Khmelnytskyi National UniversityFebruary 21, 2012

Carol HaddawaySr. English Language Fellow

Ukraine, 2011- 2012

Motivation in the language classroom Classroom Interactions Role of teacher Role of students

How to create the intangible sparks of energy

that kindle the flames of learning

Learners mingle

Learning should be fun and any motivation problems that may appear should be ascribed to the teacher’s attempt to convert an enjoyable activity to drudgery.

Think Pair Share 1. individually think about the topic 2. pair with another student to discuss it 3. share their thoughts with the class

School activities are inherently boring and unrewarding, so that we must rely on extrinsic rewards and punishment with a view to forcing students to engage in these unpleasant tasks.

Think Pair Share 1. individually think about the topic 2. pair with another student to discuss it 3. share their thoughts with the class

Establish rapport with your students◦ Show interest in each student as a person◦ Give feedback on each person’s progress◦ Elicit students’ ideas and feelings◦ Value and respect what students think and say◦ Laugh with them and not at them

Balance praise and criticism

Increase student motivation

Make learning meaningful◦ Appeal to students’ interest, academic, and

career goals◦ Attempt to anchor a new topic or concept in

students' existing knowledge and background so that it becomes associated with something they already know.

◦ Avoid pitfalls of rote learning – too much grammar explanation, too many abstract principles and theories, too much drilling and/or memorization, activities whose purposes are not clear

A: Is there a chair in your bedroom? B: Yes, there is. Is there a table in your

bedroom? A: No, there isn’t. Is there a TV in your

bedroom? B: No, there isn’t. Is there a mirror in your

bedroom?Are students exchanging real information that

is meaningful about their home?Is this an authentic situation or only in the

English classroom?

The Chipotle Story – How it all started

2 minute video

http://www.chipotle.com/en-US/fwi/videos/videos.aspx?v=5

Not because you wish to become bilingual or love English, but knowing English is like possessing the fabled Aladdin’s lamp, which permits one to open the linguistic gates to international business, technology, science, travel, and higher education.

(Kachru, 1986)

Instrumental motivation – a real need for the language for study or work

Intrinsic motivation – enjoyment in learning the language

Integrative motivation – a desire to be involved with native speakers of the language and their culture

Students vie for the teacher’s attention and praise OR

(drop their heads as if the teacher had asked a difficult question?)

The teacher provides

information,provides

directions, & introduces the

topicThe teacher asks a question

Students who wish to respond raise their hands. T calls on one student. The S attempts to state the correct answer .

The teacher reacts to the

student’s answer and provides

feedback.

“For good health it is important to

be active, eat healthy food, and

exercise daily."

“Do you agree? But what else do we need for good health? “

“Yes, I agree, but I also think we need a good night’s sleep. .

“Terrific, can anyone else

add to Ania’s response?”

What is the important information I am trying to convey?

What must the students know if they are to complete this activity successfully?

What information do they need first? Next?◦ Keep them as simple and clear as possible◦ They must be standardized

Check for understanding/comprehension◦ Ask a student to explain, demonstrate,

paraphrase◦ Ask a student to translate to the L1

You start. Let’s start.

I’ll be…you be…

It’s my turn. It’s your turn.

Who’s going to begin?

Which role are you going to take?

Whose turn is it?

I think we are finished.

What should we do?

Copyright © Cambridge University Press

Pre-Task: T outlines situation and gives instructions, followed by a comprehension check and demonstration. Students break into groups.

Task: LLs work in pairs or groups. T monitors, notes problems and helps where necessary.

Post-task: T signals to end the task and does a post-task check.

Follow-up: T deals with error-correction if necessary.

(Davies, 2000. p. 126)

Students don’t want to use English in class when they can say the same thing faster in their own language. What do teachers do if students don’t want to speak? How is translation used in the classroom?

Numbered heads together Groups of 4 – T numbers each student: 1,2,3,4 T asks the question above T tells students to ‘put their heads together’ to make

sure that everyone on the team knows the answer. T calls a number 1,2,3,4, an students with that

number can raise their hands to respond

Situation Metaphor

Traditional Classroom ALM – memorizing Communicative

Classes◦ Require unplanned and

spontaneous management skills

◦ Should the teacher answer, postpone, or dismiss a question?

