Students skip class, and when they do show up it’s likely due to fear of failure more than anything else. They may lack any semblance of attention during class, chatting with classmates, doodling in their note books or, (gasp!) in their textbooks. What experienced English or other foreign language teaching professional hasn’t faced the problem of reluctant, unmotivated learners? One key to increasing motivation is to use activities matched to the personalities, learning styles and characteristics of the learners as often as practically possible.

A framework for A framework for motivational motivational strategiesstrategies

As we have already said, skill in motivating students to learn is of paramount importance. Until recently, however, teachers were forced to rely on "bag-of-tricks" approaches in their attempt to manage their classroom and motivate their learners. Good and Brophy (1994: 212) hold that these approaches have been influenced by two contradictory views: a) that learning should be fun and that any motivation problems that may appear should be ascribed to the teacher's attempt to convert an enjoyable activity to drudgery; and b) that school activities are inherently boring and unrewarding, so that we must rely on extrinsic rewards and punishment with a view to forcing students to engage in these unpleasant tasks.

Rewards and punishments Rewards and punishments may be a mainstay of the may be a mainstay of the teaching-learning process, teaching-learning process, but they are not the only but they are not the only tools in teachers' arsenal. tools in teachers' arsenal. Dornyei (2001: 119) Dornyei (2001: 119) believes that "the spectrum believes that "the spectrum of other potentially more of other potentially more effective motivational effective motivational strategies is so broad that it strategies is so broad that it is hard to imagine that none is hard to imagine that none of them would work."of them would work."

Motivational strategies cannot work Motivational strategies cannot work in a vacuum, nor are they set in in a vacuum, nor are they set in stone. There are certain stone. There are certain preconditions to be met before any preconditions to be met before any attempts to generate motivation attempts to generate motivation can be effective. Some of these can be effective. Some of these conditions are the following:conditions are the following:1. appropriate teacher behavior 1. appropriate teacher behavior and good teacher-student rapportand good teacher-student rapport2. a pleasant and supportive 2. a pleasant and supportive classroom atmosphereclassroom atmosphere3. a cohesive learner group 3. a cohesive learner group characterized by appropriate group characterized by appropriate group normsnorms

Appropriate teacher Appropriate teacher behavior and good teacher-behavior and good teacher-

student rapportstudent rapport Whatever is done by a teacher has a motivational, formative, influence on students. In other words, teacher behaviour is a powerful "motivational tool" (Dornyei, 2001: 120). Teacher influences are manifold, ranging from the rapport with the students to teacher behaviours which "prevail upon" and/or "attract" students to engage in tasks. For Alison (1993), a key element is to establish a relationship of mutual trust and respect with the learners, by means of talking with them on a personal level. This mutual trust could lead to enthusiasm. At any rate, enthusiastic teachers impart a sense of commitment to, and interest in, the subject matter, not only verbally but also non-verbally - cues that students take from them about how to behave.

A pleasant and supportive A pleasant and supportive classroom atmosphereclassroom atmosphere

It stands to reason that a tense classroom climate can undermine learning and demotivate learners (see MacIntyre, 1999 and Young, 1999 for further details). On the other hand, learner motivation will reach its peak in a safe classroom climate in which students can express their opinions and feel that they do not run the risk of being ridiculed.

To be motivated to learn, students need both ample opportunities to learn and steady encouragement and support of their learning efforts. Because such motivation is unlikely to develop in a chaotic classroom, it is important that the teacher organize and manage the classroom as an effective learning environment. Furthermore, because anxious or alienated students are unlikely to develop motivation to learn, it is important that learning occur within a relaxed and supportive atmosphere (Good and Brophy, 1994: 215).

