Seminario I 2014

Universidad de San Carlos de Guatemala FACULTAD DE HUMANIDADES DEPARTAMENTO DE LETRAS SECCIÓN DE EDIOMAS

Do the students’ background, teachers’ work environment and pedagogical capacities, of Middle School English teachers, determine their motivation in public and private institutions, in Guatemala City zone one?

Profesorado de Enseñanza Media en Idioma Inglés

ADVISOR:

Luisa Fernanda Ramos Barrera

Guatemala, October 2014

UNIVERSIDAD DE SAN CARLOS DE GUATEMALA FACULTAD DE HUMANIDADES DEPARTAMENTO DE LETRAS SECCIÓN DE IDIOMAS

Do the students’ background, teachers’ work environment and pedagogical capacities, of Middle School English teachers, determine their motivation in public and private institutions, in Guatemala City zone one?

PROFESORADO DE ENSEÑANZA MEDIA EN IDIOMA INGLÉS

Advisor: Luisa Fernanda Ramos Barrera

Guatemala, October 2014

Group of Seminarists !

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PRESIDENT Eva Roberta Stephanie Alberto Barrera VICE-PRESIDENT Carlos José Alecio Hernández SECRETARY Karla Gabriela Sosa Girón TREASURER María Lourdes Rodríguez Santizo VOCAL I Emeli Araceli CoroyConcua VOCAL II Allan Abelino Veliz Quiñonez VOCAL III Evelyn Jeanneth Robles Cox VOCAL IV Mario Roberto Rojas Pineda

INDEX INTRODUCTION I.

CONCEPTUAL FRAMEWORK A. Background B. Justification C. Problem

II.

THEORETICAL FRAMEWORK

III.

PROBLEM A. Introduction B. Research Problem C. Research Objectives D. Hypothesis E. Definition and Operationalization of Variables F. Contributions of the Research Study

IV.

METHODOLOGY A. Research Subjects B. Research Instruments C. Research Procedure D. Statistical Methodology

V.

DATA PRESENTATION A. Statistical Charts

VI.

DATA ANALISIS AND INTERPRETATION A. Conclusions B. Recommendations

VII.

BIBLIOGRAPHY A. Bibliography B. E-graphy

VIII.

ANNEXES A. Research Instrument B. Extension Project Summary C. Extension Project Pictures

INTRODUCTION Nowadays, throughout the world, people are required to be academically high educated to be part of the labor force in any profession, as well as skilled in other languages but especially English. Thus educational institutions are striving to improve their services to match the demands of the education authorities, students and parents alike, which it is quality education, mainly in private institutions.

Improvements on curriculums, educational material and even institution’s structures have been made, and accordingly English language training is the most attractive offer being proposed; therefore English teachers are on demand.

With so many changes going on in education and English teachers so popular now, are teachers motivated enough, if at all, by the transformation and significance that education has taken, especially on the English field? How about their thoughts and feelings about their students, workload and responsibilities, or the administration they work under? How do English teachers feel about their profession? These questions come to mind when considering that teachers are one of the most important elements in education.

English teachers play a central role in modern education, that’s why it is only appropriate to answer the afore questions, to get to know if English teacher are motivated enough to contribute to a meaningful learning for today’s students, not only for students to learn the language but also to inspire them for life.

It was considered necessary to focus this research on aspects like students’ background, working environment, like the institutions’ administration, and teachers’ pedagogical capacities to learn how English teachers deal in these areas that can be, at times, challenging. For that purpose survey was used to collect information, real and actual, about the English teachers’ motivation level.

This research work focuses on getting to know how motivated are the middle school English teachers, in public and private institutions, in Guatemala City i !

zone one, so as to provide tools and ideas for these teachers to improve or keep the good work going on, not only professionally but also on a personal level to contribute to their psychological health, for them to feel appreciated and valued; important aspects to responsible working citizens that want to be a positive impact in their society. !

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I.

CONCEPTUAL FRAMEWORK A. Background

Teachers’ contribution to education Last century the term teacher was synonym of respect, knowledge, authority and more; however that meaning is not as relevant in the 21st century because of the new ideas that come to parents’ minds when talking about education. Parents nowadays think that because of the fact that they are paying for education, in most of the cases, they have the right to devaluate the teachers’ job, among other situation that make the teaching task more difficult.

