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of group cohesiveness because the interaction is the most essential part when learning a new language and the students can get in contact with 

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Carol Dweck

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The power of believing that you can improve | Carol Dweck | TED

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Group 3

This chapter talks about how teachers can be 'good enough motivators' by using some motivational strategies in the class. You don't need to use all of the strategies that appear in this book to become a 'supermotivator' teacher.  We need quality rather than quantity. We don't have to be perfect teachers and we don't have to expect our students to be perfect either.

We concluded that there are plenty of aspects which are very important for each one of us as we develop our teaching practises in order to motivate students lesson by lesson. Firstly, there are some qualities which we need to have in order to achieve the concept named “the good enough parent” because it suggests that in order to produce psychological health in the child, the “parent” doesn’t need to be perfect. Instead, there is a minimum of support needed for healthy development: understanding, 135 soothing, protection, and love. In other words, `good enough parenting' requires the parent to exceed a certain level of quality parenting without necessarily having to be a perfect role model for our students. As a result, it is not expected of us to be perfect but to try to do our best in order to help each of the students. . “Perfection is not within the grasp of ordinary human beings. Efforts to attain it typically interfere with that lenient response to the imperfections of others, including those of one's child, which alone make good human relations possible.” (Bruno Bettelheim 1987:ix).

Having said that we should definitely point out some of the suggestions we would like to follow if we want to become good motivators.

1. To demonstrate enthusiasm about the material and how it affects your personal life in some way because the students might get the idea that it is exciting to learn a new language and they will be more open-minded to learn something new from a teacher who is very passionate.

2. We need to take very seriously their knowledge because students can get motivated if they see progress in the acquisition of a new language. We also want them to become good communicators, so we should have good achievements which must be done by the end of the term.

3. Developing a personal relationship with your students because our students will think that we care about them as it should be.

4. Building a collaborative relationship with their parents, for student’s parents should be engaged in their evolution and progress.

5. Create a good atmosphere in the classroom. Students need to feel comfortable even if they make mistakes because it is the way we all learn new things. That’s why everyone should be tolerant and respectful.

6. Promote the development of group cohesiveness because the interaction is the most essential part when learning a new language and the students can get in contact with other people.

7. Include rules for working. As a consequence, the students might learn and follow some procedures as they work collaboratively, and they might be attempted to commit less dangerous risks affecting their development.

8. Observe constantly the progress.

9.   Promote the learners' language-related values by presenting peer role models. In that sense, students will get motivated as they see others’ progress and they would like to imitate what they did in order to be better.

10. Incorporate students’ interest to your lesson.

11. Promote integrative features regarding to be even more tolerant, respectful, and open-minded to new cultures and realities. In that way the students are going to learn that the differences presented in each part of the world are needed for our society and they should increase a sense of responsibility as they respect others.

12.  Students need to be aware of the tools and values associated with L2. We as teachers need to let them know how to encourage some real situations in real life by applying L2.

13.  We have to increase student’s expectancy of success in particular tasks and in learning in general. We have to make sure that they are confident and they do not feel obstacles to success.

14. Increase your student’s goal-orientedness by formulating explicit class goals accepted by them. That is to say keeping the class goals achievable by re-negotiating if necessary.

15. Make the curriculum and the teaching materials relevant to the students. Find out our student’s interests, goals and needs.  Relate the subject matter to the everyday experiences and background of the students.

16. Help to create realistic learner beliefs. Raise the learner's general awareness about the different ways languages are learnt and the number of factors that can contribute to success.

17. Make the learning process a stimulated one by breaking the monotony of the class. Vary your techniques inside the classroom and do the unexpected.

18. Make your lesson a challenge to your students by increasing the attractiveness of your class.

19. Create specific and personalised assignments for everybody by enlisting students as active task participants.

20. Present and administer tasks in a motivating way. We need to provide appropriate strategies to carry out the tasks.

21. Use goal-setting methods in your classroom. Emphasise goal completion deadlines and offer ongoing feedback.

22. Use contracting methods with your students to formalise their goal commitment.

23. Provide multiple opportunities for success in the language class. Adjust the difficulty level to the student’s abilities.

24. Build your learners' confidence by providing regular encouragement. Draw you learners’ attention to their strengths and abilities.

25. Help diminish language anxiety by removing or reducing the anxiety-provoking elements in the learning environment. Promote cooperation instead of competition.

26. Build your learners' confidence in their learning abilities by teaching them various learner strategies.Teach students learning strategies to facilitate the intake of new material.

27. Allow learners to maintain a positive social image while engaged in the learning tasks. Select activities that contain `good' roles for the participants.

28. Increase student motivation by promoting cooperation among the learners.Provide students with some `social training' to learn how best to work in a team.

29. Increase student motivation by actively promoting learner autonomy. Adopt the role of a facilitator.

30. Increase the students' self-motivating capacity. Share with each other strategies that you have found useful in the past.

31. Promote effort attributions in your students. Refuse to accept ability attributions and emphasise that the curriculum is within the learners' ability range.

