Motivation for English Teachers!!

1. Motivation for English Teachers!! What can we do?

2. Today’s Outline • What Motivates You to Teach? • ‘You might be a teacher if’..activity. • Discuss Scenarios • Motivational ideas • Formulate Action Plans • Feedback

3. Why discuss Motivation? • Being intrinsically and extrinsically motivated increases job satisfaction. Motivation has a crucial role in the job of teaching. • Motivation is a two-way street. Both teachers and students need to travel on this street. • Teachers are the leaders – it has to start with us!

4. Intrinsic Internal desire to educate people Self-respect of accomplishment and personal growth Seeing learning happen - Responsibility Extrinsic Salary Job Benefits Physical conditions Teaching/on-campus hours Recognition Types of Motivation

5. Examples…

8. A Quick Definition • Motivation is defined as "some kind of internal drive which pushes someone to do things in order to achieve something" • (Harmer, 2001:51).

9. What Motivates You to Teach? • Groups of four. • Discuss the worksheet. • Try to write one new reason you teach in space number 20. • We will discuss this in about 10 minutes.

10. You might be a schoolteacher if… • You have no time for a life from August to June. • You want to slap the next person who says, ‘Must be nice to work from 8-3 and have two months free!’ • When out in public you feel the urge to talk to strange children and correct their behavior. • You refer to adults as boys and girls. • You encourage your spouse by telling them they are a ‘good helper’.

11. Meeting a child’s parents instantly answers the question, ‘Why is this kid like this?’ • You believe ‘extremely annoying’ should have its own box on the report card. • You know a hundred good reasons for being late. • You don’t want children of your own because their isn’t a name you can think of that wouldn’t elevate your blood pressure.

12. Positive or negative sentiments? • You have no time for a life from June to August. becomes • You feel strangely lonely and lethargic during school vacations.

13. You might be a teacher if…Brad’s ideas • You feel more comfortable in front of a group of 30 students than you do at family gatherings. • You’ve actually seen a dog eat a student’s homework. • You can’t wait to have children because you are sure you can raise ‘perfect children!’ • You believe ‘makes me laugh’ should have its own box on the report card. • We don’t actually have two months vacation, we have two months to replenish our stock of life experiences to share with our students!

14. Now its your turn… • Groups of four • Brainstorm a list to complete the sentence, ‘You might be a teacher if…’ • Present your top five to the group. • You will have ten minutes to generate and revise your list.

15. Have you ever had teacher burnout??!!

16. Swimming with the sharks….

17. Why do we get de-motivated? Lack of intellectual challenge is another de-motivating factor. Without discovering and acquiring new knowledge, skills and abilities, many teachers teach the same subject so they can "lose spark" (Dörnyei, 2001a:169).

18. More de-motivation… • Restricted autonomy is believed to be one of the negative influences on teacher motivation. Nationwide standardized tests, national curricula, and general mistrust reflected by the increasing administration demands are in this group.

19. Scenario Activity • Groups of four. • The presenter will pass out the scenarios. • Read and discuss the scenario according to the guidelines on the worksheet. • Present a one or two minute wrap-up of your discussion. • You will have about twenty minutes for this activity.

20. Staying Motivated!

21. Staying motivated…some thoughts. • If you’re not planning, who is? • You can push, just don’t break your students! • If you have the choice, go with trust. • Think business…every now and then… • Relax…let things happen in the classroom…lay off the ‘teaching’. • Remember: Rome wasn’t built in a day. • Let them surprise you! Challenge students.

22. More motivation ideas • Teach what you know (and are interested in) • Right idea, wrong time…How about now? • Leave the door open…Invite visitors to your classroom. • Beware of office politics! • Teach something you know nothing about. • You have more than you think…look around.

23. Caring: Student Need #1 • If you’re going, do something! • Design a new worksheet. • Learn about where you are. • You don’t always get what you want – you get what you need! • Don’t live in your classroom (office) • Demand excellence – You get what you expect. • Discipline with a smile – Never let ‘em see you sweat!

24. Sit around – the value of the tea curriculum. • Design mutually inclusive program goals. • Get to know one student today. • If you don’t ask, you don’t get. • Share – what goes around comes around! • Play ball – get some exercise. • Nobody ever washed a rental car – giving and accepting responsibility

25. It pays to advertise – let people know what is happening in your classes. • Good feedback is hard to come by – appreciate it. • Ok…every now and then think about changing lives…

26. Closing Thoughts… • Staying motivated is not automatic for most of us. • There is no ‘one size fits all’ method to staying motivated. • Staying motivated takes work. • Staying motivated takes commitment. • Staying motivated takes critical thinking. • Staying motivated is possible!!!

27. Happy Teaching!

28. Supplemental Research Based Ideas

29. Teacher Motivation Guidelines • According to Hawley (1985:58), in order to increase teacher competence, career ladder plans should be done. There are some principles to be designed for career ladder plans.  These are: - For high performance, economic rewards are important. - In order to keep higher levels of pay and status, teachers carry on showing high performance. - There should not be any competitive rewards which can discourage peer interaction and social approval, important to effective teaching. - Fair and predictable assessment measures should be used.

30. Hargreaves (1998:850) states that the following suggestions are important for positive emotions: • The centrality of the emotions to the processes and outcomes of teaching, learning and caring in schools must be honored and acknowledged by the discourse of educational reform. • Government and other reformers should work together for the sake of the emotional dimensions of teaching and learning into learning standards or curriculum targets for students and into professional standards or competencies for teachers and administrators regarding the content of educational reform. • Checklists, targets, meetings and paperwork should not take too much of the teacher's time.

31. Government and other reformers should work together for the sake of the emotional dimensions of teaching and learning into learning standards or curriculum targets for students and into professional standards or competencies for teachers and administrators regarding the content of educational reform. • Checklists, targets, meetings and paperwork should not take too much of the teacher's time.

32. Teacher Motivation • Johnson (1986:55) states that there are three theories of motivation and productivity that teacher motivation is based on: - Expectancy Theory: It is probable for a person to struggle for work if there is an expected reward such a bonus or a promotion that is worth working. - Equity Theory: Unfair treatment for their efforts and achievements makes individuals displeased. - Job Enrichment Theory: The more varied and challenging their work is, the more productive employees become.

33. - the school’s general climate and the existing school norms; the class sizes, the school resources and facilities; the standard activity structure within the institution; the definition of the teacher’s role by colleagues and authorities; - general expectations regarding student potential; - the school’s reward contingencies and feedback system; - the school’s leadership and decision-making structure (Dörnyei, 2001a:161). The following factors affect teacher motivation:

34. Professional Development and Motivation - increasing the kinds of courses taught - helping to develop curriculum - becoming a student consultant / advisor - being responsible for developing new courses / programs - making conference presentations / preparing professional publications - managing teacher-training workshops