Sie sind auf Seite 1von 6

Introduction.

In this work, I will analyze the relationship between motivation and Humanistic Approach. First of all, is important to know that if when students meet a new language, they are disengaged, they are far less likely to remember what they are being taught than if they are engaged and emotionally open to what is going on. The teacher can play an active role in developing and exploiting affective strategies by building a generally positive atmosphere in the class. This can happen by encouraging learners, by helping them to identify achievable aims and work towards autonomous learning, through personal activities, and through pair and group work. Krashen claims that if students are not motivated, their affective filter is raised and blocks the input from being absorbed and processed. On the other hand, if their affective filter is lowered (because students are motivated and relaxed) then, the comprehensible input the students are exposed to, will contribute more effectively to their acquisition of new language. Motivation is one of the most important factors in successful English education. In addition to it, there are also other factors that influence students ' learning directly, they are: emotions, feelings and humanistic perceptions. Here arises the concept of Humanistic Approach.

What Humanistic Approach is.

The Humanistic Approach is an affective and effective way of teaching. It accepts activities in which students are encouraged to make use of their own lives and feelings in the classroom. The content also relates to experiences, hopes, aspirations, beliefs, values and needs of the students. The aim is to integrate the subject matter and the personal growth into the curriculum.

2013motivation | Humanistic approach

Many

activities to

are make

designed

students feel good and remember happy times (because of that they feel relaxed) while

practicing

grammar

items at the same time. It is a special type of interaction itself,

consisting of sharing, caring, acceptance, and sensitivity. It facilitates understanding and rapport. Humanistic education is a way of relating that emphasizes self- discovery, introspection, self- esteem and getting in touch with the positive qualities of ourselves and others. Assumptions of Humanistic Education 1) The main purpose of education is to provide learning and an environment that facilitate the achievement of the full potential of students. 2) Personal growth as well as cognitive growth is a responsibility of the school. Therefore education should deal with both dimensions of humans, the intellectual or cognitive and the affective or emotional. 3) For learning, to be significant, feelings must be recognized and put into use. 4) Significant learning is discovered for oneself. 5) Having healthy relationships with other classmates is more conducive to learning. 6) Learning more about oneself is a motivating factor in learning. 7) Increasing ones self esteem enhances learning.
2

2013motivation | Humanistic approach

Humanistic Teachers. A caring teacher tries to develop a relationship with the students. If the teacher sees potential in all students, and communicates this successfully them, they will build a desire to learn and participate. When the students realize that the teacher is not going to get angry, he is being nice and understanding, and the reason he is doing that is because it is important to him that his students learn and do well, as a consequence, there is a natural human reaction to reciprocate and do something nice in return. This shows how motivation and humanistic education are key elements in the teaching/learning process. In addition, motivation and humanistic education promote students' interests in the class and enhance good teacher-student and student-student relationships. Caring and sharing are valuable resources that English teachers do not take into account sometimes because they are considered as unimportant features of English teaching.

How do teachers work with humanistic activities?

The teacher provides the students what he wants them to say. For example, he would ask them to make sentences with was and were about their favorite things. The teacher wants to involve students emotions. Then, they share the activity and by the end of the lesson they will have said a lot about themselves and will have practiced grammar. As the students find that their thoughts, feelings and experiences as regarded as important in school, school becomes more important to them, but, the decision to use humanistic style activities will depend on how comfortable teachers and students are about working with real lives and feelings. Teachers and the fear of incorporating humanistic activities. A problem in incorporating humanistic activities in foreign language classes is that foreign language teachers are untrained and inexperienced in humanistic activities. As a consequence, some fears about humanistic teaching appear. One of them is that foreign language teachers will take on the role of psychologist. Arthur Jersild claims that every teacher is in his own way a
2013motivation | Humanistic approach 3