Being a teacher in the 21st century represents a great challenge because teachers must know how to deal with challenging situations that are presented in classrooms and must be updated about new technological resources, that can be used to make classes interesting, so students can complete assigned tasks in a pleasantly manner. Teachers also have to address students’ challenges to help them accomplish their goals and contribute to their success. The only way to approach students is breaking the standard teacher, to provide significant learning for students. Teachers must have different skills and develop them so they can cultivate very good persons for the society, and by doing so, teachers improve the educational system creating good citizens that will form a better country.

Additionally it is important to mention that an efficient educator must be innovative, be able to gain new techniques and be knowledgeable about any other useful product for education improvement in order to respond to student’s needs.

The teachers’ desire to continue learning contributes to the educational system as well, because it develops the effectiveness needed on significant learning, teachers must go as far as they can go on professional development, so in this way they will keep on improving on knowledge to transmit it to students.

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As indicated in the Prelac Teacher involvement in educational change: “teachers are among the most important factors in the organization and delivery of educational services, part of the response should be: changes with teachers.”1 A high quality and efficient teacher is the most important factor in a child’s education and achievements, because the teacher is the most reliable foundation for student’s realizations.

Students must see the teacher as a guide, as an effective and productive model, students must perceive that the teacher is engaging them into the real world to be part of the new revolutionary ideas that will build the future.

Teachers feel others do not respect them Shaping the minds of the young has always been teacher’s duty, on an academic level. A society’s development depends on great measure by the commitment that teachers feel for their pupils and the work they do. But the environment in which they perform affects teachers’ personality and as a consequence their motivation is easily compromised.

Last century teachers were socially well respected, because of the way they contributed to the educational system of a country. However that respect has been decreasing and is one of the main factors that affect teachers’ self-esteem.

However what is what we understand as respect for others? According to the English Oxford dictionary: “NOUN.1 It is a feeling of deep admiration for someone or something elicited by their abilities, qualities, or achievements.”2 In the magazine article Figura del Maestro en la Historia del Pensamiento Pedagógico by Gonzales Perez, T. she tells us that: “in the contemporary era, in the XVIII century, with the need of more schools - teachers became very popular. !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!

1 2

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Prelac Journal No. 1 (2005) Teacher involment in the educational change. Santiago, Chile: UNESCO Regional Bureau of rd

(Angus Stevenson) Oxford Dictionary of English (3 Edition), Pp 1550.

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Education was synonym of progress so in France in 1794 the very first school for teachers was established”. Teachers were “Keeper of the good customs and guardians of the established social order.”3 Teachers were the guardians of all that was good and regulated fine behavior. Authorities and families equally had great respect and trusted teachers on such important matters, giving them all authority to educate. The society accepted that teachers were the ones who knew the best way to perform their job.

Nobody interfered or claimed to teachers how they must work, other than the schools where teachers went to learn what and how they needed to teach.

Nowadays, unfortunately, teachers’ place in the society has changed dramatically. Teachers’ opinions and the work they do it is not considered, by authorities any more, to make important decisions such as new curriculums and laws, on any country educational system. Teachers are merely seen as employees for parents as well as students, especially in expensive private schools.

Teachers have lost their important position as educators, as the knowledgeable, as shapers of new thought to create better societies. The loss of respect for teachers has forced them to face the loss of rapport with students, loss of a pleasant and valuable relationship with authorities, parents and even between colleagues.

Teachers do not only have to face disrespect on a psychological level but also physically. In the book by Jose Steve (1994) El malestar del maestro, in which he developed research of the negative effects on teachers’ personalities, it is evident that “teachers face violence in educational institutions.”4 Teachers are !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!

3

Gonzalez Perez, T. (1993). La figura del maestro en la historia del pensamiento pedagógico. Revista interuniversitaria de formación del profesorado, 16, 135-144.

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4

Gavilán, M. (1999). La desvalorización del rol docente. Revista Iberoaméricana de Educación, 211-227. (Taken from Steve, J. (1994). El Malestar del Maestro.)

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threatened to do as they are told to facilitate students’ good grades in order to pass to the next academic level.

Also in the conclusions of the magazine article Figura del Maestro en la Historia del Pensamiento Pedagógico by Gonzales Perez, T. she states the evident, that “teachers’ salaries do not compensate all the work they do and teachers do not have all the means they need to meet their teacher job.”5 What can be inferred from this is that respect for teachers does not only mean having an important social position, or the admiration of parents and students respect. It also means to be reimbursed accordingly to the job they do, as well as having all the material and equipment to facilitate their work.

