The Impact Of ESL Teacher Motivation

A widely observed behavior in students is their decrease in motivation. Many will label students as being ‘lazy’ or ‘careless’ with their work when in reality multiple factors are influencing their motivation to do well in school. Two kinds of motivation, intrinsic and extrinsic, are the primary influences on how students behave in school. Intrinsic motivation is very important because it is what makes students want to learn more because the reward is self-satisfaction and enjoyment in the tasks they are doing. If a student is more motivated by extrinsic motives it means they are working by external pressures or constraints such as grades. These students will tend to show more signs of extrinsic motivation, which in turn decreases intrinsic motivation. This decrease in intrinsic motivation is what sets many students apart from their seemingly more successful peers. In a study done by Henderlong and Lepper in 2002, it was shown that too much focus on extrinsic values leads to an overall decrease to perform in school because the intrinsic motivation has decreased. This also shows that intrinsic motivation is in fact what leads to students being motivated in school and in the classroom. Overall, intrinsic motivation is crucial to student wellness in terms of behavior, academics, and emotional wellbeing. Authoritative figures in the classroom such as teachers have the most influence on student motivation whether they are aware of it or not. This being said teachers

According to Seyfarth (2008) “all of the actions of a human being originate from inner motivation” (p. 81). Therefore, teachers need to reflect on their beliefs about education in order to keep motivated and teach effectively. This paper will present my own personal practice theories and beliefs about the learner, the teacher, and the subject matter. As well as to analyzing the importance of the classroom climate, the parents, the school leadership team and the principles of learning.

Teachers make students motivated by used many teaching strategies. Also by using scaffolding and making sure the challenges are achievable to the student. Lastly, experience shapes motivation to learn. We are not realizing it is more important to focus on, “how,” the student is learning, rather than, “what,” they are learning. Students more eager to learn perform higher in reading a math. A teacher can help motivate students by forming a rapport with them, working with families, and using various teaching methods.

My research for this topic consisted of observations within different school districts in the Houston area, articles which exposed me to new ideas and a strong base of information from my own personal experiences. As an outcome of these research fountains, I will focus on three important points which come together in a student’s motivation and willingness to learn a foreign language. I will focus on the benefits

The purpose of the FBE is for me to become aware of the variety of strategies that can be used to motivate students to engage in learning activities. I have observed the types of motivational strategies used by the classroom teacher and the effect of the strategy on student behavior. The different motivational strategies described in the article Classroom motivation: Strategies for first-year teachers by Timothy Newby are, attention-focusing, relevance, and confidence building. Attention-focusing strategies are those that not only focus attention, but also sustain it by responding to the sensation-seeking needs of students. Relevance strategies emphasize answering questions that make the task seem relevant to the students’ lives. Confidence-building strategies focus on helping the students view the task as challenging but accomplishable. All three strategies mostly concentrate on a specific task indicating intrinsic motivational orientation.

What makes us learn? Some of us may be motivated by tradition and others by incentives to name a few. Motivation is a key player in what keeps students alert. As educators, we must use motivation to our best advantage to achieve the best results. Take literature for example which many students may not enjoy reading. So how do we keep the students engaged in reading which will greatly increase their comprehension? We may choose a reading topic that may be of interest to the students or allow them to pick their own books. In the end, we want our students to walk away with the best education possible. It is not only for the sense of raising our self-esteem as educators, but raises the student’s level of self-efficacy which may lead to success.

This document will focus on the perceptions of teachers who teach English Language Learners (ELL). The discussion will center on three theories that interrelate through the examination of various articles on the research on teachers’ instructional practices, perceptions of students and classroom experiences that contribute to motivating English Language Learners to pursue a college education. At the same time, the articles will be analyzed to identify correlated theories that can be use as guidelines for building the foundational framework for the proposed research study. Finally, the summary will discuss the potential contributions that such a proposed research study can contribute to the knowledge base in this field.

Thirdly, the teacher is a motivator. Not only the teacher fuels student’s intellectual desire and curiosity,

Teaching language is noted as one of difficult activities for teachers. It is therefore very necessary to device the right techniques and strategies are for effective delivery of language instruction especially in English. The popularity of English language is well acclaimed all over the world, therefore there is the need for teachers to teach and arouse students’ interest in order for the objectives of the lesson to be achieved in the classroom. Usually due to the difficulties in learning, English language can make students lose their interest especially when there seems to be conflict between the students’ perceived objectives of the language learning and the curricular objectives. Interest is one of the strongest motivations for learning English. Motivation has long been identified as one of the main factors affecting English language learning (Gardner, 1985). Parsons, Hinson and Brown (2001) define motivation as an important component or factor in the learning process. Learning and motivation have the same importance in order to achieve something. Learning makes it possible to gain new knowledge and skills and motivation pushes to go through the learning process (Wimolmas, 2013). Ellis (1997) stated that as teachers, there is the need to explore more fully the factors that are involved in motivating students to perform tasks well because this is something that teachers have some control over. Such factors include the opinions of students and teachers about the

Learning is so important to every people in the world. Learning is very important because when, we learn we get new knowledge in order we can know about everything that we do not know. There are adage that said learn until the grave, that is means if we can learn whenever from born to die. The formal educations where place we can learn are preschool, kindergarten, elementary school, junior high school, senior high school, and university.

Effective teaching is more than just helping students to become knowledgeable and skilled. It helps to make certain that students absorb information in a way that shows the student has a full understanding of the information that is being learned. “Teachers can have great influence in creating opportunities for students to engage in learning…” (Wery and Thomson, 2013). Teachers put in all the time and effort needed to help a student be their best. Effective teaching is teachers who put together games and tutor students in their free time all so students can achieve great things.

validate this study, this article was examined with the use of another educational article Tasdiq Nomaira Alam, an educational lecturer, and researcher, known for one of the best coordinators at IIUM. Alam believes that the use of in-depth small group observations and unique classroom techniques validate the essence of not only motivating students, but certifying the leading cause as to why secondary students are motivated.

The results of the current study suggest that there are various responses given by the teachers. 10 teachers were selected from two schools and participated in the interviews were taken place. When asked the teacher’s what the outcome of their expectations are on the student’s motivation, five of the teachers responded by saying that they think that high expectations are important, because they thought that it will increase and have a bigger impact on the students. Three of the teachers responded in saying that teachers should not have expectations that are too high as it may demotivate students if the expectations are not at the right level for the students. Also 3 out of the 10 teachers also responded that teacher expectations are not important as students should take responsibility for their own learning and achievement.

The amount of stress perceived by EFL/ESL teachers can have different origins affected by numerous internal and external factors. Therefore, an attempt will be made to highlight the most important stress provoking factors which can give a better insight for the professionals in the field to tackle the problem more effectively. Finding the sources of stress can help the stake holders to provide the teachers with useful tools in addressing the problem and ease the way of learning and teaching for the bulk of teachers and their clients.

Motivation affects nearly 75% of K-12 learners in education. It is a problem that effects students' learning ability, causing them to detach from the classroom setting, which later results in failure on standardize tests. Motivation is very essential in education. It implicates the reason of a child's actions and behaviors in a particular way. The theoretical background for this study centers around ways students' interest level arises and fails, and what strategies and activities motivates them when learning. Educational researchers pronounces that students are motivated in education, proving that they learn best when they take lead of the academic curriculum. By taking lead of the academic curriculum give students the opportunity to