arcee rsh1

8/13/2019 Arcee Rsh1

1/12

The Impact Teachers Style Can Have on Student Motivation

in Grade 8 English Classes

By: Ronald F. Cagampan

I. IT!"#$CTI"

Teachers must be competent and knowledgeable to impart different

lessons that are useful for the learners everyday living. Effective teaching is a

very personal manner and is concerned with the learners personality and mental

development. The teacher must recognize individual differences among his/her

students and adjust instructions that best suit to the learners. It is always a fact that

as educators, we play varied and vital roles in the classroom. Teachers are

considered the light in the classroom. We are entrusted with so many

responsibilities that range from the very simple to most complex and very

challenging job. Everyday we encounter them as part of the work or mission that

we are in. It is very necessary that we need to understand the need to be motivated

in doing our work well, so as to have motivated learners in the classroom. When

students are motivated, then learning would easily take place. However,

motivating students to learn requires a very challenging role on the part of the

teacher. It requires a variety of teaching styles or techniques just to capture

students' interests. Above all, the teacher must himself come into possession of

adequate knowledge of the objectives and standards of the curriculum, skills in

teaching, interests, appreciation and ideals. He needs to exert effort to lead

children or students into a life that is large, full, stimulating and satisfying. Some

students seem naturally enthusiastic about learning, but many need or expect their


2/12

instructors or teachers to inspire, challenge or stimulate them. "Effective learning

in the classroom depends on the teacher's ability to maintain the interest that

brought students to the course in the first place (Erickson, 1978). Not all students

are motivated by the same values, needs, desires and wants. Some students are

motivated by the approval of others or by overcoming challenges.

Teachers are supposed to recognize individual differences; ethnicity,

gender, culture, language abilities, and interests. Failure of recognizing these

differences results to classroom management failure, and even break the

connection between the teacher and the students.

As it has been said, what happens in the classroom depends on teacher's

ability to maintain student's interests. Thus, teachers play a vital role in effecting

classroom changes.

As stressed in the Educator's Diary published in 1995, "teaching takes

place only when learning does." Considering one's teaching style and how it

affects students' motivation greatly concerns the researchers. Although, we might

think of other factors, however, emphasis has been geared towards the effect of

teacher's teaching style and student motivation.

II. %!E&IMI'!( I)ESTIG'TI"

In my three years of teaching in public high school, a newbie in a setup of

institution of limited resources so I just use the manilapaperdiscussion! style, I

noticed that students are bored and yawn most of the time. The class achievement


3/12

is not that high. I usually shout and get angry whenever there are students not

listening.

As it has been said, what happens in the classroom depends on teacher's

ability to maintain student's interests. Thus, teachers play a vital role in effecting

classroom changes.

As stressed in the Educator's Diary published in 1995, "teaching takes

place only when learning does." Considering one's teaching style and how it

affects students' motivation greatly concerns the researchers. Although, we might

think of other factors, however, emphasis has been geared towards the effect of

teacher's teaching style and student motivation.

III. %!"*&EM

This paper is attempted to answer specific questions such as:

1. What is the effect of teacher's teaching style using English As A

Second Language Strategies on student's motivation?

2. How does teacher's teaching style affect students' motivation?

3. What could be some categories that make ones teaching style effective

in motivating students?

I). H(%"THESES


4/12

The students motivation to learn and achieve the peak of learning can be

achieved through teachers teaching style. "any get bored and attention span is

short. #ence, using technology is a big help.

). S"&$TI"S

$. %etup a seat plan putting la&y boys in front.

'. %tate to the class the different lessons to be discussed.

(. )roup the class of *+ into group of $+ so therell be five groups.

. -se interactive group activities.

*. hen teaching literature, use pictures that are big enough to be seen or better

use projector and moving pictures.

/. -se games in the classroom.

)I. 'CTI"S T'+E

$. The researcher set the tone early in the school year. %yllabus should clearly state

the learning objectives, course goals, and students e0pectations for the year.

%tate the 12s and 123Ts.

'. The researcher varied the teaching methods. Instead of the traditional lecture,

you can incorporate academic activities that get students to actively participate

in the class and allow for more immediate feedback. Incorporating problem

based learning, collaborative learning, and the use of technology, allows for

greater student interaction for students to practice newly ac4uired skills and

knowledge.

(. The teacher gave students options in the classroom. Empower students by

giving them a sense of autonomy and helping them develop skills for self


5/12

directed learning. %tudents motivation is increased if they feel that they have

control of their learning outcomes.

. The teacher showed enthusiasm. 5s a teacher, you are a major source of

stimulation for the course content and the overall tone of the classroom.

Therefore, it is important to model the behavior you want the students to

display.

