 inspiration from a few of the workshops I've watched and been to already, okay. So mind the names, I mean it's kind of the deaf binding the motivation, how we can create it in the classroom, the initial phase, how we can maintain motivation for students, encourage it and then maybe reflecting on ourselves and also teachers, okay. So the first thing I want to do, what every student hates when I say so. Can everybody, we have a little devoid from the bridge mills over here, Atlantic over here, these are only infiltrator over here. Big favour, any hot drinks in the way at the moment? Can you stand up please? Can you take somebody from a different school and stand face-to-face please? Over here, over here, over here, over here. Hello. Hi guys. Very friendly, I'm happy to see you. How do you feel? I'm friendly. Know everybody's name? I have one question on the board. Thank you. That's a great easy question. I'll just speak to you. So just wait one second, I think one second. I want you to guess what motivates your partner. Too late. What motivates them, please? I'm sure there are. What I know about you is you draw a new mentor. I can tell you that. I can tell you that. I mean, you just try to concentrate on something as good as you can. Okay. Probably. Over here, seriously. Do you have a good job? I'm sure I could watch you do that. You're doing everything. I'm doing everything. She begs this. I'm the best. I'm the best. I'm the best. Yeah, yeah. I'm the best. I'm the best. I'm the best. Thank you, can you tell me what motivates your partner? Actually, it was all about me. I was just taking a guess that her own teaching and how one of her students do one moment here. So I'll say you're at a few workshops and I think that she's a teacher who looks to progress and is prepared for her own. Is that true? Of course! Any other ideas, any other warm words that motivate people? What do you mean? Actually, passion. Passion? Are you a passionate person? Well, we kind of... We weren't guessing each other because I didn't express myself before you asked. We're seeing that it's like you're kind of always working towards something. You kind of always have something that you're moving in the direction of. It's your goal, something you're chasing all the time. Perfect. Anybody save money? Never. I'm calling you! I room up these NFL teachers. I didn't think money would be the motivation. Perfect, guys. Can you sit down? Nice to meet you. How are you today? So you felt happy first and how did you feel when you asked the question? Interested? Do you feel awkward? Yeah. Do you feel awkward? Yeah. So you thought about what motivates yourself? Yeah. So what I want to do is reflect on what motivates you. You kind of need to know how can you motivate yourself if you want to make your students motivate us. Okay? So what if you were to say, it's an umbrella term. What is motivation? Maybe why you do something how willing you are, how much time you're willing to spend, and how hard you're willing to do it. Okay? Intrinsic for you. Intrinsic, what outside forces make you do something? Okay? So here before our students, it's grades needed for their job, for work, for a visa, for example. Okay? The ideal stuff and the all-to-self. What you hear, what you hope to be, what you ought to be. So you have two different theories. Okay? So creating the initial phase in the classroom, some ideas we've done. I have a little handout here, guys. So on the first week of the course, especially for, I think as Jim talked about the plateauing from intermediate and upper-intermediate, which is probably the most troublesome, I got my students to create a little profile for themselves. Okay? So on the left, we have lots of jumbled up phrases. We need to make questions back to our lovely present perfect questions, and we need to write down some answers about what motivates them. Okay? So I've adapted this from face-to-face, upper-intermediate. I have a love-heat relationship with that book, but sometimes you get a piece of gold and you just pass it around there with your body and the audience. Okay? Has anybody used these initial phrases at the start to clarify what you want to achieve in their classroom before? Yeah, but more just as a general conversation. General conversation, why are you here? As you can see, it's very learner-centered. Respect on what they've done before. There's a gap film missing here. You need to make a full question. Why do you study how I feel about my English now? What I want to improve outside of class? What I want to do in class? And the last question, which is the most difficult thing. So you have this unrealistic aim. Everything up to that aim is a positive thing. Okay? One of my colleagues, Brendan, has developed an in-class survey. How often do you speak English? How often do you write in English? How often do you listen? He needs analysis. Do I need to improve those skills? Okay? Things we've already known ourselves. In the classroom, creative motivation is a friendly environment. Okay? So I think most of our teachers do this at the moment. Making a safe space without using that word, making a safe space in the classroom. Very friendly, demystifying mistakes. It's okay to make mistakes. I have countless messages from my friends asking me to go for a quiet point. Q, U, I, T, E, you're your. Native speakers make mistakes. Students shouldn't feel afraid to make mistakes. The fact that they're speaking to someone in a different language is already an amazing thing. If you are explaining something in a different language in a different country over here, then you are already winning, okay? So I try to instill this in my classroom. Very positive environments. Okay. So my main character is here at rapport. I rely heavily on this. I actually take an interest in students because I am interested. I love long-term students who can probably guess if you're fake interested in some questions. They're not, they know what to practice if we say it without using that