Screen Poster presented at the BAAL 2018 conference, York St John’s University, UK|
British Association of Applied Linguists
Studies repeatedly show one of the most crucial factors affecting student motivation is the teacher. Teacher and student motivation is both positively or negatively synergistic, implying that to motivate students, teachers must also be motivated themselves. This paper presents an exploration of this relationship through a narrative of evidence-based practitioner reflection on teaching at a Japanese university. Field-notes, journals, class-observations and recordings were employed as data for deeper reflection by the teacher/researcher, triangulated with data from students, including short interviews, classwork and assignments. Approaching authenticity as either a bridge or a gap between positive teacher-student motivational synergy, this paper provides a practitioner’s account to examine the social dynamics of the language classroom. Core beliefs were found to be crucial in maintaining a positive motivational relationship. Motivation will be approached from an ecological perspective; that is looking at the connections between people and their environment, incorporating the natural peaks and troughs of the emotional landscape of the classroom and situating that within wider social context. Particular emphasis is placed on the concept of authenticity as the sense of congruence between action and belief, and the way that teachers construct their approach according to a philosophy of practice. I posit that authenticity can either work as a gap or a bridge between positive student-teacher motivation. In other words, when students and teachers both share an appreciation of the value of classroom activity, the learning is authentic. This presentation reflects on these complex issues and begins exploring them in context. This paper attempts to be as practical as possible by sharing lived professional experiences from the classroom. Samples of students’ work will be shown that indicate their level of engagement in class, with a discussion of strategies employed to help them maintain motivation, such as reflection and tasks involving metacognitive strategies.