Dates TESOL Accredited

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This is how our TEFL graduates feel they have gained from their course, and how they plan to put into action what they learned:

K. L. - U.S.A. said:
Motivating StudentsThe lack of motivation can be a debilitating obstacle for english learners and teachers alike. Problems with motivation can stem from various factors including self-consciousness that prevents students from participating and lack of interest in the language. Learning a language can also often seem a daunting task. The patches of frustration students feel can easily transform into a lack of motivation. Teachers must be sensitive to this and take measures to motivate their students throughout any TEFL course. Motivation is a tricky quality to pin down as it can manifest differently in students. John T. Guthrie states that motivation is not limited to “having fun” while learning, but any range of “values, beliefs and behaviors” (Guthrie, 177). When students are motivated they have an internal drive to succeed in learning. This quality shines through the way they conduct themselves and complete their work. Young learners often have an innate curiosity that motivates them to discover language, but can lack the drive to come to class if they are forced to go by their parents. Motivation is often a clear contributor to the success of students in english speaking countries and adult learners. Students who seek one on one sessions are also often very motivated. Guthrie also lists the three main aspects of motivation as “interest, dedication and confidence” (Guthrie, 178). A teacher cannot expect the class to be interested in the material. Even students who want to be in class and improve their skills can lose interest in seemingly infinite vocabulary and grammar points. Instructors must put forth effort to create engaging and fun lessons that are relevant to the students. By incorporating topics that already interest the students, teachers can work the language in organically. It is important to note that topics are not usually universally entertaining. Teachers must be flexible to adjust lessons and supplementary materials to interest groups ranging from small children to established business men and women. Similar to motivation, dedication is a driving force behind the efforts of students. Dedicated students do not need often reminders of why they are taking a course. This quality prevents learners from giving up on challenging questions and letting fatigue limit their study time. Students with a strong dedication to learning english will continue learning outside of the classroom. It is important for teachers to recognize and award dedication, but not to expect all students to demonstrate this quality in the same way. Some students may have different reasons to show (or not show) dedication in their studies. It is also possible for one student to begin a course with a strong sense of purpose and lose sight of it later. Other students might find that their dedication grows as their skills develop. Confidence is a crucial aspect to motivation. Students of language often tread on dangerous territory between having fun and feeling humiliated. Teachers must be sensitive to students and refrain from placing students in potentially embarrassing situations. Instructors can take various steps to allow students to feel comfortable and grow more confident in a class. Organizing the classroom can be the first method used to create a safe environment for the class. Pair and group work is another way to allow students to familiarize themselves with new words and patterns in a non-stressful manner. Teachers can help their student’s confidence levels improve by focusing on the good and making sure that all of the materials are at the appropriate level for the class. Motivation rests on a tripod with legs of interest, dedication and confidence. A combination of these elements is needed to maintain a strong sense of motivation. It is also a blend of efforts between students and their instructor that result in this quality. Additional source: Guthrie, J. T. (2011). Best practices in motivating students to read. In L. Gambrell & L. Morrow (Eds.), Best practices in literacy instruction (pp. 177-178). Retrieved from