word. Personalization. I talked about the Google Maps. You're living in Galway. How can I use this in my classroom? It's motivated me. In the back of the English file, I think we have a direction task. Two guys in a random town in England. Is that relevant to me here in Galway? Pick a point. Do it personalize it. If this isn't grammar on the board, I use students' names for stories. We're referring back later. Do you remember when we had the story about crime on the board and it was a criminal that we had older prepositions for crime in it? Not do you remember chapter 60, page 75? It's easier to remember personal. Which motivates you? You have a personal experience that motivates you. Cooperation, which we did there. Pair work. You're more motivated. And the big one, learner autonomy. Okay? How do you promote learner autonomy in your class? How do you promote it? Okay. It's okay. Don't worry. Thank you for your time. You're welcome. Don't. Can everybody turn over their sheets? Uh-oh. Great. Look at this. Can you hold your sheet for everybody? There's a beautiful sticker here. One activity I like to do is make the student, the teacher, which I've seen in other workshops. You would give a not-so-confident student, or maybe a more confident student, the role of the teacher. I would present them with the answers. Instructions, what to write on the boards. I would swap their seats first. You will be the teacher now, but you can relax for the moment. Okay? Simple tasks. Make the teacher. You got it now. Yeah. Trace. Trace. You got it. I didn't get it. Because of the less confident. Yeah. I often fix it a little. If it's a very, very shy student, I kind of cheat a little bit. Make it a not-so shy, painfully shy student. You can judge your class. By building rapport, you know who's comfortable in front of class, and who will be too comfortable in front of class. I don't want the students seen in the show. Okay? Another learner telling me on how to choose nominating students. So when we're doing feedback, I would make students pick somebody else for the next question. It takes you away from reduce the TTT. And eventually they start asking each other, well, Colm, what did you get for question six? Colm, you pick the next person. They would ask each other what the next question is. You sit back, observe, and you promote and motivate them through their own learning autonomy. Okay? Good. Positive self-reflection. We have can-do statements in our student framework and in the back of books. Maintaining throughout the course, there's a little progress portfolio in some books at the bottom. What can you do? So I've presented with Present Perfect this week. I've learned 10 vocabulary words. What can I do with it now? Take off at the end. I can talk about abilities in the past. Can you do this? Ask a little speaking task, peer work? Check. I can speak. Give students more motivation throughout the course. Not just initial phase throughout the course. End of every Friday, maybe before the test. What can I do? What have I learned? Okay? Evaluation. I like the further word, reflection. Because you're having more or less judging and more reflecting on you. We often reflect on our own teachers and we evaluate the course. Have you ever got students to reflect on their own input at the end of the course? Yes? Nope. Nope? Nope. So, reflected on themselves. I have a little sample which I did on Google Drive survey, but I have a print form here. I can circulate this also. So, if a student leaves or a student finishes their course, I might give them this. Okay? You're class 11. How do I feel now? Eliminate and read negative words, not terribly unmotivated. How much effort did I put into throughout the year? Outside of class. So, if they're plateauing, they can see did I do extra work outside of class? Was it my own fault? Was it teacher's fault? What other forces meant need? And a little checklist without the year on the back. Did I do the homework? Did I revise my notes? Did I read in English? We provide lots of activities outside of class. We have lots of free classes here. When students go to them, they enjoy them, but a lot of students don't go to them. Okay? And here, I'd like to finish at a positive point. What did I improve on the most and what can I do in English now? So, you want to make this more positive than negative, so more things to look back on. Okay? Mixed dynamic class of short-term learners is quite easy. I deal with a lot of long-term learners here, a lot of more nationalities. They don't have this motivation because they have to work, get up at ridiculous o'clock in the morning, come to school, work a lot. And sometimes we have to realize we're not motivation speakers. I think at the end of the day, we're table teachers. We're not yes men, yes women. Sorry. And I'm not a psycho-linguistic. Sometimes you need to let go. To painfully coax Darnay, who talked about I don't ever watch the film Freedom Riders. This was the quote that placed on the students on teacher bills. If you have a student that doesn't want to learn what can you do? You can try to implement these tasks. There's only so much you can do. Sometimes you have to let go and let the student reflect on themselves. Okay? We try to reward the punishments. I ban the word work and sleep. Talking about class activities, what to do the weekend, you can't say work, can't say sleep. Yeah. If you can't punish students, they're ideal mostly with adult learners. I'm not going to take a phone up for someone that has family or has a work job. So you can use your phone. Okay? I've been self-arrogant and given myself five stars. Five points to reflect on. Recreate the motivation of the class. Maintain that's very important. Encourage in it. Okay? Reflect on yourself, the teacher, reflect on the students. And at the end, I think that David said you should end on inspirational quotes or the duty. You can bring a horse to water, but don't make it drink. So sometimes you need to let go and you can only do so much.