Most importantly teachers need to be asked for their thoughts on new educational systems, laws and methods to improve a country’s education.

Teachers’ motivation is fragile and declining English language is an important requirement for all new generations, students learn the language because of different purposes, and they must have meaningful classes so as to construct appropriate knowledge. Teachers perform an essential contribution on the process, when teachers are not motivated; the teaching-learning process is not accomplished and becomes unsatisfactory. There are several reasons why teachers have absence of motivation; in recent years Guatemalan English teacher’s motivation has been declining because of the following factors that create truncated pedagogical-didactical development.

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Gonzalez Perez, T. (1993). La figura del maestro en la historia del pensamiento pedagógico. Revista interuniversitaria de formación del profesorado, 16, 135-144.!

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According to Morgan Mark, Kitching Karl, O’Leary Michael, (2007 p.1): “there is evidence that high rates of behavior problems, low influence on their work and poor leadership are important influences in quitting teaching”6 Children behavior, absence of parents’ discipline and lack of support from some authorities are reasons why teachers feel hopeless about the profession, nowadays most of English teachers in Guatemala have difficulties to achieve their main goals while teaching and they want to quit or move to another job. Some educators have not enough preparation in leadership, and absence of parents and authorities support and no response at the moment of applying discipline, is what makes even more difficult the teaching process and the accomplishment of good rapport, which is what simplifies student’s acquisition of the English language knowledge.

Also, there are factors related to motivation, such as economic retribution, which is an established a human need on these modern times. According to Morgan, Mark, et al. (2007 p.1): “ there is evidence on the importance of pay on the teacher retention, citing a small number of studies indicating that earnings were negatively associated with attrition”.7 Payment constitutes the physical remuneration of work, unfortunately for English teachers in Guatemala; the average salary does not cover basic needs, even though it is higher than a Spanish teacher. This reason influences them to feel unmotivated, which implicates English teachers have fragile extrinsic motivation.

There are various ways to identify dissatisfaction on the educator’s profession, some of them related towards student’s background, and work environment, but also with intrinsic motivation.

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6

Morgan, M. Et. al (2007). The psychic rewards of teaching: Examining global, national and local influences on teacher motivation. Chicago: St. Patric's College Dublin, Ireland. P. 1 7 Idem. Page 1.!

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Burnout syndrome is the reaction to excess of stress that humanitarian jobs provide, it is a term recently adapted into the teaching profession since teachers have high quantities of duties and have to manage different students’ problems. It is known that this syndrome is not applicable to the majority of English teachers, but a certain rate of English teachers need to know the intrinsic demotivation they may face if they suffer of the burnout syndrome.

According to Arís Redó, Nuria (p. 831): “this syndrome is both a social and a public health problem. Some people have to get involved for many hours per day in problems and worries of people who share their work place; this is the case of teachers whose professional relations focus on children and teenagers and, specially, their personal and academic problems. Social transformations and the educational system itself, make necessary a reflection in connection with the training of educational goals.”8 Another reason of demotivation is the extent of work responsibility English teachers have; taking into consideration the fact that the majority of schools in Guatemala have just one or a few English teachers to work for the entire institution.

This creates stressful situations for teachers, having a profession that is the main focus of negative emotional states towards the given English language class.

The amount of work that English teachers perform, in some cases, does not have any impact on the student needs, which yields to wicked results on the main purposes of teaching.

Improper design of the National Base Curriculum Guatemala has created the National Base Curriculum (CNB by its acronyms in Spanish). The Ministry of Education gave instructions to teachers to implement this curriculum since the 2000 year with the idea of improving the education in the country. The CNB was created providing specific aspects to each subject that is !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!

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Arís Redó, N. (2009). El sindrome de Burnout en los docentes . Electronic Journal Research in Educational Psychology, 831, 829-848

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taught and the people who performed this curriculum. It is supposed that there are academically experts in each subject.

It is believed that the people who developed the CNB probably have not worked in the educational area, and that they just have studied pedagogy but have not practiced the profession, so they do not know the reality and needs in our country.

