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Getting there


Tuesday, April 12, 2005

Creating the Basic Motivational Conditions
1 Demonstrate and talk about your own enthusiasm for the course material and how it affects you personally.
2 Take the students learning very seriously.
3 Develop a personal relationship with your students.
4 Develop a collaborative relationship with the students'parents.
5 Create a pleasant and supportive atmosphere in the classroom.
6 Promote the development of group cohesiveness.
7 Formulate the norms explicitly, and have them discussed and accepted by the learners.
8 Have the group norms consistently observed.
Total Strategies Used in Quadrant 1
Percentage of total strategies used in Quadrant 1

Generating Initial Motivation
9 Promote the learners' language related valuse by presenting peer role models.
10 Raise the learners' intrinsic interest in the L2 learning process
11 Promote 'integrative values by encouraging a positive and open-minded disposition towards the L2 and its speakers
12 Promote the students' awareness of the instrumental values associated with the knowledge of an L2
13 Increase the students' expectancy of success in particular tasks and learning in general.
14 Increase the students' goal-orientedness by formulating explicit class goals accepted by them.
15 Make the curriculum and the teaching materials relevant to the students.
16 Help to create realistic learner beliefs.
Total Strategies Used in Quadrant 2

Percentage of total strategies used in Quadrant2

Maintaining and Protecting Motivation
17 Make learning more stimulating and enjoyable by breaking the monotony of classroom events.
18 Make learning stimulating and enjoyable for the learners by increasing the attractiveness of the task.
19 Make learning stimulating and enjoyable for the learners by enlisting them as active task participants.
20 Present and administer tasks in a motivating way.
21 Use goal-setting methods in your classroom.
22 Use contracting methods with your students to formalise their goal commitment.
23 Provide learners with regular experience of success.
24 Build your learners confidence by providing regular encouragement.
25 Help dimish language anxiety by removing or reducing the anxiety-provoking elements in the learning environment.
26 Build your learners confidence in their learning abilities by teaching them various learner strategies.
27 Allow learners to maintain a positive social image while engaged in the learning tasks.
28 Increase student motivation by promoting cooperation among the learners.
29 Increase student motivation by actively promoting learner autonomy.
30 Increase the student' self-motivating capacity.
Total Strategies Used in Quadrant3
Percentage of total strategies used in Quadrant 3

Encouraging Positive Self-Evaluation
31 Promote effort attributions in your students.
32 Provide students with positive information feedback.
33 Increase learner satisfaction.(celebrate achievements, display work)
34 Offer rewards in a motivational manner.
35 Use grades in a motivating manner, reducing as much as possible their demotivating impact.
Total Strategies Used in Quadrant 4
Percentage of total strategies used in Quadrant 4
Taken from Doernyei, Z. Motivational Strategies in the Language Classroom. Cambridge University Press 2001

Been a while since I did this, and looking at it again like this reminds me of alternative things I perhaps didn't do quite as well as I should have, or other options I didn't focus on, like demonstrating my personal enthusiasm for the course and how much fun it was last year. I notice I didn't do any personal chatting before class, which I did quite a lot last year...Although I gave myself 100% on the second section, I'm thinking here sometimes the learners not may have been unanimously behind me in things, we have to kind of get a feel for each other... I'm thinking the wording of some of these is just reworded for section three, and is basically addressing more of the same issue, which makes it hard to check again in section three, but they do kind of lead into each other.