‘Jug filling mug’ with grammar rules & vocabulary

Conductor

Chessboard – teacher is “the most powerful single piece” on the board◦ Responding to students’

spontaneous questions◦ It’s okay to say

“I don’t know” “Let me look that up”

Approach 1: Teachers…

1. Are expected to have all the answers.

2. Are expected to suppress emotions.

3. Reward students for accurate problem solving.

(teacher-centered)

Approach 2: Teachers…

1. Are allowed to say “I don’t know.”

2. Are allowed to express emotions.

3. Reward students for innovative approaches to problem solving.

(learner-centered)

Teacher behavior is a powerful ‘motivational tool’ (Dornyei, 2001)

An enthusiastic teacher conveys commitment to and interest in subject matter◦ Students adopt cues on how to behave

Establish a relationship of mutual trust and respect with the learners. How? talk with them on a personal level

Awareness of what students are doing and feeling

‘the teacher’s primary responsibility is response-ability’!

Self-awareness to gain an understanding of how our students see us.

Teaching style (personality style)◦ Formal, reserved, open, dramatic, emotional,

moody, serious, permissive, humorous, shy

Shy-----------------------gregarious Formal-------------------- informal Reserved----------------open, transparent Understated-----------------dramatic Rational-------------------- emotional Steady--------------------- moody Serious---------------------humorous Restrictive------------------permissive Where do you place yourself on this

continua?(Brown, 2007, p. 251)

Rate yourself on the continua of teacher styles

Shy 1 2 3 4 gregarious

1= very much 2= somewhat 3 = somewhat 4= very much

Approach 1, Students…

1. should speak in class only when called on by the teacher.

1. expect the teacher to show them “the way.”

(teacher-centered)

Approach 2, Students…

1. are encouraged by teachers to volunteer their thoughts.

1. are expected by teachers to find their “own way”.

(learner-centered)

1. Participate and cooperate with others in classroom activities; interact in each class.

2. Risk making mistakes. Try out, experiment, and be creative with the language.

3. Use classroom language appropriate for interaction in pairs, small groups, and whole group interaction.

4. Ask for help and correction.

Visual Learner - learns best by seeing things. For example, he learns better by reading text than from listening to lectures.

Auditory Learner - learns best when he hears. When memorizing, this learner is better able to memorize passages from listening to them, than by looking at them.

Kinesthetic Learner - learns by doing. (Typically involving physical, bodily movement)

Sensory Learning Styles are most commonly referred to regarding discussion of learning styles

“It’s not how smart you are but how you are smart” - Gardner

Students Teachers

Be involved Feel comfortable while

involved in intellectual activity

Listen to one another as well as to the teacher

Be in general control Allow and encourage

originality in students Look “relaxed and

matter-of-fact…giving information about…appropriateness or correctness… rather than criticizing or praising.”

(Stevick in Lewis 2002)

Powerful curriculum all planned and ready to go - meaningful, useful, relevant, with opportunities to be creative and emotional

Prerequisites are in place - teacher and students are in relationship with each other, as are students with students

Parameters are clear at all times - general and specific ground rules, procedures, and directions

Participation is expected and nurtured - students are actively engaged and on task; direct instruction provides for student involvement

Positive attitude - teacher models a positive mental attitude towards students and classroom activities

The aura of creativity sparked by the interaction of students

Teacher is key and can accomplish this by overtly manifesting this through

Solid preparation, confidence in your ability to teach, a genuinely positive believe in your students’ ability to learn, and a sense of joy in doing what you are doing.

Brown, H.D. (2001). Teaching by principles: An interactive approach to language pedagogy. Longman.

Bilash, O. (2010). Classroom language. In Improving second language education. Retrieved from http://www2.education.ualberta.ca/staff/olenka.bilash/Best%20of%20Bilash/ classroom%20language.html

Davies, P. (2000). Success in English Teaching. Oxford. Farrell, T. (2006). Succeeding with English Language

Learners. Corwin Press. Or, J. (1999). Growing Up with English. Office of English

Language Programs, U.S. Dept. of State. Thanasoulas, D. (2002). Motivation and motivating in the

foreign language classroom. The Internet TESL Journal, VII (11).

Thaine, C. (2010). Teacher Training Essentials. Cambridge. Ur. P. (1996). A course in language teaching practice and

theory. Cambridge.