SEEU Review vol. 5 Nr. 2 (pdf) - South East European University

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Iranda Bajrami, MA the characteristics that make one teacher a motivating one, such as being an energetic teacher, having positive attitudes, and having a good rapport, it was anticipated that most of the learners would confirm a motivation to learn. The findings for Class B showed that the students relied on their teacher for their motivation and indicated that the teacher’s ability to be clear enough in explaining the new material was very important to them. The findings showed that the students had a desire to learn, but they were not highly motivated. The teacher used to a great extent the behaviors that measure motivation such as positive attitudes, patience, knowledge of the subject, a relaxing atmosphere, but because the teacher did not possess all the characteristics of a motivating teacher, the students were not motivated a lot. The conclusion about class B is that, although not entirely the same, the researcher’s observation in many ways matched the teacher’s own perceptions. The results of Class C were highly positive and all three sides -- the students, the teacher, and the researcher--agreed that this teacher was a motivating teacher. The students relied on the teacher for their motivation and 100% of them believed that the teacher played a big role in their motivation. The teacher was evaluated as highly positive in almost all categories. The strengths of this teacher were the positive character, treating all the students equally, using different techniques in teaching and engaging all the students by making them independent learners. The conclusion for Class D is that the researcher’s observation in many ways matched the students’ own perceptions more than the teacher’s perceptions. Unlike the students and the researcher, the teacher had a more positive opinion about his/her way of teaching. The students stated that they did not rely on their teacher for their motivation and less than 50% said that the teacher played a role in their motivation. The students were interested in learning English, but not highly motivated by their teacher. The students were more motivated by themselves and indicated that they were leaning English because it was their favourite language, and they would need it for their job. The students confirmed that they were only somewhat motivated and this correlates with the fact that the teacher was only somewhat using the motivational items. The findings of Class E showed that the students did not have a very positive opinion about the teacher. For the most part, in this class, the researcher’s and the co-observers observation matched students’ perceptions. The students stated they were not generally positive about their teacher and 148
<strong>SEEU</strong> <strong>Review</strong> Volume 5, No. 2, 2009 the observer’s observation confirmed this. The findings in this class are that as a result of a lack of motivational behaviours used by the teacher, only 45% were either motivated a lot, or somewhat. Something that was different from other classes is that in this class there were students (9%) who were not motivated at all by their teacher. Since this teacher did not use many of the behaviours that measure motivation or used some of them infrequently, it was expected that the students would not be much motivated in this class. The analysis of the last class, which is Class F, revealed that the general opinion about the teacher is highly positive. The researcher’s observation, although not completely in agreement, in many ways matched both the teacher’s and the students’ perceptions. The findings from all three sources were positive, which showed that the teacher can be regarded as a motivating teacher. A high percentage of the students relied on their teacher for their motivation and they considered that the teacher played a role in their motivation. Given that the teacher used motivational behaviours most of the time during the teaching, it could be expected that the students were highly motivated. They confirmed that their motivation was high in the class and that the teacher played a big role in their motivation to learn English. In summary, it could be said that out of six classes only in one class, (class E) the students were not interested in the class and were only somewhat or not at all motivated. Moreover, in classes A, C and F the teachers were highly motivating whereas in classes B and D the teachers were still considered motivating, but not as motivating as in the previous three classes because they did not use all the behaviours that measure motivation. The strengths of the teacher which were appreciated by the students as motivating ones were: the teacher’s friendly attitudes towards the students, the positive energy, patience and kindness towards the students. The weakness of most teachers was not having prepared any additional activities and the focus on instrumental learning, rather than on integrative learning that would relate the topics to students’ lives. Also, few teachers used a sense of humour or asked students to participate in group work. Discussion of Findings This study had some limitations, which did not really hinder the quality of the research. The limitations were: 149
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