MOTIVATING STUDENTS

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http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/motiv.htm

GENERAL PRINCIPLES OF MOTIVATION

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http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/motivate.htm

LESSON PLANNING PROCEDURES

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http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/lesspln1.htm

CLASSROOM MANAGEMENT. Teacher’s concerns:

Language teachers are familiar with the intended outcomes of communicative Language teaching, namely, for students to use the new language in speech and in writing for a variety of purposes and in range of contexts.

Teachers also have access to many textbooks setting out activities for doing this. What they often struggle with in their own classes is how to manage classroom learning to achieve these ends.

The following comments are grouped into three broad categories: motivation, constraints, and the teacher’s role.

Some teachers are concerned about student’s motivation:

• Students are learning English because they have to. It makes motivation really difficult for the teacher.
• Students do not want to use English in class when they can say the same thing faster in their own language. What do other teachers do if one or two students refuse to speak?

For other, constraints are things that teachers believe are stopping them from managing an ideal learning atmosphere:

• How can we organize group work when the desks are all fixed to the floor in rows?
• Our classes are huge. Whenever I organize tasks, things get messy, such as some students finishing ahead of the others and wasting their time.
• How do experienced teachers manage when all the students are at different levels?

Finally, some comments relate to new roles for teachers in language classrooms:

• In schools the tradition is for teachers to be at the front by the board all the time, but now it is supposed they walk around the room. How could we keep control if we did that?
• We were trained to teach in a traditional way and now the government has decided to introduce Communicative Language Teaching.

HOW TO PLAN A LESSON. THIRD STEP: Evaluating the plan.

The final part daily lesson planning happens after the lesson has ended (although Brow, 1994, reminds us that evaluation can take place during the lesson too), when the teacher must evaluate the success (or failure) of the lesson.

Ur (1996) says it is important to think after teaching a lesson and ask “whether it was a good one or not, and why”. This form of reflection is for self-development.

Of course, both “success” and “failure” are relative terms and their definitions will vary according to each individual teacher´s and student´s perspective.