32. Provide students with positive information feedback. Notice and react to any positive contributions from your students.

33. Increase learner satisfaction. Regularly include tasks that involve the public display of the students' skills.

34. Offer rewards in a motivational manner. Make sure that students do not get too preoccupied with the rewards.

35. Use grades in a motivating manner, reducing as much as possible their demotivating impact. Apply continuous assessment that also relies on measurement tools other than pencil-and-paper tests.

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Brief summary of conclusion
Group 3

This chapter talks about how teachers can be 'good enough motivators' by using some motivational strategies in the class. You don't need to use all of the strategies that appear in this book to become a 'supermotivator' teacher.  We need quality rather than quantity. We don't have to be perfect teachers and we don't have to expect our students to be perfect either.

Brief summary of chapter 2
(Group 1)
the main idea is that teachers first must create a good classroom atmosphere in order to give motivation to students
It is about   Creating the basic motivational conditions is also a reponsibility for the teacher, as they have to have appropiate behaviors, create a pleasant classroom atmosphere, and appropiate group norms.
"Rapport" knowing the students, listening to them, be tolerant, knowing how they feel is important to maintain a good relationship between teacher and student, and a good relation with parents as well.
The teacher has to maintain their enthusiasm, commitment to the students' learning, and a good relationship for them, as this is crucial to maintain everybody's motivation.

# data[].attributes.body
brief summary of chapter 4
brief summary of chapter 4 
This chapter is about ... 
4.5: How students can maintain a positive social image for most students, schools is not only an educational environment,but  it is also part of the students' social life. This means...
The impact of academic achievement is not restricted to intellectual development but it also affects a student's general self
worth and social standing in the class.
Failure in a subject matter causes not only personal disappointment but public embarrasment.
4.6: This chapter talks about cooperation and how  is related to motivational practices and works as a plus to have more possitive attitudes towards learning and develop higher self
esteem and self confidence in other class structures.





Brief summary of conclusion
Brief summary of conclusion 
Group 3 

This chapter talks about how teachers can be 'good enough motivators' by using some motivational strategies in the class. You don't need to use all of the strategies that appear in this book to become a 'supermotivator' teacher.  We need quality rather than quantity. We don't have to be perfect teachers and we don't have to expect our students to be perfect either. 


Brief summary of chapter 4
Brief summary of chapter 4 
Group 2 
It is about 

Chapter 4.3

It mainly refers to the importance of well-specified short-term goals in comparison to other ways of teaching/learning methodologies. It was shown in a research that the students that set short-term goals advanced way more than those who were following a general goal. Furthermore, goals must be specific, clear, measurable, challenging and realistic.



brief summary of chapter 2
brief summary of chapter 2 
Group 1 
the main idea is that teachers first must create a good classroom atmosphere in order to give motivation to students
It is about   Creating the basic motivational conditions is also a reponsibility for the teacher, as they have to have appropiate behaviors, create a pleasant classroom atmosphere, and appropiate group norms.
"Rapport" knowing the students, listening to them, be tolerant, knowing how they feel is important to maintain a good relationship between teacher and student, and a good relation with parents as well.
 The teacher has to maintain their enthusiasm, commitment to the students' learning, and a good relationship for them, as this is crucial to maintain everybody's motivation.

# data[].attributes.body
This chapter is about ...
4.5: How students can maintain a positive social image for most students, schools is not only an educational environment,but  it is also part of the students' social life. This means...
The impact of academic achievement is not restricted to intellectual development but it also affects a student's general self
worth and social standing in the class.
Failure in a subject matter causes not only personal disappointment but public embarrasment.
4.6: This chapter talks about cooperation and how  is related to motivational practices and works as a plus to have more possitive attitudes towards learning and develop higher self
esteem and self confidence in other class structures.

# data[].attributes.body
Group 2
Chapter 4.2
Motivational Strategies for doing tasks.
In introduction part,  we need to explain utility and purpose of our activity to the students.
We may have some ideas related to daily routine, in other words, make connection with the task and student about personal daily life, make questions about it. As teacher, we have to work with our strategies for to achieve a good job for the students keep motivating way to make the activity.

It is about

Chapter 4.3

It mainly refers to the importance of well-specified short-term goals in comparison to other ways of teaching/learning methodologies. It was shown in a research that the students that set short-term goals advanced way more than those who were following a general goal. Furthermore, goals must be specific, clear, measurable, challenging and realistic.

# data[].attributes.body
Group 1
the main idea is that teachers first must create a good classroom atmosphere in order to give motivation to students
It is about   Creating the basic motivational conditions is also a reponsibility for the teacher, as they have to have appropiate behaviors, create a pleasant classroom atmosphere, and appropiate group norms.
"Rapport" knowing the students, listening to them, be tolerant, knowing how they feel is important to maintain a good relationship between teacher and student, and a good relation with parents as well.
The teacher has to maintain their enthusiasm, commitment to the students' learning, and a good relationship for them, as this is crucial to maintain everybody's motivation.
strategy 1 : Demonstrate and talk about your own enthusiasm for the course, material , and how its affect your personality.