Motivation In Foreign Language Classroom

Additionally, the tasks need to be constructive and interlinked and provide a challenge to the students while also acting as a motivation factor. The adopting of effective teaching to match the personal strengths of the students ensures that a student’s learning outcome is achieved Holistic assessment should be encouraged to understand what the learner has captured on a learning

For students to be able to collaborate in the rulemaking process shows that their voices are not only heard but valued in your classroom, which provides them with an enriching environment. In regards to managing my classroom using rewards and punishments, I believe that they can be beneficial to an extent for students. The overuse of rewards or punishments conditions them rather than intrinsically motivates them. If students are always being punished, they are only behaving in fear of consequence. When punishments are used in moderation, students are able to comprehend the reasoning behind the repercussions of their actions, and will then be more inclined to behave based upon their full understanding rather than the superficial conditioning

(Woolfolk, 2016, p: 472) for example, in a group work in a classroom the teacher can motivate students by asking them to choose their own projects according to their desires. In this case the students will work hard to accomplish the task in a good way because they are doing something they like. Not always reward and punishments motivate the person to do thing, in Cognitive approach it’s important to seek previous experiences and the amount of information that a person has. That’s drive us to the Social cognitive theory, where important to individuals to expect the value of their goals. On other words if your expectation is high then your motivation is also high.

“Preventative discipline” involves the development of effective teaching strategies, tactics, organisation and planning by the teacher. Understanding the power of words and what teachers model to the learner Rogers terms “corrective discipline” and lastly, “supportive discipline” is described as creating a positive and enriched learning environment that also includes the student in developing resolutions to discipline issues (Rogers p. 4). However, Rogers asserts, it is the teacher’s philosophical position, both implicit and explicit, that will be

It is important to teach students about the classroom rules, schools rules, daily routines, learn to practice new skills in the classroom and out of the classroom, and now their school schedule and outside of school schedule. You want to be patient with them and be consistent and have a trusting relationship with them because, if they are suffering depression, anger issues, then they think think that the teacher is gonna failed them. It is best to have a teacher tutor them for whatever is their weakness that needs to be worked on for the children. They want to help them as the best that they possibly can to help them pass, but we want them to know that we care about who you are and we just want to help you to learn something before you move on to the next grade and for the future. All children need stability to have

Yes, lesson delivery and classroom engagement is important for students to succeed in the classroom, however, the formation of relationships with students and their families is of utmost importance. After the establishment of a sense of classroom community, “everything else begins to fall in place.” Children are engaged, they want to learn, they begin to self monitor and that’s what is most powerful. As I continue to develop my philosophies of teaching, specifically, classroom management I will bring along with me this experience and take into account Mr. Decker’s experiences and suggestions. It is important for me to recognize that being a teacher isn’t an easy job, it’s more than just lecturing students and drilling information in which I want them to regurgitate. Being a teacher is caring about the individual “whole student” their home life, their like’s and dislikes as well as their strengths and weaknesses, all in hopes of pushing each student to be as successful as

The ability for a teacher to point out a mistake, no matter how cruel, is significant to turning a student into a pristine student. If someone were to compare the two types of teachers, then the tough one would usually win result-wise. There are three actions that tough teachers would give you a hard time with, discipline, grit, and self-confidence. To begin, discipline can take you far in life. This is because it would teach you patience along with other skills that are necessary for the future.

Often times, there are multiple factors that make it hard for the student to engage; therefore, it is important for the teacher to learn both how the student is feeling and, more importantly, why they are feeling that way in order to create constructive dialogue. As Scales notes in his article entitled, “Adolescent Thriving”, having a strong sense of individual passions, positive relational opportunities, and a sense of empowerment are all indicators of the well being and community engagement of adolescents, so the teacher must learn what the student is passionate about in order to engage with them (Scales 265). The questions outlined in Michael Nichols’ work “Take Your Time-I’m Listening” such as, “what’s the thing you’re most enthusiastic about these days?”,“what dreams and ideas do you have?”,“what is it you want to contribute?” and “what do you love to do and what are you good at doing?” are crucial starting points in the process of learning about the student and his or her passions (Nichols 144). Peter Benson communicates a similar idea in his Ted talk “Sparks: How Youth Thrive.” Here, he discusses the importance of finding “sparks” within the students for them to be on the pathway toward thriving, finding a purpose, engaging, and finding human connection, empathy, and joy in their lives and the things they do. In this approach, seeing the

Self-determination theory (SDT) assumes that inherent in human nature is the propensity to be curious about one’s environment and interest in learning and developing one’s knowledge (Niemiec & Ryan, 2009). However, educators introduce external controls into learning climates, which can undermine the sense of relatedness between teachers and students, and stifle the natural, volitional processes involved in high-quality learning (Wroten, 2014). The theory identifies that students are intrinsically motivated to learn and that educators should capitalize on this desire when designing instructions. Further, SDT suggests that teachers can capitalize on internal motivation by supporting student curiosity and their desire for autonomy. If educators can find ways to support autonomous motivation in the delivery of instruction, then optimal learning can be achieved (Niemiec & Ryan, 2009).

The qualities I believe are necessary to be an outstanding teacher are leadership, content knowledge, classroom management, and the most important passion. It is important that teachers understand the content knowledge that is being taught; so they can they relay the information to their students. Classroom management and leadership in my opinion go hand in hand. As a teacher it is important to be a leader in the classroom. Students go to their teachers for guidance and support, therefore it is imperative that teachers are good listeners and display their leadership skills.