*. The teacher avoided e0cessive competition. There are students who are fond of

competition but some are not and one doesnt want to create a classroom that is

conducive to comparison, divisions, or derisive dialogue among students which

may induce performance an0iety which can interfere with student learning.

/. The teacher provided constructive, timely feedback. %tudents want to be

recogni&ed for the work and effort they put into their classes, and whether we

like it or not, many view grades as a primary incentive for their scholastic

efforts.

)II. !ES$&TS

The teacher used a survey after the $ stgrading period of applying the actions

taken and came up with this result.

The table below shows that 6+7 of the class is e0cited for the class, the

class is fun and interesting. It shows also that 6*7 come to class prepared and do

their homework. 5ll of them passed the $ stgrading period and only few got a grade

of 1! which means developing ranging 6*68 and they ask why they got such

grade and e0plained to them that it is according to their class performance. They

pursued much this 'nd grading as they are aiming to get the grade of 59 or


6/12

approaching pro,iciency that ranges from :+:.

They affirm also that the teacher varies teaching methods and uses varieties

of materials in learning and understood the lessons.

CATEGORIES 5

Strongly

Agree

4

Agree

3

Not

Sure

2

Disagree

1

Strongly

Disagree

A. ATTITUDE

1. I am always excited to attend my English class this

school year.5 25 15 5 0

2. English is fun and interesting. 8 30 7 3 2

3. I hate English. It is not important for me. 2 0 2 6 40

4. I don't like English at all. It is difficult to learn. 2 0 2 6 40

5. I love English. It gives me opportunities to

experiment, discover and explore the things around me.9 25 15 0 1

B. PARTICIPATION

1. I'm always prepared in my English class. 10 17 18 3 2

2. I participate actively in English activities by asking

questions.18 20 10 2 0

3. I do my English assignments consistently. 13 12 20 5 0

4. English activities do not help me understand concepts

easily.1 3 10 19 17

5. I feel bored in my English class. 0 2 5 20 23

C.HOMEWORK

1. I complete my English homework on time. 10 35 2 3 0

2. I find homework very useful and important. 23 18 5 2 2


7/12

3. English homework is difficult to do. 0 4 8 18 20

4. My teacher does not check my homework at all. 0 0 0 0 50

D. GRADES

1. I got good grades in English. 28 18 3 1 0

2. I study my lessons before a test or quiz. 22 11 12 2 3

3. The terms/words used in the test are difficult to

understand.0 3 20 9 18

4. The grading is not fair. 0 0 2 5 43

E. TEACHING STYLE

1. I have a good relationship with my English teacher. 43 3 4 0 0

2. My English teacher uses materials that are easy to

understand.41 7 2 0 0

3. My English teacher presents the lesson in a variety of

ways.21 24 3 2 0

4. I don't understand the way my English teacher

explains the lesson.0 1 3 8 38

5. I don't get any feedback about my understanding of

the lesson from my English teacher.18 4 8 3 17

)III.C"C&$SI"S

"otivating students is one of the greatest challenges teachers face. hile

it is true that as teachers we have little, if any, control over e0ternal factors that

influence our students behavior and engagement, we do play a vital role in

shaping what occurs in our classroom. In fact, our instructional choices can make

a positive impact on student motivation.

The motivation of students to learn is ac4uired behavior that is developed


8/12


9/12

and creative thinking.

#"C$MET'TI" " #IE!ET C&'SS!""M 'CTI)ITIES

#"E/'%%&IE# *( THE TE'CHE!/!ESE'!CHE!

%E=TI23> )?51E : @ )3EI%%

T29I=> ;ITE?5T-?EA %#5B-3T5;5

"ET#21> CI;" DIEI3)

%E=TI23> )?51E : @ "5? ?ITI3)A =23-3=TI23%

"ET#21> T#E"E ?ITI3)


10/12

%E=TI23> )?51E : @ )5?3ET

T29I=> ;ITE?5T-?EA "5B5T2

"ET#21> ?ITI3) %T2?F ?EDIE

%E=TI23> )?51E : @ )3EI%%

T29I=> %9E5BI3)A 5C?I=5

"ET#21> =#2?5; ?E=IT5TI23

%E=TI23> )?51E : @ )3EI%%

T29I=> %9E5BI3)A 5)E1 "2T#E?

"ET#21> I3TE?9?ET5TIDE ?E51I3


11/12

%E=TI23> )?51E : @ "E?F3

T29I=> ;I%TE3I3)A I1I2"%

"ET#21G5=TIDITF> =#5?51E


12/12

%E=TI23> )?51E : @ )3EI%%

T29I=> )?5""5?> D2I=E% 2C DE? 2?5; ?E92?TI3)

%E=TI23> )?51E : @ "E?F3

T29I=> ?E51I3) > T#E T2

arcee rsh1

Documents