psychologist and everything he does, says, or teaches has a psychological impact. Another fear could be to bring into the classroom humiliation or shame while sharing experiences about students lives. Some teachers worry about doing some unintentional damage to the students, since emotions and feelings are not areas customarily delved into. Motivation and language learning. Has I have said before, if students are motivated, they will achieve their goals easier and faster. They will also enjoy the experience of learning a second language. But, what does motivation mean? Motivation is generally defined as the force that compels people to action. It drives people to work hard and pushes them to succeed. Motivation is an affective factor inside the individual that involves the learner's overall goal or orientation. There are different kinds of motivation. Not a single type of motivation works for everyone. Students personalities vary and so accordingly does the type of motivation, that is most effective at inspiring their conduct. Sharing motivating thoughts or motivational tips will benefit every student and even also, the teacher, because it will be easier to identify what motivate each student and what sort of activities she should develop. It is evident that students are individuals, who are all motivated in many different ways. In order to be successful, teachers must take the time to get to know each student on a personal level, and in doing so, will gain the knowledge required to inspire students to succeed and reach their full potential. Motivation is what gives them the energy to constantly seek to improve their self-motivation as well as motivating others. Consequently increase our leadership influence. Types of motivation. There are two major types of motivation, intrinsic and extrinsic motivation: Intrinsic motivation means that the individual's motivational stimulus are coming from inside. The individual has the desire to perform a specific task, because its results are in accordance with his belief system or fulfills a desire and therefore importance is attached to it. Below are some examples:
2013motivation | Humanistic approach 4

Acceptance: We all need to feel that we, as well as our decisions, are accepted by others. Curiosity: We all have the desire to know, to learn something different. Honor: We all need to respect the rules and to be ethical. Independence: We all need to feel we are unique. Order: We all need to be organized. Power: We all have the desire to be able to have influence. Social contact: We all need to have some social interactions.

Extrinsic motivation means that the individual's motivational stimulus are coming from outside. In other words, our desires to perform a task are controlled by an outside source. Other types of motivation are: Incentive: A form of motivation that involves rewards is often called incentive motivation. Many people are driven by the knowledge that they will be rewarded in some manner for achieving a certain target or goal. Bonuses and promotions are good examples of the type of incentives that are used for motivation. Growth: The need for self-improvement is truly an internal motivation. A burning desire to increase our knowledge of ourselves and of the outside world can be a very strong form of motivation. We seek to learn and grow as individuals. Social: Many people are motivated by social factors. This may be a desire to belong and to be accepted by a specific peer group or a desire to relate to the people in their sphere or in the larger world. Human beings have an innate need to feel a connection with others. A genuine and passionate desire to contribute and to make a difference in the lives of others can be another form of social motivation. If we have a longing to make a contribution to the world around us, it is generally a sign that we are motivated by social factors. The real importance of understanding the different types of motivation is in our ability to determine which form of motivation is the most effective for inspiring the desired behavior in either others or ourselves. None of these styles of
2013motivation | Humanistic approach 5

motivation is inherently good or bad, the positive or negative outcome is truly determined by the way they are used.

Conclusion.
Effective teaching leads to effective learning, but more important is the fact that affective teaching leads to effective learning.

Not quite often, teachers believe that students they are single individuals, human beings that go to classes to learn about life, feelings and a language. In class, students need: a pleasant class-atmosphere, a close teacher-student interaction, and high respect for the individual and his feelings.

In my opinion if teacher let his students know that he truly care about them, their progress in the language, their personal interests, and their lives, student will progress. Teachers ought to help them to clarify their achievements. The key for success lies in getting involved in their interests, and helping them in different ways. Teachers can and do make a difference in the lives of their students; students can and do change as well. Every people have the power to make others feel better or worse about themselves, but teachers, in particular have this power with every sentence they utter. Teachers might affect a person's life positively or negatively; that is why teachers must seek to affect students ' lives in optimistic, constructive ways at all times. A teacher can do a lot to improve the students' motivation, and the effort involved is an essential part of the teaching profession.

2013motivation | Humanistic approach

Das könnte Ihnen auch gefallen