Our students get bored easily, and this is one of the comments I keep hearing from my colleagues. I could offer some suggestions to overcome this conception. As our personality varies, our tone of voice changes. I could hear that some of my colleagues keep using the same tone of voice. If there is not any variation, audio lingual students may not pay attention to us as an instructor. Additionally, we may forget relating everything we teach to students. Once we do not touch upon students’ feelings, it seems complicated to retrieve and use information. As a result, it is of great importance to associate feelings with the material and what is being taught in class.

erayAs instructors, we may reflect on whether learners see any value in learning English or coming to prep classes. From time to time, how learning matters or how grasping any language moves students forward should be articulated in class. If necessary, we could conduct sessions inviting professionals from variety of sectors on how learning languages makes a difference in one’s personal and professional life. Another aspect to focus on is learner frustration. We, as instructors, know how to deal with a module from scratch. In other words, we have the grasp of everything we are going to cover and how we are going to cover each item. However, when it comes to students, they feel frustrated once we overload them with all the items to be covered in class. We may not let them express their level of frustration as well. What if we could follow a step-by-step approach and force ourselves not to cause any more frustration for our learners? We may ask learner opinions after some sessions, reflect on problems together or we may make use of our tutoring sessions to let learners speak up about the source of frustration and how it spreads throughout any classroom environment. In any learning environment, learner outbursts about motivation are worth discussing and taking actions.

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Eray Sevingil Bilici