Journal #2 How can teachers create classroom dynamics in which learners actually report to each other instead of just answering question?

    I believe that as teachers we should get motivated preparing our ESL classes. A motivated teacher equals motivated students. It's our job to help them learn to acquire a second language efficiently. Let's motivate them into learning English by making it fun and enjoyable. We need to keep up to date with the latest technology that our students are using and bring them into our classes. For instance, we can use videos to encourage discussions of a film. This will eventually help develop comprehension, oral skills and critical thinking skills. 

  I also think that by providing students with a friendly, supportive learning environment, we can help reduce their learning anxieties and therefore boost their learning progress. This is based on Krashen’s “affective filter hypothesis”, which states that anxiety, stress, or tension may hinder a learner’s ability to learn (Krashen, l982). When students are relaxed, they will be able to focus on learning.  

  I also believe that a child learns by doing (constructivism). The teacher should use a variety of methods to stimulate children’s interest and encourage student involvement. It is important to seek out on individual interests, needs, and abilities. Learning by doing is exciting, and the process of participating, contributing, and interacting creates the classroom dynamic in which learners actually report to each other. Again, I insist that motivation plays an important role during language learning. ESL teachers need to engage the students’ motivation with instruction. Constructivism is also closely tied to the multiple intelligences because the recognition of varying learning types is crucial to creating a learning environment.  
  In conclusion, without motivation, you cannot ensure student achievement. Language teachers cannot teach a second language effectively, if they do not understand the relationship between motivation and its effect on language acquisition. Learners need quality instruction and opportunities for meaningful output not only to make progress, but also to maintain motivation for language learning. A good teacher, then, must find ways to identify student’s purposes for studying a language and develop proper motivational strategies. As instructors, we may be the most important factor in influencing our student’s motivation, which is the key element in language acquisition process.