Управління класом та мотивація як ключові фактори у викладанні англійської мови: КОБИЛЯНСЬКА І. В.

The article is devoted to the theme of classroom management and motivation as key factors in teaching English. Being able to organise a class is just as important as understanding rules about how language work or how language may be learned. Without basic classroom management skills, any lesson can quickly degenerate into chaos. Interactive teaching methods are the actual way of teacher’s work in classroom, group or any educational institution.  Varying activities allows the teacher to cater for a range of different  interests, needs and learning styles. This is likely to promote engagement and reduces the chance of issues such as boredom and frustration creating poor behaviour. Working in a group, students have improved communication skills, manifested as a team spirit, and the characteristics of a leader of some individuals. The classroom  management  will  achieve  when  it  acquires  the  language  motivation  where  is  the  most  effective weapon in the interactions of every person in the world.  Forming motivation is the main task in teaching foreign languages to students. Our brains can be motivated if we are in an appropriate emotional state. Our emotions greatly influence learning.  Fear and stress are demotivators, and punishment and public reprimand negatively affect students’ academic motivation. Teachers must provide students with the tools to control their emotions. Attribution theory suggests that when a failure or success occurs, students analyze the situation to determine its perceived causes. Students need real evidence that effort will pay off, that setting a higher goal will not lead to failure, that they can improve and that abilities can be developed and teachers  should help them with this. The quality of relationships between teachers and students also influences learning process. Motivating students is possible only if we understand them and truly care about them as fellow human beings. The kinds of assessments you use also influence attribution and thus motivation.  Teacher can’t give students a grade (evaluation) and expect it to motivate them. We can, however, tell them what is right and wrong and give them strategies to fix it (assessment), which will allow them to get better.