In general, motivation is the "neglected heart" of our In general, motivation is the "neglected heart" of our understanding of how to design instruction (Keller, 1983, understanding of how to design instruction (Keller, 1983, quoted in Dornyei, 2001: 116). Many teachers believe quoted in Dornyei, 2001: 116). Many teachers believe that by sticking to the language materials and trying to that by sticking to the language materials and trying to discipline their refractory students, they will manage to discipline their refractory students, they will manage to create a classroom environment that will be conducive create a classroom environment that will be conducive to learning. Nevertheless, these teachers seem to lose to learning. Nevertheless, these teachers seem to lose sight of the fact that, unless they accept their students' sight of the fact that, unless they accept their students' personalities and work on those minute details that personalities and work on those minute details that constitute their social and psychological make-up, they constitute their social and psychological make-up, they will fail to motivate them. What is more, they will not be will fail to motivate them. What is more, they will not be able to form a cohesive and coherent group, unless they able to form a cohesive and coherent group, unless they succeed in turning most "curriculum goals" (goals set by succeed in turning most "curriculum goals" (goals set by outsiders) into "group goals" (goals accepted by the outsiders) into "group goals" (goals accepted by the group members, that is, students). Learning a foreign group members, that is, students). Learning a foreign language is different to learning other subjects. language is different to learning other subjects. Therefore, language teaching should take account of a Therefore, language teaching should take account of a variety of factors that are likely to promote, or even variety of factors that are likely to promote, or even militate against, success. Language is part of one's militate against, success. Language is part of one's identity and is used to convey this identity to others. As identity and is used to convey this identity to others. As a result, foreign language learning has a significant a result, foreign language learning has a significant impact on the social being of the learner, since it impact on the social being of the learner, since it involves the adoption of new social and cultural involves the adoption of new social and cultural behaviors and ways of thinking.behaviors and ways of thinking.

Insufficient Time, Insufficient Time, Resources and MaterialsResources and Materials

Instructional aids are devices that assist an instructor in the teaching-learning process .Instructional aids are not self-supporting; they are supplementary training devices. The key factor is that instructional aids support, supplement, or reinforce while instructors may become involved in the selection and preparation of instructional aids usually they are already in place. Instructors simply need to learn how to effectively use.

  

Reasons for Use of Reasons for Use of Instructional AidsInstructional Aids

It helps the students remember important information.When properly used, they help gain and hold the

attention of students.Good instructional aids also can help solve certain

language barrier problems. Consider the continued expansion of technical terminology in everyday usage. This, coupled with culturally diverse backgrounds of today's students, makes it necessary for instructors to be precise in their choice of terminology. Words or terms used in an instructional aid should be carefully selected to convey the same meaning for the student as they do for the instructor. They should provide an accurate visual image and make learning easier for the student.

.  Another use for instructional aids is to clarify the .  Another use for instructional aids is to clarify the relationships between material objects and relationships between material objects and concepts.concepts.When relationships are presented visually, they When relationships are presented visually, they often are much easier to understand. For example, often are much easier to understand. For example, the subsystems within a physical unit are relatively the subsystems within a physical unit are relatively easy to relate to each other through the use of easy to relate to each other through the use of schematics or diagrams. Symbols, graphs, and schematics or diagrams. Symbols, graphs, and diagrams can also show relationships of location, diagrams can also show relationships of location, size, time, frequency, and value. By symbolizing the size, time, frequency, and value. By symbolizing the factors involved, it is even possible to visualize factors involved, it is even possible to visualize abstract relationships. Instructors are frequently abstract relationships. Instructors are frequently asked to teach more and more in a smaller time asked to teach more and more in a smaller time frame. Instructional aids can help them do this. For frame. Instructional aids can help them do this. For example, instead of using many words to describe a example, instead of using many words to describe a sound, object, or function, the instructor plays sound, object, or function, the instructor plays a recording of the sound, shows a picture of the a recording of the sound, shows a picture of the object, or presents a diagram of the function. object, or presents a diagram of the function. Consequently, the student learns faster and more Consequently, the student learns faster and more accurately, and the instructor saves time in the accurately, and the instructor saves time in the process.process.  

