In this post I am going to attach a graph illustrating how motivation evolves in a class. Students may start their classes more or less motivated and energetic, but this rhythm usually drops throughout the lesson (or throughout the term or the year), as they can feel tired or frustrated. Finally, motivation starts to grow again at the last attempt to end the course. To avoid the fall of motivation, which is quite important in the learning process, the teacher must look for innovative and creative options that draw students' attention, depending on their needs and interest, so the line does not vary significantly.
Mark your own motivation stages during this lesson (and the reasons why)/give a score of motivation during this lesson. On the Y axis ( from one to ten, on the “x” axis (beginning …….. body ………….end).
Now I am going to quote an example of a proper English
class that can be quite helpful:
"Proper classroom explanation is
needed by the teacher, so the students can well understand what is expected of
them (Harris). In the ESL classroom this is more apt to create anxiety because
the explanations are given in another language that takes even more effort by
the students to comprehend than their own language. A well-planned lesson is
essential. The teacher must be creative and flexible. Depending on the nature
of the class and the students' levels, the dynamics of the class must be
appropriate. I teach a first year high school class of 12 boys who are very
energetic. I can generally teach at the i+1 level, a little above what they
already know. But sometimes when they don't understand, I have to change gears
and think of another way as to not lose the energy of the class. I also teach a
class of 12 second year boys who are not energetic at all. The lessons must be
very simple, yet fun and interesting, with a lot of changes from a writing
exercise, to a speaking, a listening, back to writing, and so on, all in the
same class. The students' span of attention and levels are lower, so if
something is a bit challenging they don't have what it takes to do it. Unlike
the first year boys who enjoy challenging materials and will try harder to
understand some things on their own. The type of student I am trying to mold is
one who, when faced with something he doesn't understand, will say "Hmm, I
think I know what he means, I'll give it a try", instead of "I didn't
understand, I can't possibly start this on my own." (Source: http://iteslj.org/Techniques/Lile-Motivation.html).
