Chapter 7. The teacher's palette
Upon facing a classroom, each teacher has one mission – to spread the intended message, which is often only linked to the contents related to the subject they teach. However, few people realize what exactly goes into preparing a lesson and successfully having an entire class of learners with their eyes glazed with curiosity, enjoyment, and amazement by what the lesson adds to their days.
In fact, one of the keys to capturing a classroom's attention in the most fruitful way possible is to focus on developing a motivating setting in the classes, enabling the students to make the most of them and absorb the knowledge in a much more effective manner than if they weren't motivated at all. This view was unusual among teachers just a few decades ago, as students were perceived as individuals who needed to remain still and quiet, with their only purpose being memorizing what was taught in class. The teacher's role didn't matter; they had to do well regardless.
Nowadays's reality mostly differs from these past views, since teachers now consider motivation an essential part of the learning process, and attempt to captivate their students' attentions while delivering a lesson. Regarding this topic, one can find numerous authors who support this belief. Among them, Dörnyei et al have compiled several studies into an insightful book called Motivational Dynamics in Language Learning, which led the authors to some conclusions about which strategies can successfully motivate a group of students. One of the main aspects further developed in the book refers to perceiving motivation as a means of not only lifting students' self-esteem and excitement toward the class but also providing them with a clear path to pursue – therefore, opening a clear link between motivation and success. This way, learners are more prone to feeling a desire to achieve goals, perform better in tasks, and engage in the learning process, since they will be doing so with clear objectives in mind.
Similarly, Gilbert (2002) stresses the importance of the students' part in this process, stating that teachers must emphasize to their learners how developing a growth mindset can have a positive effect on their learning; that is, by encouraging them to pursue their ambitions and goals, and simultaneously inspiring them to believe in their potential, teachers are opening room for success in their classrooms. Therefore, motivation is a two-way road, where teachers should be able to provide a learning environment with all the conditions to captivate the learners into the subject at hand, and students themselves must be capable of setting clear goals. Such efforts can boost their energies and fulfill their personal ambitions, leading them to feel more accomplished and satisfied.
Dörnyei et al (2015) also elucidate the risk of sprouting language anxiety from not encouraging them while working on students' second language skills. This type of anxiety is described as "situation-specific anxiety, in other words, repeated momentary experiences of anxiety (state anxiety) linked to the context of language learning in particular." However, this can be prevented or surpassed, further confirming the essential nature of maintaining a cheerful, reassuring atmosphere in the classroom. So, instead of focusing the L2 education process around failure, teachers should face this element as 'feedback' or 'learning,' choosing to have a healthier and lighter perspective on mistakes and their correction (Gilbert 2002).
In fact, despite many teachers’ beliefs, when analyzing Gilbert's reflections, we see that "fun" is not only useful in the classrooms; it is an integral part of learning. This occurs with many more positive emotions since students are more prone to learning something if they feel emotionally connected to it. Thus, it's vital to keep emotionally connecting the students to the language learning process. This also includes prioritizing the development of a sense of self-esteem and self-confidence among students.
As a student, I've had many distinct teachers who approached the classroom in all manners. Regarding these readings, I was brought back to my Spanish classes, some of the most fun and rewarding hours during the stressful weeks of University a couple years ago. Apart from being an excellent instructor, our teacher always made sure that our Spanish class was a space where we could learn and have fun simultaneously. It was clear that she put extra effort into planning the lessons, always coming up with creative ways of making us learn - and, as effective as it was, it makes me feel inspired to put the same amount of effort and care into my future lessons and students whenever I remember those times. Fortunately, I've had (and still have) several teachers who deliver their lessons in a motivating and dynamic way, demonstrating the true meaning of the books that reflect on the meaning and outcome of implementing motivation in the classrooms.
As a final reflection, it’s crucial to always remember that teachers should keep asking themselves, “What can I do differently?”, “Which strategies worked/didn’t work?”, “Which ones should be developed?” – something that, as a future teacher, I hope to persistently keep in mind. I aspire to respect my learners' space to make mistakes, letting them learn without worrying about being right or wrong. I'll try to insert fun moments in my classes and praise cooperation and patience, creating a pleasant and relaxing atmosphere.
One might argue that editors and authors such as Dörnyei et al. (2015) and Gilbert (2002) spread valuable yet utopic ideas and strategies for implementing classroom motivation, tending to be unrealistic regarding rebellious and uninterested students. Despite such opinions, it's important that teachers, above anything else, believe in each of their potentials – regardless of their behaviors and tendencies inside a classroom – because, if we give them a chance and try different strategies, we might be pleasantly surprised and win their interest and attention. The ultimate goal, therefore, is to maximize these students' actual inner worth, which, perhaps, could have been hidden behind classroom stress and unmotivating techniques.
References:
Dörnyei, Z. et al. eds. (2015). Motivational Dynamics in Language Learning. Second Language Acquisition 81. Multilingual Matters.Gilbert, I. (2002). Essential motivation in the classroom. Routledge/Falmer. •
