A Review: Motivating Classroom
(Creating A Motivating Classroom Environment)
Aji Nur Hakim
Zoltan Dornyei from The
University of Nottingham, UK, written a journal title “Creating A Motivating
Classroom Environment,” on Chapter 43. In this chapter, Dornyei focused to
discuss how to create a motivating classroom management and the various ways
that can approach to see the different psychology process in the classroom. The
main topic itself divided into four:
1.
Toward
a cohesive learner group
2.
Toward
a productive norm and role system in the classroom
3.
Toward
an optimal leadership style
4.
Adopting
a motivational teaching practice
The first
discussion is about motivating classroom toward a cohesive learner group. To
make motivating classroom environment, students and teacher have to work
cooperatively. Especially the relationship between students should be a good
relation of groups. “Group cohesiveness refers to the closeness and “we”
feeling of a group, that is, the internal gelling force that keeps the group
together.” (Dornyei, n.d.). In a cohesive group, an individual feel accepted in
the group and regarded in it.
There are some
factors that affect cohesive group according to Dornyei and Murphey (in
Dornyei, n.d.): learning about each other (sharing personal information);
proximity, contact, and interaction (physical distance, situation, and influent
behavior); difficult admission (initiations ceremony of groups); shared group
history (spending time to hear one’s story); the rewarding nature of group
activities (reward to others, individual benefit); group legend (group name,
logos, mottoes, etc); public commitment to the group (group agreement, goals,
and rules); investing in the group (acts of membership); extracurricular
activities (experiences); cooperation toward common goals (cooperative
achievement of members); intergroup competition (small group games); defining
the group against another (relative to other group); joint hardship and common
threat (going through member’s difficulty); and teacher’s role modeling (behavior
of teacher).
The second discussion is about motivating classroom
toward a productive
norm and role system in the classroom. Group norm should not be implicit. The members
of groups have to make the explicit norm, so that the wrong behavior or
attitudes can be straightened and the consequence is clear. The member who
makes a mistake did not direct faulted, because they can learn through their
mistake. Group roles itself describe as a member who have a function or
position in a group. Every member have to do their roles and contribute to make
a better environment, and the most important, avoid conflict. Teacher can help
students to make the role which is every students can contribute. “The
most subtle way of encouraging role
taking
is to notice and reinforce any tentative role attempts on the students’ part,
and sometimes even to highlight
possible roles that a particular marginal learner may assume.” (Dornyei, n.d.)
The third
discussion is about motivating classroom toward an optimal leadership style. Teacher
as facilitator help students to lead their selves and be democratic to every
member. The leader leads the discussion that includes the other member to make
decision. They can share what they thought and the other member can give other perspective.
Teachers use leadership style to give the students democracy to experiencing
their own learning process.
The last discussion is about adopting a motivational
teaching practice. Dornyei (n.d.) says that motivating classroom will relate to
motivation of groups, whereas, motivation always relate to an individual that
examine about one’s behavior or the view of people as an individual. Then, to
bring the motivating classroom and the group behavior, it should combine
between motivational psychology and group dynamic.
“The
motivational character of the classroom is largely a function of the teacher’s
motivational teaching practice, and is therefore within our explicit control” (Dornyei,
n.d.), which means the main role of managing classroom is the teacher; how the
teacher can bring motivational teaching with their control of the classroom. Teacher
needs some process or phases to start it.
The first phase
called generating initial motivation. Dornyei (in Dornyei, n.d.) has divided
five broad group of creating initial students motivation:
1.
Enhancing
the learners’ language-related values and attitudes.
Language-related still
divided into 3 types:
a.
Intrinsic
value, that relate to interest in the process of learning.
b.
Integrative
value, that relate to the attitude, the speaker, and the culture brings in the
classroom.
c.
Instrumental
value, that relate to practical.
2.
Increasing
the learners’ expectancy of success
To expect that students can
get success in the learning, teacher should motivate them and engage them into
learning process. So, students can do best because they are motivated to.
3.
Increasing
the learners’ goal-orientedness
It is important to teacher
to know what students goal be. It is not merely to mastering the subject,
because every student has different learning goals. Teacher has to aware of
students, so that they can increase the goal of every student in the classroom.
4.
Making
the teaching materials relevant for the learner
Students come to school to
get the new knowledge from teacher. If the materials of teaching are not
relevant, so that students can not get the meaning of study. Beside, teacher
has to follow the curriculum that has been decided by school.
5.
Creating
realistic learner beliefs
The second phase called maintaining and protecting
motivation. The motivational strategy to make relevant learning in the
classroom according to Dornyei (n.d.) is: making learning stimulating and
enjoyable; presenting tasks in a motivating way; setting specific learner
goals; protecting the learners’ self-esteem and increasing their
self-confidence; creating learner autonomy; and promoting self-motivating
learner strategies.
The last phase called encouraging positive
retrospective self-evaluation. Talking about self-evaluation, it will relate to
feedback. The function of feedback itself, that state by Dornyei (n.d.) are
offering praise and increasing learner spirit; promote positive self-concept
and self-confidence; and reflect the area of improvement.
To make a
motivating classroom environment is neither merely difficult, nor easy to do. Teacher
has to collaborate to students and make a motivating environment together. Teacher
can study more and create the strategies exist to their classroom; but first
teacher have to know what type of student they have. At last, the most
important of creating motivating classroom is the quality teacher can make. “What we need is quality rather than
quantity; some of the most motivating teachers often rely on a few well-selected basic
techniques.” (Dornyei,
n.d.)
Source:
Dornyei, Z. (n.d.). Creating a motivating classroom
environment. Retrieved from http://www.educ.ualberta.ca/staff/olenka.bilash/best%20of%20bilash/motivating%20classroom%20environment.pdf
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