experience can be a contributing factor to behavior, motivation, self- esteem, and general academic performance. A good classroom manager recognizes that her role is not just as the facilitator of knowledge. She understands that she is also responsible for a safe, supportive atmosphere, and consistent feedback. The encouragement of students to be active learners who are challenged to deepen their own thought processes, are integral in classroom procedures. She is also proficient at emphasizing collaboration
solve riddles and tell jokes. The atmosphere in the classroom has changed and students are very eager to participate in the activities the teacher has prepared. My thesis is that riddles, jokes and other similar activities can be found in modern English coursebooks for Slovenian primary schools, in order to motivate students intrinsically in to learning
learning motivation Human being is dynamic. He frequently seeks for a progress in every part of his life. Learning is one of those parts. Learners attempt to improve their learning process all the time. In doing so, they need motivation. The question is how this motivation takes place. Interaction in the classroom is one these factors. This interaction may be between the teacher and students or between students themselves. For instance, Morgan (1997) achieved a high level of motivation in the teaching
Classroom management has always been a key concern since it plays a vital role in keeping students “organized, orderly, focused, attentive, on task, and academically productive” during a class ("Classroom management," 2014). With effective classroom management skills and techniques, a positive and safe environment is created, thus learning can take place and students can be more engaged. Gallup (Gallup, 2013) states that students who are more engaged behaviorally, cognitively, and/or emotionally
Introduction Motivation is the most imperative issue that educators can target in order to improve learning. Many theories have been recommended to explain motivation. However each of these theories has some truth, no single theory looks to sufficiently explain all human motivation. The fact is that human beings in general and students in particular are complex creatures with complex wishes and needs. With look to students, very little if any learning can occur unless students are motivated on a
to grasp the language. It is pertinent to know how children’s literature have been implemented into classroom and its pedagogical benefits. This paper expose some studies that show how teachers in development have used stories to help kids to learn English by developing language skills (Porras, 2010), and why many of the stories for infants are useful tools to activate students’ motivation and facilitate learning of a foreign language (Abu Rass and Holozman, 2010).
that immersion, motivation and self -study are the most important factors which are responsible for successful second language acquisition. This study was also supported by Malaka (2001, cited in Golam ,2012) who investigated the factors affecting the teaching-learning English at high school level in Brazil, the overall results of studies indicated that the teaching-learning process is affected by motivational factors In his studies, Krashen (1981) also highlighted that motivation, self-confidence
Wong & Wong also address the importance of assessment, asserting that objectives should determine tests, not the other way around (p. 246). This directly corresponds with standard 6(c), which states that teachers should design assessments that “match learning objectives” to limit biased
Causes of Low Motivation to Learn English Language Elementary Students The cause of low motivation to learn English language elementary students is as follows. 1. The presumption that English is a complicated and difficult language. Most students consider English difficult and complicated, especially for beginners. If the submission of English material is less interesting, students will find it difficult to follow the learning from the teacher. 2. Students lack sympathy for teachers who teach English
and face-to-face communication. In the case of Taif university branches, students do not practice adequately spoken English inside classrooms let alone outside