Teacher’s Attitude

Setting the proper mood for teaching a language is a task that requires not only elaboration, yet lots of positive reinforcement. Students tend to undergo a series of emotional endeavors when they hear the word: English. It is perhaps whether the loss of interests due to previous experiences or the implications the target language might generate to their self-confidence and autonomy. Therefore, the teacher’s task is beyond of applying the adequate tools, such as methodology choice and task planning and execution. It also relies on building a healthy environment to enhance students’ language acquisition and outcomes. ESL and EFL teachers are in charge of displaying the best of their own behavior and personality to perpetuate the adequate tone in the class. However, there is more at stake to fulfill the purpose of keeping the students interested and of creating a proper climate.
First of all, teachers are the key for motivation. They are the leaders of the class and their performance has a powerful effect on the psyche of students. They must always portray an outgoing personality without wearing the shoes of a clown. Besides, there has to be a bridge for students to trust their teacher and feel confident to express themselves freely without expecting mockery from other classmates. Students feel much more attuned with English classes when they are conscious of their teacher’s support and willingness to help.
Combating the lack of interest in the process and the loss of interest in the language is not a kid’s assignment. How to get attention from students when they don’t tune in with the language is not a five-step formula. Teacher must employ their expertise in creating updating and fascinating activities for student to engage in. That is to forget, at some point, about textbooks created for either adult education or children education. Those textbooks contain activities with content that today students are not familiar with. For children textbook, students lose interest because of the lack of difficulty. Here lies the creativity and knowledgeable sense for current events to build an appealing task. It becomes a hard time since students, because of their uniqueness, share a wide range of distinctive preferences. Therefore, teachers must prevent the lack of interest of such task by improving it in a way that provokes a raising interest in all students to be involved with. For instance, they share different preference in music styles, so taking into account the teacher can come up with a debate on which music style is the best and why. However, by applying this, students can fall into a dispute that can lead to disorganization and intolerance. In order to avoid the rambling of such misfortunate events, the teacher’s personality and behavior comes into action to perpetuate the righteous climate.
Another factor in consideration is the setting the proper goal. Objectives and tasks should be under the watchful eye of a personal guideline to assure the adequacy of applying and executing activities on the students’ cognitive level. It tends to occur that activities and tasks are either over the comprehension of students due to their complexity or under the complexity they are capable of achieving. Taking care of the students’ confidence and autonomy represents the recollection of valuable outcomes through the process of acquiring the language. If students feel overwhelmed by the complexity of a task, their levels of frustration increase. The less interference of the teacher during the pupil’s execution raises his sense of autonomy and self-confidence. Therefore, planning must strictly consider the ability for pupils in advance to execute tasks freely.
The latter is enclosed when diagnosis is held. The diagnosis test or practice provides the information to answer the question of how complex a task must be. As well, the diagnosis offers the social affective profile of students. This data, if it is properly handled, infers the sort of lessons and procedures to undergo in and out of class.
In conclusion, teachers must be prepared to undergo a series of challenges that might interfere with their identity in order to enhance acquisition and learning in the class. As well, leading a proper recollection of student’s information eases the upcoming work and helps to start building an environment of camaraderie. Therefore, focusing on the student as a person, whose feelings, anxieties, abilities and disabilities interfere widely and deeply in his process of education, contributes to humanize the education and give language teaching the proper status. As William Ward said, "the mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires."