Establishing a positive classroom climate is key for helping all students achieve success. When students feel valued, they are more likely to be motivated to learn. A teacher needs to create a supportive environment that embraces diversity and is culturally sensitive. Some ways to help build a positive classroom climate include:

• Students take ownership of what is learned (creating an environment for empowerment). James Cummins (1989) created a model that illustrates the manner in which institutions can empower or disable English learners. Cummins rationale is that a student's self-concept, which is constructed through the myriad interactions that occur in a student's day, are central to developing a student's sense of their role in society and their place at school. Cummins argues that teachers have the power to either empower or disable students through their classroom interactions and instructional strategies.

• Cultural / language incorporation: Teacher's encourage students to develop their primary language and use it. Students should view language and culture as the keys to making meaning. Some ways to help promote this include having signs around the room in a student's native language and newlestters as well. This way students will be more apt to value their home language and culture. These strategies can also strengthen the home-school partnership.

Motivation

Motivation is a key factor ensuring that students become-
or stay-interested in what they are learning.
Researchers have described motivation as the 'skill and will' to learn.

Council for Educational Development and Research
What We Known About Reading Teaching and Learning
Quote taken from On the Road to Reading: A Guide for Community Partners

Factors Affecting Motivation:

One of the most critical aspects to second language instruction is keeping the students motivated. Students should feel empowered to speak confidently, to discuss their learning, and to communicate their struggles. Yet, for many second language learners, the motivation to learn slowly begins to dwindle away.

Several sources can contribute to the disintegration of motivation. And unfortunately, some of these issues are beyond the control of the tutor or teacher. The home environment, the personal environment, and past educational environments can all affect how students perform in the classroom or in a tutoring situation.

Over the past decade, educational psychologists have pinpointed three sources of motivation in learning. They include: the intrinsic satisfaction (the student’s natural interests), extrinsic reward (the corresponding actions of the teacher), and combining satisfaction and reward (success in the task).

The intrinsic satisfaction of learning a new language is commonly very low. Most individuals do not find pleasure in learning a new language and even after studying a language extensively, never feel confident enough to consider themselves completely fluent. In order to increase the intrinsic satisfaction of one’s students, tutors and teachers need to integrate various activities and forms of instruction in their language acquisition processes. Such examples include using songs, games, physical responses, and puzzles to practice skills that have just been taught. However, it is sometimes challenging to keep the positive responses continuous when such activities are not included.

Extrinsic rewards and extrinsic punishment is also another factor affecting student motivation. Since rewards only lead to sustained motivation when a student actually receives them, it is imperative to motivate all students by providing positive feedback. The reward system can have an adverse effect on the weaker students, if the motivation is not given proportionally amongst all students. There is always a positive comment that can be made, even to the most challenging student. Such forms of extrinsic rewards include providing bonus points or assigning more advanced work.

Being successful and having success in completing a task are some of the most powerful contributors to self-motivation. Students tend to perform well on the things that they enjoy. Consequently, students are more likely to do the same action again.

The same holds true for those that experience failure. If a student fails at a given task, the probability of the student trying again drops drastically. The student may feel that he or she is a failure with low abilities, low motivation, low effort, and low achievement. Tutors and teachers need to avoid activities that guarantee failure. Weaker students already know their limitations and do not need constant reminders of their shortcomings. Rather, these students need to see and feel their progress. It may be appropriate to chart the growth of a student, so that the student has a visual representation of his/her progress.

Motivation is also highly connected with self-esteem. Tutors and teachers must remember that all the feedback that is given does affect a student's self-concept. Therefore it is essential that tutors and teachers are careful about what type of feedback is given, how it is given, and also how often it is provided. Feedback should highlight effort, the potential for future growth, key learnings, and the insightful ideas of the student.

Some practical ideas for sustaining motivation taken from Breen and Littlejohn:

Experiment, take risks. Try different activities and see what students respond to best:

While motivating your student is ultimately dependent on the individual, there are several ways that you can help build a strong relationship with your student and try to inspire them to keep striving for success. Listed below are some more ways to help keep him/her motivated.

Your student is more likely to be motivated if he/she can see the progress that is being made. Motivation is the key to tutoring success.

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