The CNB focuses on competencies but these are not consistent with each region of Guatemala, as in some regions they can be achieved, and in some others not. The areas that the CNB includes do not fit with the needs of learners and in some cases the schools do not have the resources needed to teach some subjects, such as technology. The Ministry of Education does not provide those resources to any official public establishment; also it does not provide trained staff in these areas. For Communication and Language two and three, there are no specialized teachers in Mayan languages and/or a third language that is mandatory in some out of the city educational institutions, also the Ministry of Education does not have the resources to hire teachers in these areas.

In addition, as mentioned by teacher AngĂŠlica Santizo, "If a student studies in a region where he/she passes the course Communication and Language 2 of that region and then migrates to another region, the student then would have to learn a Mayan language and if he/she cannot assimilate the new language, according to the assessment regulation, the student would not approve the completed degree."9 Disadvantages as the ones above cause children to leave school and frustrates parents because their children are delayed on the school year, so they prefer to work. This far from promoting education in the country is a throwback, and causes frustration in teachers too, because no matter how they strive, it does not depend on them.

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Santizo, A. (August 15, 2014). Improper design of the National Base Curriculum (CNB acronym in Spanish in Guatemala).

(L. RodrĂ­guez, Interviewer) Mrs. Santizo, current Principal of Escuela Oficial Rural Mixta No. 590 La Ceiba. Teacher for over 26 years.!

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"The Communication and Language of Foreign English Language Area was designed by Gabriela Alpírez Antillon and MarialbaRamírez Sandoval"10 These people, even though they have not met their academic degree, are assumed to be trained people for such work, the creation of competencies for Foreign English Language. Conversely it can be noted that they do not truly know the reality of education in our country by the division of the contents in relation to the competencies they created, as well as the student’s lives. On the other hand there are no methodologies offered to practice in the classroom, for teacher and they do not know the learning needs.

For all the above, it is recommended to reform the decree which rules the creation of the CNB, it needs to be more in line with the national Guatemalan reality. It is wrong to consider models of other countries, which are ready and able to achieve the competencies that the CNB is asking in a developing country like Guatemala.

B. Justification Teachers are arguably the most important group of professionals of any nation’s future. Therefore, it is disturbing to find that many of today’s teachers are dissatisfied with their jobs. Teacher’s motivation is an issue which is not considered significant most of the time, that is why doing research and investigation about it becomes so important. To promote a high professional and personal commitment to the English teachers from middle schools, and also to create more efficiency in their daily schoolwork, it is required to evaluate the factors that affect what they do day by day, such as the student’s background, social issues, work environment, and their pedagogical capacities. Even though all these factors affect a teacher’s motivation, there are exceptions for there are teachers that without the basic tools in their classrooms perform their job in a creative and effective way, all this with the purpose of reaching personal and professional satisfaction.

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Valverde, J. (September 20, 2010). Scribd.Recopilated on September 15, 2014, from https://es.scribd.com/doc/37753760/CNB-CICLO-BASICO

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Many hypotheses could be given, with these we can try to search for reason why English teachers can be motivated or not. The main objective is to set the problem from a perspective where the teacher can be evaluated in his or her work environment, and this environment involves the teacher’s academic preparation, and teaching experience. It is advised to get information of the factors that affect motivation through an investigation process, with interviews and observations in class. These results will help to identify deficiencies that affect the lack of motivation, that is why it is necessary also to hand out resources that will help English teachers in their daily performance, all this through a workshop with useful tools.

In this workshop teachers are going to have the opportunity to discover and get new information, and also techniques and resources that are going to be hand out to them. Here the teachers will recognize that they are important and the job what they do is worthy because in their hands they have not only students, they have souls, they have expectations, hopes, and goals from our country young people.

C. Problem Thesis Statement Do the students’ background, teachers’ work environment and pedagogical capacities, of middle school English teachers, determine their motivation in public and private institutions, in Guatemala City zone one?

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I.

THEORICAL FRAMEWORK Students Background FAMILY Family could be just one word, but carries a lot of meanings. Different

persons have different ways as to how they define a family, and also the meaning of belonging to a family. Families can be different in every single aspect but all of them area in charge to form human beings. i.

Values:

The limerick institute of Technology defines “Your values are those elements of your life which you find personally important. They are core beliefs which guide you on how to conduct your life in a way that is meaningful and satisfying for you.

