Motivation has long been a major problem for most teachers of English as a Second Language (ESL) or as a foreign language not only teaching ESL online but also elsewhere.
Motivation in the ESL classroom is easily one of the most important factors as I’m sure most teachers would agree with me. The main reason I’m coming to this point of view is that most of our students have low motivation to learn English. In addition to that, while most of them have a vague sense that whether “English will be useful for my future” or not, they don’t have a clear idea of what that means, nor is that a very strong motivator; it’s too vague and too far off.
The first step in tackling the problem of motivation is that the teachers need to understand and appreciate the role and importance of motivation in any learning this might be advantageous when searching for the best teaching online jobs.
In second language learning as in every other field of human learning, motivation is the critical force which determines whether a learner embarks on a task at all, how much energy he devotes to it, and how long he perseveres. It is a complex phenomenon and includes many components: the child’s drive, need for achievement and success, curiosity, desire for stimulation and new experience, and so on. These factors play a role in every kind of learning situation.
The Error Correction
In a home-based online teaching job, It is always asked whether we should correct all students’ errors, whenever they occur. The reasonable answer is that if we stop at every single error and treat it with no room for errors to take place, this will lead to a gap of communication and students will be too much afraid of making mistakes. Hence, due to being too much obsessed with making errors, students will be too much reluctant to participate.Thus, Teachers should be aware of when to correct errors and how to do that without any hurt and humiliation. In a learner-centered classroom, it should be better to correct errors, which students make unconsciously, whenever there is a gap of communication or when not treating the error will result in a misunderstanding of the idea expressed.
Concerning the ways of how to correct errors, there are several techniques which the teacher, who is seen as the monitor, should choose from them according to the type of the error and task where the incorrect form of language occurs. Among these ways of correction, we can state self-correction, peer correction, and teacher correction.
This is another technique to teach English jobs online so to vary the pace the lesson and to respond to the fundamental notion of variety in teaching. Teachers are advised to use the role- play activity in order to motivate their students and to help the less motivated learners take part in the lesson. Besides, certain tasks in the student’s book are followed by a role-play activity where it becomes a necessity to undergo such an activity. As good examples of that, we can state: the hide (item) and guessing game, dramatize an interview of customer and shop assistant, doctor and patient conversation, etc…
Using realia, flash cards, Stories and songs in teaching
Realia and flash cards are considered as important tools in teaching for every best teaching online jobs, especially a foreign language, since they play the role of a facilitator in teaching new vocabularies such as fruits, vegetables, clothes items, etc… Besides, they are very helpful in drawing especially beginners’ attention to follow and match new words to items. In addition, realia is an authentic material that helps the teacher to overcome classroom artificiality. Creating stories with the students is another way of developing speaking and writing skills. Actually, creating stories is grounded in the students’ ability to create a story from their personal experience. In creating stories, some issues are revealed, such as a) fluency, b) whether the students have enough language to create the story, and c) accuracy.
Teachers in a home based online teaching jobs are able to demonstrate techniques of using songs in different ways to teach grammar, vocabulary, pronunciation and community building because the students like songs and they motivate the students to learn the English language in an interesting way. Teachers can elicit students’ ideas about the song through activities such as prediction, mind maps, word splashes, etc. Students discuss questions such as the feelings in the song, what will happen next, etc. and write their responses in an interesting manner. Students may write and present how the song makes them feel and then draw a picture of their feelings while listening to the song. Teachers respond to this presentation and ask questions. Then, feedback is provided.
Happy Teaching! Teacher Daniel 🙂