| Motivation and Rapport are Key English Language | | | | EFL learners expect". Remember the axiom, "Nothing |
| Teaching Elements | | | | happens until something moves"? No matter what the |
| No matter what English as a foreign language level | | | | status quo, if it's not working, then it's time for a |
| you teach. No matter what EFL learner profile your | | | | change. Like U.S. President Elect Barack Obama, just |
| students are. No matter what your educational level | | | | say, "It's change we need" when asked for your |
| and teaching background are. And no matter what | | | | reasons. (Hey, if it worked for him. It surely could work |
| teaching environment you might have, if you lack a | | | | for you too, right?) |
| genuine rapport with your EFL learners, they're going to | | | | 5. Fear |
| be unmotivated. Unmotivated learners do amazingly | | | | Are you a "but" person? Do you find yourself often |
| poorly at learning - anything. Motivation and rapport are | | | | saying, "I'd like to try this, but ..."? |
| key elements in teaching English as a foreign language. | | | | This is a direct manisfestation of fear. You're afraid to |
| We'll even take a couple of lessons from U.S. | | | | be different. You're afraid to "muddy up" the waters. |
| President Elect Barack Obama. | | | | You're afraid your EFL learners won't do what you |
| Here are Eight Reasons You Get Stuck with | | | | want. You're afraid of this, you're afraid of that. You're |
| Unmotivated EFL Learners | | | | afraid to fail. Get over it. Sure, some new things may |
| 1. Lack of Self-esteem | | | | bomb. Some however, are going to be successful. |
| In all probability, you learners lack a good level of | | | | You won't know which is which though, until you try |
| self-esteem. When English language teaching and | | | | them out. So just get to it. Plan your EFL teaching |
| learning expectations are low or highly limited, both | | | | work, then work your EFL teaching plan. It could well |
| sides can be negatively impacted. If everything in | | | | be as simple as that. |
| English class is simple and easy, requiring no thought, | | | | 6. Lack of a Cooperative Attitude |
| little effort and minimal application on the part of the | | | | "My EFL learners won't work with me on anything", |
| learners, their - and your self-esteem can go south - | | | | you say? Whiner. Who's the teacher in the classroom, |
| fast. | | | | you or them? Who's in charge of the situation, you or |
| 2. Not Trying Alternatives | | | | them? Who's ultimately responsible for what happens - |
| If what you're presently doing in the EFL classroom | | | | success or failure - in your English as a foreign |
| isn't working the way you'd like and your English | | | | language classroom, you or them? Now that we've |
| language learners aren't responding, then you need to | | | | settled that. Get to work and take charge. When your |
| do things differently. Try some alternative strategies. | | | | EFL learners truly see that you're personally invested in |
| Change up methodologies and inject a string of new | | | | their learning and developing English language |
| activities and didactics into your English as a foreign | | | | communicative skills, they WILL "get with the program", |
| language teaching. There are a ton of free-to-use EFL | | | | I promise you. |
| teaching and learning websites out there on the world | | | | 7. Perfectionism |
| wide web. Check out a few to get new ideas, lesson | | | | Are you one of those English language teachers who |
| plans, and activities to inject some new life into your | | | | says, "Oh, I want everything to be just perfect for my |
| teaching. | | | | classes"? Okay, so nobody wants to bomb a class, |
| 3. Not Having Distinct Teaching and Learning Goals | | | | but let's face it - things happen that you don't expect. |
| If you're working for an established educational | | | | True, I'm somewhat of a recovered perfectionist |
| institution, likely you've been provided with extensive | | | | myself, but once you realize that it's not really |
| outlines of course curriculum and structure. But if you | | | | necessary to be "perfect", worlds open up to you. You |
| don't have enough details to successfully "fill-in" the | | | | can face your English as a foreign language learners |
| day-to-day English language teaching activities for your | | | | and enjoy them and your EFL teaching. Besides, who |
| needs, you can get bogged down quickly. Ways to pull | | | | wants to continue in a job in which they're |
| out of the quicksand are to:o Talk with other teachers | | | | stressed-out seeking constant perfection? Not me, and |
| for some ideaso Attend EFL teacher focused | | | | I hope not you either. |
| workshops, seminars and conferenceso Read | | | | 8. Lack of Will-Power |
| technical publications on English Language Teaching | | | | You've heard it before, now you'll hear it again, "Where |
| techniqueso Participate in online EFL teaching forums | | | | there's a will, there's a way". It's not just idle banter. If |
| and subscribe to ELT information blogs and websiteso | | | | you truly want something to happen, only you can |
| Try out as many new ideas, suggestions, activities and | | | | make it so. Put a plan of action together: based on |
| didactic techniques as you can possibly manage. Then | | | | help, contributions and feedback from your peers, |
| stick with those that work. | | | | administration and your EFL learners too. Then put that |
| 4. Defending the Status Quo | | | | plan into action. Yes, there WILL be results. What kind |
| Oh, but it's all too easy to just sit back and say, "This is | | | | of results? Well, you'll just have to try it and see. I think, |
| the way we have to do it". Or, "We've always done it | | | | that's what Barack Obama is going to do. How about |
| this way". How about the dreaded, "This is what my | | | | you? |