Values are the things against which you measure your choices, whether consciously or not. You use them to rationalize your behavior to yourself and others. And they determine your level of satisfaction with your choices, even if decisions are not freely made but constrained by other factors.” 11 It’s important to mention that these elements which conform the personality are the ones who are going to rule the way you behave, the way you interact with others, and more importantly, values that conduct your life, also it is necessary to comment that all these elements are learned at home, with family, that is why the quality time with family takes a huge place in the formation of humans’ personality. ii.

Expectations:

Webster’s Dictionary defines expectations as “a belief that something will happen or is likely to happen; a feeling or belief about how successful, good, etc., someone or something will be”.12

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http://193.1.88.47/careers/units/unit-v006.shtml, 2007 http://www.merriam-webster.com/dictionary/expectation

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Family expectations are a life plan, it is to set up what as a family you will achieve in the future, obviously this can involve economical opportunities, values, expectation, etc. The important thing to mention on this topic is that a family must have a plan, where every single element from the team, that is called family, is going to have a role, this role will lead them to achieve their goals. A family without expectations would probably be seen as a family with no future, with no plans, who is not going to contribute to the society. iii.

Parents education:

The first step is to explain that when one refers to education it is the same as the academic level parents have, which can be an important issue in the process of children education. The parents’ academic preparation represents an economic level; can represent a social position, but not always, because other environmental aspects can also affect students’ behavior.

However parents’ academic level takes relevance in the process of teaching and learning, because it sets an environment in the classroom. iv.

Family interaction: IFAPA gives a short definition about what the purpose of family interaction is;

it mentions, “Parents and children have the right to spend time together. The primary purpose of family interaction is to maintain the parent-child relationship and other family attachments. This will establish a secure based attachment context to reduce the sense of abandonment which children experience at placement.”13 The correct way to define the interaction of a family it is on the quality of time they spend together, the relationship between all the members of a family is very important, because it gives children the necessary confidence to achieve what they want. As the definition says, the main objective here is to have a better parent-child relationship. A comprehensive plan that includes all members of a family, on their

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http://www.ifapa.org/resources/family_interaction.asp, 2013

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purposes and goals, and that as a family try to work together, like a team, where every member has an important role is important. v.

Psychological factors:

The American psychological association says “Increasing evidence supports the link between lower SES (Socioeconomic status) and negative psychological health outcomes, while more positive psychological outcomes such as optimism, self-esteem, and perceived control have been linked to higher levels of SES for youth.”14 These factors are going to determine the behavior of students in their different environments, like school, home, with friends, etc. So it is of great importance to pay attention to the different issues that could affect students’ well being. vi.

Economic status:

The Chicago77 defines Economic Status “Socioeconomic status is a measure of an individual’s or family’s economic and social position based on education, income, and occupation. It is such a strong predictor of health that an assessment of the health of Chicago would be incomplete without consideration of the socioeconomic status of its residents.” 15 It means that the social position sometimes, for some families, is of great importance, and also determines some behaviors in different contexts. For obvious reasons education is also included in health assessment because it has a relation; what concerns in education are the possible opportunities students have in order to achieve certain objectives, and the way a student manages to behave at the school or the society.

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http://www.apa.org/pi/ses/resources/publications/factsheet-cyf.aspx http://chicagohealth77.org/characteristics/socioeconomic/

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SOCIAL i.

School:

The Royal Spanish Academy defines it as “A public institution where children receive the first instruction or the public institution where any kind of instruction is received, these are: educative function (modern extension of instruction) and the institution as the structure”.16 The school includes factors like materials and its environment. It also is divided by levels: primary, secondary, preparatory and high schools, colleges and universities. Also there are public and private schools, where student have opportunities from which to choose, whatever they like the most.

Also the Dictionary Reference says “it is the act or process of imparting or acquiring general knowledge, developing the powers of reasoning and judgment and generally about preparing oneself or others intellectually for mature life”.

Therefore, there is a curriculum of knowledge according to the level of the student that let qualified instructors follow it, to make easy students learning, it includes a chart of competences, indicators, activities, resources and others.

The school “It is the knowledge temple” or the second place”, the objective of school is the production of competent individuals to the society” (An Ideological Reliability, p.2)17 For some students the school is like a second home, because of the time they spend there, it becomes a familiar environment. There is a proficiency level that belongs to the student age, and the education they receive lets them increase their knowledge so they are able to solve or perform some activities that make them part of the society.

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http://lema.rae.es/drae/?val=escuela

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What is the school?,(January 2007). An Ideological Reliability, 2nd. Edition,p. 2.