At first, it may be daunting to teach classes without the materials At first, it may be daunting to teach classes without the materials you are familiar with. It can be frustrating to realize that if you only you are familiar with. It can be frustrating to realize that if you only had a certain piece of equipment, the class could be a lot easier to had a certain piece of equipment, the class could be a lot easier to teach, more fun for students, and more interesting too. When teach, more fun for students, and more interesting too. When planning to teach in an area with limited resourcesplanning to teach in an area with limited resourcesconsider consider taking some materials along to assist you during the taking some materials along to assist you during the transition periodtransition period. Paper, printouts of materials you have used . Paper, printouts of materials you have used before, a laptop, an MP3 player, and some portable battery before, a laptop, an MP3 player, and some portable battery operated speakers as well as spare batteries will help you in class operated speakers as well as spare batteries will help you in class and make the change more bearable. You will be able to show and make the change more bearable. You will be able to show students pictures and videos using your laptop and conduct students pictures and videos using your laptop and conduct listening exercises using your music player. It may not be an ideal listening exercises using your music player. It may not be an ideal arrangement but it will allow you to conduct listening exercises arrangement but it will allow you to conduct listening exercises using songs and show your students pictures of your family, using songs and show your students pictures of your family, friends, and hometown. Sometimes students in these locations are friends, and hometown. Sometimes students in these locations are also less prepared for classes than students in other areas so also less prepared for classes than students in other areas so try try to bring materials with youto bring materials with you that they might need to use in class  that they might need to use in class such as pencils and notebooks. You cannot anticipate everything such as pencils and notebooks. You cannot anticipate everything you will need in a school with limited resources but bringing along you will need in a school with limited resources but bringing along some basic things will definitely benefit everyone. While it may some basic things will definitely benefit everyone. While it may take you a while to adapt, students can be very patient especially take you a while to adapt, students can be very patient especially if they are used to having teachers change quite often and will be if they are used to having teachers change quite often and will be more flexible than students you may have worked with before. more flexible than students you may have worked with before. Since they are used to using the materials available in different Since they are used to using the materials available in different ways and perhaps unused to having pieces of ways and perhaps unused to having pieces of technology used in used in the classroom, they will not be frustrated by what they are lacking the classroom, they will not be frustrated by what they are lacking whereas you might be. Once you have had time to settle in, the whereas you might be. Once you have had time to settle in, the initial challenges will give way to opportunities for you to grow as a initial challenges will give way to opportunities for you to grow as a teacher.teacher.

Over crowded English Over crowded English classesclassesThe Effects of an Overcrowded The Effects of an Overcrowded ClassroomClassroomWith the number of students With the number of students enrolled in schools increasing, enrolled in schools increasing, according to the National Center according to the National Center for Educational statistics, for Educational statistics, schools are forced to put more schools are forced to put more children in each classroom or children in each classroom or use smaller spaces as use smaller spaces as classrooms. This overcrowding classrooms. This overcrowding can have negative effects on can have negative effects on students and teachers.students and teachers.

Teacher MoraleTeacher Morale

Teaching in a small space is stressful for the teacher, who has to adapt lesson plans to focus more on work that students can complete at their desks instead of group work or active projects that require more floor space. In addition, the teacher often does not have enough personal office space for lesson preparation and meetings with parents or students.

Student BehaviorStudent Behavior

Students who are seated close to one another in a classroom might have difficulty focusing on the lessons, which leads to less learning and lower test scores. The invasion of personal space and feelings of being crowded both contribute to the lack of focus. In addition, students can be distracted by noises that are in close proximity to them in an overcrowded classroom.

 

Classroom EquipmentClassroom Equipment

Overcrowded classrooms often do not have enough space for supplementary equipment. For example, a classroom might have to forgo computer stations to use the space for student desks. Science and art equipment also require space that an overcrowded classroom does not have.

Solutions for Crowded Solutions for Crowded ClassesClassesYear-round school scheduling allows a

district to stagger the children attending throughout the year rather than accommodating them all each fall. The buildings are utilized on a more consistent basis and classroom sizes are reduced. According to "NC Spin Online," year-round schools accommodate up to 25 percent more students overall. Families who have one child in year-round school and another at a different grade level in a different school often find it difficult to juggle the opposing schedules.

Mobile classrooms have been the only Mobile classrooms have been the only means of education in overcrowded means of education in overcrowded cities such as Deli, India, for years. As cities such as Deli, India, for years. As class sizes grow in the West, mobile or class sizes grow in the West, mobile or modular classrooms are making their modular classrooms are making their way into U.S. and Canadian cities as way into U.S. and Canadian cities as well. Movable classrooms not only well. Movable classrooms not only reduce immediate classroom sizes but reduce immediate classroom sizes but also allow districts to quickly adapt to also allow districts to quickly adapt to changes in demographics. There are changes in demographics. There are concerns regarding the quality of concerns regarding the quality of portable classrooms. The EPA reports portable classrooms. The EPA reports that many portables have poor that many portables have poor ventilation and high levels of mold and ventilation and high levels of mold and some high emission materials. Green, some high emission materials. Green, eco-friendly modular rooms are good eco-friendly modular rooms are good solutions to these problems.solutions to these problems.

Virtual LearningVirtual LearningThe school of the future might have you going in

your pajamas. If you're worried about overcrowding, have your kids go to school online. In the high-tech 21st century, virtual learning is a free, public way to receive K-12 education and it's one of the fastest growing education trends, according to Seattle Times columnist Danny West neat. Young, online students require some homeschooling attention from parents or tutors when something is challenging. Another consequence is that team sports and extracurricular activities are not offered through online schools. Some districts offer online students the chance to join extracurricular activities offered at their local schools.