Narrative as a Teaching Strategy.

 Source: Journal of Correctional Education . Sep2006, Vol. 57 Issue 3, p195-208. 14p.

 Author(s): Butcher, Susan E.
Abstract:Research shows that those who are incarcerated, as a whole, have come from difficult past environments. This leads to having a
different way of learning than most others who have had successful educational experiences. Because of this, my research project
.focused on exploring storytelling/narrative, as a teaching strategy, and how it influences adult learning in a correctional facility. Three
methods of research were used. As the first method, a formal literature review was prepared to obtain background information on
storytelling, including past history and current use. Second, Wisconsin Department of Corrections professionals were interviewed to
explore their teaching strategies and use of storytelling with offenders. The final element was a personal observation journal. In
analyzing the data given, three themes emerged. These included connection between teacher and student, validation of student
experience and student perspective. Connection between teacher and student was seen in the relationship between student and teacher
in the classroom. Validation of student experience was shown in developing empathy for self and others and being able to see how past
behavior influences present circumstances. Student perspective included learning to broaden and challenge the student's current
perspective, issues related to changing thinking patterns, and approaches that involve reflection.
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THE EVALUATION-A WAY OF MOTIVATING THE STUDENTS.

 Source: Scientific Research & Education in the Air Force - AFASES . 2013, Vol. 1, p151-154. 4p.
 Author(s): BOZON, Alina Carmen
Abstract:The role of evaluation is essential in a context that & an objective image of the progress and can be a valuable indicator in
new teaching and learning strategies. Also the evaluation process must be an effective tool in motivating creativity and encourage
constantly innovation and the originality of solutions. Evaluation represent a perpetuating and continuous updating of content, a touch
of pragmatism, a quantification of value without which education would be ineffective. The assessment with teaching and learning,
contribute to the student personality, controlling relationship between them. The evaluation process influences student motivation in
learning through many forms and ways that it is done.
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Journal of Effective Teaching, Vol. 5, No. 2, 2002

Abstract
The research on teacher effectiveness has provided educational professionals with a relatively clear understanding of the fundamental
principles for effective instructional practice. Teaching professors should use these empirically supported principles as a basis for the
determination of their own instructional effectiveness in the classroom. The purpose of this article is to describe the Four Aces of
Effective Teaching (Outcomes, Clarity, Enthusiasm, and Engagement) as a conceptual framework for increased self-reflective practice
among teachers in higher education settings.
Sean M. Bulger
University of Wisconsin-Eau Claire
Department of Kinesiology and Athletics
Eau Claire, WI 54702
Phone (715) 836-3722
FAX (715) 836-4074
bulgersm@uwec.edu https://www.uncw.edu/jet/articles/bulger/ Journal of Effective Teaching ©1996

Motivating Students in the EFL Classroom: A Case Study of Perspectives

Rima Bahous Department of Education, Lebanese American University Chouran Beirut 1102 2801 P.O. Box 13 – 5053,
Lebanon Tel: 961-186-7099 E-mail: rbahous@lau.edu.lb
Nahla Nola Bacha (Corresponding author) Department of Humanities & Social Sciences, Lebanese American University
Byblos, P.O.Box 36, Lebanon Tel: 961-954-7254 E-mail: nbacha@lau.edu.lb
Mona Nabhani Department of Education, Lebanese American University Chouran Beirut 1102 2801 P.O. Box 13 – 5053,
Lebanon Tel: 961-186-7099 E-mail: mnabhani@lau.edu.lb
Received: January 17, 2011 Accepted: March 21, 2011 doi:10.5539/elt.v4n3p33
Abstract :Motivating EFL students to develop in the target language is quite complex. In many cases, these students face
difficulties in learning English and are often demotivated to learn. Research in classroom motivation has found that certain
strategies can help these students adopt more positive attitudes and become more motivated in the learning process. This
exploratory study investigates the perceptions through interviewing students and surveying teachers’ views in an EFL
Program of the problems that hinder these students’ learning in the English classes related to motivation. Findings show that
learners are not motivated to learn English because of an over-focus on writing skills with very little new learning
experiences, uninteresting materials, and unclear links between language courses and their majors or future careers. Results
also indicate that teachers complain of unmotivated students and pre-structured syllabi leaving little room for
communicative methods. Implications are made for the classroom.
Vol. 4, No. 3; September 2011 Database: www.ccsenet.org/elt
Published by Canadian Center of Science and Education
https://files.eric.ed.gov/fulltext/EJ1080730.pdf