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ii.

Culture:

“The education and the culture are notions inscrutable that support the significance of the school”. (An Ideological Reliability, p.5)18 People have their own customs and beliefs that are shared with children at home, generation through generation. The perceptions, relationships, attitudes form all kinds of cultural diversity. Students, teachers, parents, administrators, and other staff members contribute to the school’s culture.

“Many parents are fearful and confused with the relation to the school.

Furthermore, the school has difficulty in communicating with the parents. There is also the communication barrier which separate different social classes”. (Joseph Dean Lohman)19 The relationship between parents and instructors must be open, trustworthy, respected, and appreciated. The collaboration of everybody must hold high professional standards and all students must be respected as individual persons joined to the school. “…research strongly buttresses the central role of culture to school success.

All of these studies and others … point to the multiple ways school culture fosters improvement, collaborative decision making, professional development and staff and STUDENT learning.”(Jossey-Bass)20 Culture makes people interact with each other in a richer way, students must be aware of their community’s different cultures. Students should participate in activities, which involve learning about diverse cultures. Participating in activities that promote learning different cultures in the school strengthen the student’s character and give better scholars to the society, !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!

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Idem,p. 5.

Cultural Patterns in Urban Schools, Joseph Dean Lohman, page 126.

Deal and Peterson ‘Shaping School Culture’ Jossey-Bass e-book, Introduction ‘The research base and Impact’ p11.

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iii.

Interaction with classmates:

Bonke Adepeju Omoteso says, “School is perceived to be a place where students should feel safe and secure but the opposite is the case. The reality is that a significant number of students are the targets of bullying. Bullying though old, is a widespread and worldwide problem; students who get bullied can be regarded as being passive or being submissive victims. They are usually quiet, careful, sensitive, and may start crying easily. They are unsure of themselves and have poor self-confidence or negative self-image.”(Page 500)21 Nowadays, the schools have changed as from so many years ago, there exist many insecurities because of violence and lack of values, students to students do not respect each other and they punish the weak ones physically or psychology.

“Research has shown that children, who can interact successfully with their peers, even during preschool, are more popular, have stronger friendships, and are included more often in classroom activities than children who lack these skills” (T. Bovey, P. Strain). 22 Instructors from small or big classes find themselves challenged when trying to have their students interact between each other, however games, conversations, debates help students retain information, concepts and theories. Students who work in groups perform better on tests in regards to reasoning and critical thinking.

These techniques help students form their own opinion about a topic.

“Socialization entails social learning which prepares the individual for membership in society and in groups within the society, it facilitates transitions from one status to another by conditioning behavior for the new requirements of specific roles and group life.” (Glen H. Elder, Jr.)23 !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!

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Bullying behavior, its associated BonkeAdepejuOmoteso, page 500.

factors

and

psychological

effects

among

secondary

students

in

Nigeria,

22

Promoting Positive Peer Social Interactions, Center on the Social and Emotional Foundations for Early Learning No.8, T.Bovey,P.Strain.page 2.

23

Peer Socialization in School, Glen H. Elder , Jr., Associate Professor of Sociology, University of North Carolina at Chapel Hill, page 1

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Students who are able to interact with their classmates are more friendly and polite, they are provided the skills and habits necessary for acting and participating within their society.

LEARNING DISABILITIES AND DISORDERS i.

What are Learning Disabilities and Disorders?

First of all it is necessary to clarify that a learning disability does not mean that a child is not intelligent. In fact children who have these disorders are as intelligent as anyone else; even they may have more creativity and imagination.

According to authors Gina Kemp, M.A., Melinda Smith, M.A., and Jeanne Segal, Ph.D.: “Kids with learning disabilities aren’t lazy or dumb. In fact, most are just as smart as everyone else. Their brains are simply wired differently. This difference affects how they receive and process information”.24 The most common problems about learning disabilities involve reading, writing, and math, as well as reasoning, listening, and speaking.

According to the students’ age in middle school and high school, that is from 10 to 13 years old, here there are signs and symptoms of learning disabilities: A.

Difficulty with reading comprehension or math skills

B.

Trouble with open-ended test questions and word problems

C.

Dislikes reading and writing; avoids reading aloud

D.

Spells the same word differently in a single document

E.

