Jackie,
I teach beginner English for Speaker of Other Language (ESOL) adults.  (I also teach middle school ESOL at all fluency levels and in the past have taught elementary and high school level.)  A motiviated student is excited, and is an enthusiast person.  S/he is an active participant in all of the lessons, volunteers and is motivated by asking questions and making connections.  The student will try, use a translator, &/or Eng./first language dictionary and try to help other students.  I do see several motivated students--many are well educated in their own country and speak their first language well.  Some are not well educated or have not had the opportunity to attend school in their country.  They want to succeed in the US and are motivated to learn English to get a job, attend a university or to get a better job.   
 
I also teach a graduate level Independent Studies course at www.chapman.edu/exed/k-12 called Teaching English Language Learners. It is for mainstream teachers to learn about materials and new strategies in order to design lessons for their classrooms to motivate and include English Language Learners (ELLs).  If the students can understand, are given the proper prior knowledge, key vocabulary and are making connections, asking questions and wondering about information they will be productive and active members in your class.  
 
As a motivated instructor I try to make the atmosphere friendly and encouraging--(lowering the frustration level), I make the content understandable (comprehensible input) and make it possible for my students to respond at their level of English Language fluency (output--Krashen's theory  for  Language acquisition).  I use visuals, realia, tradebooks, graphic organizers, repetition, restating and real language.  I also work with the whole group, partners, small group and individuals.  I also believe that all students can learn and with patience and understanding will grow.  I believe that the students know if you are interested and concerned about their learning and that you believe in them even if they don't yet believe in themselves.
Joyce Bogdan
Bogdan Instruction
www.yougottacall.com 



----- Original Message ----
From: "Taylor, Jackie" <jataylor at utk.edu>
To: The Adult Literacy Professional Development Discussion List <professionaldevelopment at nifl.gov>
Sent: Thursday, July 24, 2008 10:39:34 PM
Subject: [ProfessionalDevelopment 2408] Motivating and Creating an Inspiring Environment


Dear Colleagues,
 
Do you find that all of your students are motivated to learn because they come to class?
 
That sounds like a really dumb question, but I’ve been thinking a lot about motivation lately and what exactly we do as adult educators to tap student motivation. Some might understand this to mean providing extrinsic rewards; others might understand it as hooking into the intrinsic motivation that is central to being a life-long learner. Still others might describe this as helping students take ownership or responsibility for learning.
 
Motivated Students
 
How would you describe the behavior of a motivated student? What does the student do that cues you that he or she is motivated? What are the signs? How often do you see these in your classroom or program?
 
Motivating Instructors
 
What are the top five things you do as a motivating instructor? Consider the best and the worst lessons you’ve taught or have participated in. In your opinion, what makes the former motivating and the latter unmotivating for learners? 
 
Looking forward to hearing from you,
 
Jackie
 
Jackie Taylor, Professional Development List Moderator, jataylor at utk.edu 


      
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