall tone in the classroom. When you show enthusiasm and passion for the subject you are teaching, it can be infectious to most students who will imitate your positive behavior (Guthrie et al., 2018). The teacher must be of exemplary character to reinforce positive actions, ensure that classroom rules are detailed so students feel safe to participate and share their opinions and comments without ridicule. The teacher has the responsibility to assert his belief in a student’s capabilities rather than attaching consequences to errors. Also, it is critical to build a rapport with your students. Connecting with your students surpasses memorizing their names. Students who have positive relationships with their teachers are more engaged in learning. The students should be given a sense of control by allowing them to have some choice and control over what occurs in the classroom in order to keep them engaged as this may motivate them to do more (Ryan et al., 2017). The teacher should facilitate the conduct of group discussions about subjects that interest students to unearth their personalities. It is also imperative for the teachers to consider opening up to their students about their background and interests to show they are genuinely interested in making connections. Moreover, it is reasonable to contribute that the teacher should prepare engaging lessons by making the material fun and exciting for the students, no matter the subject covered. In other words, harness student interests. Importantly, the instructor should facilitate student activities that give insight to their interests, backgrounds and future goals. As an integral part of education, the teacher should grab the attention of his students with inspiring music, art and hands-on activities to tune them in to the curriculum. For instance, instead of a written exam, give students a list of assignments to choose from, including writing an essay, delivering a presentation and drawing art (Ryan et al., 2017). The consequence of this methodology involves, addressing various styles, such as auditory, visual and tactile, helping students to participate in ways that are most natural to them. Classwork needs to be controlled and not captured as wholly game or fun, but students who see school as a place where they can have fun will be more motivated to pay attention and do the work that is required of them than those who regard it as a chore. The teacher should start a rewards program. It is critical to subscribe that rewarding students reinforces positive behavior and students eventually internalize a desire for learning. Consider the personalities and needs of your students to determine appropriate rewards for your class. A rewards program includes giving praise publicly to students for completing assignments and being active participants in classroom activities, and sharing exemplary work. The instructor should strive to foster a friendly spirit of competition, perhaps through group games related to the material or other opportunities for students to display their knowledge. Make sure that all students get a chance to play to their strengths and feel included and valued (Yilmaz, 2017). It is also important to recognize that assigning students classroom responsibilities is another way to give students a sense of motivation. Most students will see classroom jobs as a privilege rather than a burden and will work hard to ensure that they and other students are meeting expectations. Character wise, the teacher should embolden self-reflection. Most students want to succeed; they just don’t know how. Help them figure it out. Get them to determine their weaknesses and strengths. Self-critiquing makes them feel in charge of creating their own objectives and goals (Yilmaz, 2017). Manage student anxiety by supporting your students no matter what the end result is and ensure that students don’t feel so overwhelmed by expectations that they just give up. Finally, set realistic performance goals. Students like to be challenged and will work to achieve high expectations so long as they believe those goals are attainable. Give response and offer chances to progress. Track their advancement and let the students appreciate their journey towards success. References Guthrie, J. T., Braasch, J. L. G., Bråten, I., & McCrudden, M. T. (2018). Promoting multiple-text comprehension through motivation in the classroom. Handbook of multiple source use, 382-400. Ryan, D. E., Ortega, J. C., & Carrillo, J. T. (2017). An exploration of Mexican students’ motivation in EFL classroom assessment. The Newsletter of the Testing, Evaluation and Assessment Special Interest Group, 61, 20-24. Yilmaz, R. (2017). Exploring the role of e-learning readiness on student satisfaction and motivation in flipped classroom. Computers in Human Behavior, 70, 251-260.