Module 1: Teaching and learning
1.1 Motivation
Teaching any subject involves knowing how motivation affects a student. Without proper motivation, it will be difficult for students to accept what they are learning and commit to the process. Since learning a new language can be especially hard it is even more important that you, as the teacher, understand the motivation behind your students commitment to learning, and use it to your advantage. We will start discussing motivation by breaking it down into its two smaller parts: intrinsic motivation and extrinsic motivation.
1.1.1 Intrinsic motivation
Intrinsic motivation is the best stepping stone to success, but you can't teach it. Intrinsic motivation characterizes someone who is compelled to do something for internal rewards. This type of motivation is powerful because extrinsic rewards can be fleeting or disappointing, but an internal drive to succeed will almost always motivate an individual. While you cannot teach someone to be intrinsically motivated, you can help your students access intrinsic motivation that they may not know is already there or that they may have lost for the moment. If you know your students are intrinsically motivated, you can help them succeed. Here are some tips  you can follow:
  • Get to the root of what is driving the individual. While they may only acknowledge an extrinsic motivation for learning English, you may be able to help them tie that to a grander internal drive. For example, if students come to you wanting to learn English because they are moving to an English speaking country and it will be helpful to know, the superficial part of their reasoning points toward extrinsic motivation. However, this extrinsic motivator points to something internal: the desire to fit in and not feel like an outsider.
  • Understand the basis for most forms of intrinsic motivation. William Glasser, an American psychiatrist, published a theory in 1998 that proposed that humans have essential needs that dictate our emotional health. These needs are the need to belong or connect, the need for power or competence, the need for freedom, and the need to have fun. Having these needs in mind could help you when designing your lessons. Which of these needs is this lesson satisfying? This is a way to get away from the punishment and reward system that is meant to access an individual’s extrinsic motivation.


  • Be aware that intrinsic motivation cannot be forced and does not abide by the classic reward and punishment system that many follow. For example, if someone is not reacting to your lessons, it will not be helpful to intentionally make them feel that they don’t belong. For intrinsic motivation to succeed, the individual needs to feel that they are in control of the situation, so try to access your students’ internal drive, but don’t try to force one on them.
  • 1.1.2 Extrinsic motivation
    While extrinsic motivation is not nearly as strong as intrinsic motivation, it is much easier as the teacher for you to control. Extrinsic motivation refers to when an individual is compelled to do something because of an outside reward. Because of the ease at which it can be used to teach someone, extrinsic motivators are often the basis for educational programs. The most common extrinsic motivator is grades, with which teachers can very simply reward good behaviour and punish bad behaviour (behaviour here refers to whatever the student is expected to do). A student who hands in his or her project, follows directions, and effectively addresses the prompt or purpose of the project is rewarded with an A, and a student who does not is punished with an F.
    Why it works
    Even though the drive caused by extrinsic motivation pales in comparison to the drive that is caused by intrinsic motivation, that does mean that you cannot find success with extrinsic motivation. These motivators access an individual’s innate desire to find success even if someone else defines that success. Here are some examples of extrinsic motivators that work in the classroom:

    • Grades: This is the most obvious extrinsic motivator. Individuals want to be successful and feel better when they receive a high score as opposed to a low score. If you teach in a high school setting, grades can mean the difference as to whether or not the student gets into college (or a good college), so grades can be a good motivator for students. Even when there is no next level, however, many students will be motivated to succeed by grades.
    • Competition: Many individuals have an innate desire to be winners, and putting your students in competition with each other can be a good way to motivate them to succeed, especially if the ongoing results are available to all students. This approach is often used by teachers of younger students with such things as performance charts, where teachers give students who do well some sort of visible reward, such as a gold star. Conversely, teachers can punish negative behaviours by posting the name of the student in question on the board as someone who is not behaving. This can sometimes help motivate students to succeed because they would like to do better than their classmates.



    • Extra rewards and punishments: Besides grades, some teachers will offer extra incentive to succeed, perhaps in the form of prizes. A teacher might, for example, make an agreement with a student that if he or she improves, then he or she can go on the class trip. Conversely, punishments, such as detentions or phone calls home, can be a consequence that motivates a student.