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The Impact Teachers Style Can Have on Student Motivation in Grade 8 English Classes

By: Ronald F. Cagampan I. I T!"#$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

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 manila paper discussion! style, I noticed that students are bored and yawn most of the time. The class achievement

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

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 $. %et up 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

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 $st grading 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 $ st grading 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

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

1 Strongly Disagree

Strongly Agree Not Disagree Agree Sure

A. ATTITUDE 1. I am always excited to attend my English class this school year. 2. English is fun and interesting. 3. I hate English. It is not important for me. 4. I don't like English at all. It is difficult to learn. 5. I love English. It gives me opportunities to experiment, discover and explore the things around me. B. PARTICIPATION 1. I'm always prepared in my English class. 2. I participate actively in English activities by asking questions. 3. I do my English assignments consistently. 4. English activities do not help me understand concepts easily. 5. I feel bored in my English class. C.HOMEWORK 1. I complete my English homework on time. 2. I find homework very useful and important. 10 23 35 18 2 5 3 2 0 2 10 18 13 1 0 17 20 12 3 2 18 10 20 10 5 3 2 5 19 20 2 0 0 17 23 5 8 2 2 9 25 30 0 0 25 15 7 2 2 15 5 3 6 6 0 0 2 40 40 1

3. English homework is difficult to do. 4. My teacher does not check my homework at all. D. GRADES 1. I got good grades in English. 2. I study my lessons before a test or quiz. 3. The terms/words used in the test are difficult to understand. 4. The grading is not fair. E. TEACHING STYLE 1. I have a good relationship with my English teacher. 2. My English teacher uses materials that are easy to understand. 3. My English teacher presents the lesson in a variety of ways. 4. I don't understand the way my English teacher explains the lesson. 5. I don't get any feedback about my understanding of the lesson from my English teacher.

0 0

4 0

8 0

18 0

20 50

28 22 0 0

18 11 3 0

3 12 20 2

1 2 9 5

0 3 18 43

43 41

3 7

4 2

0 0

0 0

21

24

38

18

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

through general e0perience but stimulated most directly through modeling, communication of e0pectations, and direct instruction. I-. !EC"MME #'TI" S Teaching is a noble profession. #ence, one must be fle0ible and sensible in students needs. $. Teachers are encouraged to conceptuali&e and use authentic materials and techni4ues such as the talking prompts and the recitation point card to motivate and reinforce the students to share ideas, which allows students to be active, competitive and participative. '. .hen students are passive, teachers need to use e0trinsic motivation techni4ues to activate intrinsic motivation among learners. (. ;etting students to talk continuously could be used to encourage learners not only to participate in class but also to activate critical and creative thinking fast. ,. Teachers need to give priority to those who are not participating always especially average and passive learners. It is these types of students who need attention so that they can e0press their ideas in class, too. *. It is highly recommended that teachers must always apply different techni4ues in teaching. -sing varied materials reduces the chance of boredom inside the classroom. /. <alance between the types of 4uestions to be raised in class must be varied. -se both ;2T% and #2T% in asking. 1o not use convergent 4uestions always. 1ivergent 4uestions must be given to ask for a critical

and creative thinking.

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=IT5TI23% 2nline ?esources Danderbilt =enter for Teaching http>GGcft.vanderbilt.eduGteaching guidesGinteractionsGmotivating studentsG 5mes, =arole 5. "otivation> .hat Teachers 3eed to Bnow.! Teachers =ollege ?ecord 8$.( H$88+I> ,+8 ,'$. 5cademic %earch 9remier. $' 3ovember '++8. http>GGsearch.ebscohost.com. 5ngelo, T. 5., and =ross, B. 9. H$88(I. =lassroom 5ssessment Techni4ues> 5 #andbook for =ollege Teachers. %an Crancisco> Eossey <ass 9ublishers> %an Crancisco, $88(. H'I $'$ $'*.