Teach English in Wulanmulun Zhen - E'erduosi Shi — Ordos

Various factors might encourage individuals to decide on learning a new language. Based on the age-group and occupation of learners, these factors usually involve study and work-related causes, and occasionally may even include curiosity and permanent relocation to another country. Regardless of the reason, these learners have a mutual feeling of enthusiasm, willingness, and interest to learn a new skill and extend their experiences. This “enthusiasm for doing something” (Cambridge Dictionary, 2020) or “the state of having a strong reason to act or accomplish something” (Dicitonary.com, 2012) is identified as motivation. Motivation has been an extensively researched concept in the fields of teaching, management, psychology, and others. This might be attributed to the fact that motivation plays an important role in an individual’s ability and success in achieving a specific goal or objective. Accordingly, researchers focused on examining the factors that enhance the emergence and persistence of motivation, leading to the introduction of many motivation theories. Motivation theories indicate the presence of both tangible and intangible factors that increase or decrease the desire or interest of an individual to perform a particular action. These numerous motivation theories have been suggested and implemented within actual conditions. One of the most well-known motivation theories is Maslow’s Hierarchy of Needs. According to Maslow, humans have five main needs found in a hierarchical distribution. Those are physiological, safety, social, esteem, and self-actualization needs (Robbins and Judge, 2013). Motivation is generated as an individual attempt to satisfy these necessities. Therefore and as an illustrative example of the utilization of motivation theories in actual settings, teachers may employ Maslow’s principles in establishing a motivational environment in the classroom. The first step of the hierarchy consists of physiological needs, which include bodily necessities such as food, water, shelter. A teacher may employ different techniques and methodologies to ensure the establishment of an environment that meets these needs and motivates students. The internal setting and arrangement of the classroom might have a significant impact on motivating students. A classroom that is clean, tidy, well-lit, and properly heated helps students feel relaxed and comfortable. Moreover, the usage of colorful pictures and artworks may have a stimulating influence on students’ willingness to learn. The comfortability and arrangement of the seating in the classroom may provide a further positive impact. A teacher may also arrange an adequate number of recesses, where students can meet their basic needs. Within an adult teaching session, the teacher may allow students to bring in food or drinks to the classroom as well. Implementing these simple techniques and others in the class will have a significant impact on meeting the physiological needs and motivating students. Maslow’s second hierarchy step is safety needs, which relates to physical and emotional security. Together with ensuring the physical safety of the classroom, the teacher should pay attention to building a safe emotional environment. A teacher might start the course by sitting several rules that both him/herself and students must abide by. In an attempt to motivate students, the teacher may initiate a brainstorming activity where students suggest the rules they would like to see applied in the classroom. The teacher may fill in any missing but essential regulations, such as being punctual in attending the class. Another aspect relates to creating an environment that is open-minded to new and different ideas and thoughts. The teacher must ensure a non-judgmental environment that lacks criticism. Students feeling comfortable to share their ideas will be more willing to use the new language to express themselves and to actively engage in class. Moreover, as many students may feel self-conscious while using a new language, the teacher should encourage and motivate students to practice and make mistakes as a means to learn. Finally, the teacher should ensure fair treatment among all students. Students feeling a lack of equality or attention may become reluctant and less motivated to participate in activities. Thirdly, Maslow identified social needs as an important factor in achieving motivation. This element refers to belongingness and relationships. An initial step to execute is concerned with rapport building between the teacher and the students, and the students themselves. A teacher can build effective communication with his/her students through exhibiting respect to the students and their thoughts and devoting the time to learn their needs and interests. Furthermore, a teacher may use different types of activities to build relationships and belongingness among students. For example, a teacher conducting an engage study phase can use warmer activities that involve the whole class. Instead of using individual worksheet tasks in the study phase, the teacher may opt for pair and group work. Finally, in the activate stage the teacher may use projects, role-plays, and surveys as activities that might enhance building relationships among students. The fourth element of Maslow’s hierarchy is esteem needs, which relates to achievement and recognition among others. Hence, a teacher can use different types of activities and games based on teams and victories. This will increase a student’s need to achieve, and thus enhance his/her motivation to succeed in the given activity. Moreover, the recognition of winning students by giving rewards and appraisals will enhance their feeling of self-satisfaction and accomplishment. Furthermore, teachers should focus on praising and complimenting students for attempting and successfully utilizing the English language. The final step of the hierarchy is the self-actualization need, which is considered the hardest, and in some cases, even impossible to fulfill. This refers to an individual’s ability to achieve his/her full potential. A teacher can motivate students to exert the highest level of effort to achieve their goals of learning English. The teacher may also encourage students to show their creativity and abilities through implementing activities that require originality, such as group projects, presentations, and material development. Motivating students can be a difficult and challenging process as it consists of many tangible and intangible elements. Nonetheless, it is also considered a rewarding effort when teachers have the opportunity to witness students reaching their potential, learning a new skill, and achieving their goals.