Poor organizational skill (bedroom, homework, desk is messy and disorganized)

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24

Gina Kemp, M.A., Melinda Smith, M.A., and Jeanne Seagal, Ph.D. (2014, October). HelpGuide.com. Retrieved September 2014, from http://www.helpguide.org/articles/learning-disabilities/learning-disabilities-and-disorders.htm .!

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F.

Trouble following classroom discussions and expressing thoughts

aloud.

G.

Poor handwriting25

Hereby you will see a chart to compare and distinguish the most common types of learning disabilities and the effects: Common Types of Learning Disabilities26 Dyslexia Difficulty reading Problems reading, writing, spelling, speaking Dyscalculia Difficulty with math Problems doing math problems, understanding time, using money Dysgraphia Difficulty with writing Problems with handwriting, spelling, organizing ideas Dyspraxia (Sensory Difficulty with fine motor Problems with hand–eye Integration Disorder) skills coordination, balance, manual dexterity Dysphasia/Aphasia Difficulty with language Problems understanding spoken language, poor reading comprehension Auditory Processing Difficulty hearing differences Problems with reading, Disorder between sounds comprehension, language Visual Processing Difficulty interpreting visual Problems with reading, math, Disorder information maps, charts, symbols, pictures Teachers need to be aware that difficulties with students in the learning process sometimes do not come from learning disabilities.

According to Gina Kemp, M.A., et al: “Anxiety, depression, stressful events, emotional trauma, and other conditions affecting concentration make learning more of a challenge. In addition, ADHD and autism sometimes co-occur or are confused with learning disabilities”.27 !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!

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Gina Kemp, M.A., Melinda Smith, M.A., and Jeanne Seagal, Ph.D. (2014, October). HelpGuide.com. Retrieved September 2014, from http://www.helpguide.org/articles/learning-disabilities/learning-disabilities-and-disorders.htm 26 Idem.!

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Gina Kemp, M.A., Melinda Smith, M.A., and Jeanne Seagal, Ph.D. (2014, October). HelpGuide.com. Retrieved September 2014, from http://www.helpguide.org/articles/learning-disabilities/learning-disabilities-and-disorders.htm

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The following two examples will provide a examples about confusions people have about learning disorders: ADHD – Attention deficit hyperactivity disorder (ADHD), while not

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considered a learning disability, can certainly disrupt learning. Children with ADHD often have problems sitting still, staying focused, following instructions, staying organized, and completing homework.28 Autism – Difficulty mastering certain academic skills can stem from

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pervasive developmental disorders such as autism and Asperger’s syndrome. Children with autism spectrum disorders may have trouble communicating, reading body language, learning basic skills, making friends, and making eye contact.29 ii.

Teachers’ role is about helping their students with learning disabilities:

For teachers these disorders can be a very frustrating problem, they need to work more than others, in order to help students succeed under their situation.

According to http://www.helpguide.org/mental/learning_disabilities.htm: “You may experience some frustration trying to work with your child, and it can seem like an uphill battle when you don’t have the information you need.”30 Once a teacher gets enough information about the situation children live when having these kinds of disorders, they will have the tools in their hands to provide better help to the students who really need it. Also, teachers can talk about it with parents in order to provide better help to the student. !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!

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Working Environment LOCATION i.

School Surrounding: The environment is important and so is the place where a school is located.

In Guatemala there are different places where a school can be built, however there are some regulations that the property needs to fulfill in order to function as an educational center. It is mentioned in the article number seven Amendment number 109-D-99 at the INGUAT portal that “The school must be located to a distance no less than one hundred meters of bars, brothel or anything similar.”31 Taking in consideration the fact that this regulations are for an educational center it is necessary to notate that schools are places where the people inside, and not only the students, can be exposed to dangerous threats coming form said bars, making it really necessary to avoid situations where teacher and students’ life can be exposed. In addition, security policies have to prevent the possibility of access to the school of any person that does not belong to the educational center. Also is necessary to protect students’ atmosphere by not exposing them to the kind of people that surround the school in situations that can be immoral, dishonest or menacing. ii.

Noise Level:

When talking about concentration students are easily distracted with little things, noise is something that really matters when learning. Not everybody is comfortable being in a noisy environment so the level of noise where students and teacher are located is something that authorities of schools should take in consideration. It has already been stated by the Guatemalan Minister of Work and Social Prevision (Ministerio de Trabajo y Prevision Social in Spanish) “OF THE SURROUNDINGS CONDITIONS, Article 35: When designing the work place it has to be considered the noise produced by installed equipment, specially as to not to !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!

