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  • The students have to believe in what they're doing. If they don't believe that there's

  • a purpose to what they're doing, if they don't believe there's an overall goal to what they're

  • doing, then they stop seeing the point.

  • If you can say, okay today we're going to do this, this is our objective, these are

  • the reasons why were going to be doing this, this is how its going to affect your long

  • term success etc. etc. you're on to a winner.

  • Show them where they're going to be by the end of the course and they have to believe

  • in that goal and believe that it's valid for them.

  • I would suggest trying to avoid activities where the only purpose is to practise the

  • language.

  • Never go into the class and say, "Okay today we're going to do page 72 of the coursebook".

  • Page 72 - what is that? I don't understand what that is. If you don't know what you're

  • doing and you don't know why you're doing it, you've got no chance whatsoever of motivating

  • your students.

  • Even if they know it's good for them on an intellectual level, on an emotional level

  • I think they lose that motivation to put the extra effort in.

  • This might just be a question of tweaking the instructions for a standard coursebook

  • activity. For example instead of giving the students a list of discussion questions with

  • no particular outcome, you could try getting them to rank opinions in order or choose the

  • opinion they agree or disagree with the most. Changing the activity in this way does make

  • it a great deal more intrinsically motivating.

  • They all come to class motivated in the sense of wanting something, whether it be wanting

  • to meet up with their friends or talking about their favourite topic or even wanting to achieve

  • certain things using the English language, and we should tap into all of these motivations.

  • Find that. Find out what the students want to do, find out what they're needing English

  • for and tailor the lessons to suit them, suit their needs and their wants. And I believe

  • that way we're bringing out the motivation that's inherently in the student rather than

  • trying to bring in, you know, tried and tested methods and games and cut-up pieces of card

  • just because it's worked for you in the past.

  • We can vary activity type and we can also vary the dynamics in which that activity takes

  • place. By dynamics I mean sometimes people can be working alone, they can be working

  • in pairs, they can be working in groups.

  • I like to create situations in class where maybe we've done the introductory part of

  • the lesson and then I have a choice of tasks for them to do. Or even at the start of the

  • lesson a choice of topics that we could look at today.

  • Teaching and learning is a step by step incremental process and very often it's difficult to see

  • the progress that's been made.

  • And I think there are a variety of ways we can do this. So for example blogs and wikis

  • and Evernote can be a very useful tool for storing up learners' work over a period of

  • time. And then this can then be reflected on as time progresses so that the learners

  • are able to see what progress they're making. Also recording learners towards the beginning

  • of a course and then later on, perhaps during the middle and then at the end, and then these

  • recordings can be compared to see what progress has been made.

The students have to believe in what they're doing. If they don't believe that there's

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A2 初級

先生トーク - 生徒のやる気を引き出す (Teacher Talk - Motivating students)

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    VoiceTube に公開 2021 年 01 月 14 日
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