From Regina’s paper: one motivation for students is in involving them in curriculum planning. Sometimes when students don’t participate it’s because that material isn’t meaningful to them, or their self-confidence is low.

Structured activities give everyone a role and responsibility and thus more accountability and sense of expectation. Build accountability into exercises. Clear expectations.

Tatiana distinguishes between two kinds of motivation: to avoid failure vs. to achieve success. Success in early stages of learning is important. Learn about students to help find out ways to keep them motivated. Have realistic expectations of Ss. Use only credible praise: “targeted.” Teacher’s “prestige” is a motivating factor for students. Immediate feedback. Relevant materials: topics of interest.

For Mexico, bring images of US and maps and realia.

From Moloko’s Group Dynamics final paper…

Interesting insight: if a person is uncooperative or independent in group work, perhaps they think as Moloko stated: “Group work discourages individual thinking and actions… [it] sidelines the spirit of individualism for the sake of progress.” She also writes about some of the other drawbacks: it’s hard for students who are unfamiliar with group work, and she thinks it’s harder for people with more limited language proficiency. She also says that “some group members claim to know everything.” Ultimately we must know how to perform as individuals. “Competence… is not inherited just as the family’s properties in the will. Competence must be worked for.” But she also sees group work as a chance for interaction between people, specifically native and international students.