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INGUAT. (s.f.). visitguatemala.Recopilated on September 15, 2014, from http://visitguatemala.com/asesoriaturistica/regulaciones/reglamento-academias-de-espanol.pdf. Pp 1.!

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disturb attention neither communication”.(Ministerioi de Trabajo y Presión Social, 2014)32 Awareness of the noise level exposure, for students and teachers, is important, since this can affect the concentration degree and performance when the teaching-learning process is happening. Noise created outside, will help either to aggravate or improve the educational environment and therefore affect teachers’ motivation to keep on doing a good job. iii.

Quality of Air: Guatemalan (Ministerio de Trabajo y Previsión Social, 2014)advocates that:

“Every single working place must have a ventilation system that ensures air renovation according to the quality of the work profile; and maintain heat levels that do not bother or harm the employees health, when pertinent.

It is of the outmost importance to implement a working system that allows air conditioning in a way that regulates the heat, ventilation and circulation of air.”33 The quality of the air in a classroom is of vital importance. Ventilation coming either from windows and doors is acceptable, but schools must ensure there is an alternative way for air and ventilation when weather or environment conditions demand so, to avoid health problems for students and teachers alike.

Exposure to pollution or indoor air contaminants can affect especially the respiratory system health, which is why adequate ventilation should be taken into consideration at schools, to guarantee the well being of any person into the premises of the school.

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32

Ministerio de Trabajo y Previsiíon Social. (2014). REGLAMENTO DE SALUD Y SEGURIDAD OCUPACIONAL. Diario de Centro Amércia, 16 (16), Pge 6, 3-23.

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SCHOOL STRUCTURE iv.

Parking space: Guatemala’s Ministerio de Trabajo y Previsiíon Socialadvocates that: “The

employer must warrant the good conditions of the work place’s access roads or private pathways, with adequate controls for circulation and good light according to the current norms.”34It is well known that National Norms in Guatemala do include parking spaces, when pertinent or appropriate for buildings according to the knowledge of building general structures.

It is important for teachers to be able to have access to a parking lot at the workplace that is reliable and safe. Most schools, especially private ones, should be capable of providing space for vehicles, either for their employees or visitors, as a manifestation of a welcoming place that has been already though with a futuristic purpose. v.

Place for resting:

Any workplace should be able to ensure that their workers have the amenities and accommodations needed for them to feel comfortable and perform.

Teachers are specially known to need a place where they can go and have some time away from their pupils and just be able to rest and organize in between periods during the day, particularly if the teacher does not have his/her own classroom.

The place for resting should be in an environment that is maintained safe and with hygienic conditions, where teachers can store their personal belongings, seat, eat and furthermore with water dispensers for teacher to keep hydrated.

The place for resting guarantees the welfare of teachers, physically as well as emotionally. It is important that teachers recharge energies while spending some time alone and away from the classroom. These accommodations stimulate and motivate teachers to continue with their work. !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!

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Ministerio de Trabajo y Previsiíon Social. (2014). REGLAMENTO DE SALUD Y SEGURIDAD OCUPACIONAL. Diario de Centro Amércia, 16 (16), Pge 13, 3-23!

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vi.

Classroom Equipment:

Harmer, J. states (2001): “As language teachers we use a variety of teaching aids to explain language meaning and construction, engage students in a topic, or as the basis of a whole activity.� 35(Pg. 134) The most ideal scenario for any English teacher would be to have their own language laboratory where they can have all the equipment necessary to be able to present the language. The basic equipment would include, audio, with radio and others like speakers and headsets; computer, projector, and posters among others.

The classroom equipment facilitates teachers and students to build an environment where everybody is more receptive to the foreign language and start making it their own, taking advantage of the privacy where they can feel comfortable. vii.

Green Spaces:

It refers to the space where students and teachers have direct contact with nature, besides the classroom; students must have recreational moments in order to relax as well as to do specific activities that involve nature as part of human needs.

Green spaces are necessary for mental health in order to put the mind out of the routine. It is also helpful when working with students that are performing new tasks or acquiring new concepts in a more enjoyable way.

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Harmer, J. (2001). The practice of English language teaching (3rd ed.). Essex, England: Longman Press. P134, 318.!

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ADMINISTRATION The Ministry of Education is the institution responsible for regulating, directing, planning, supervising, and evaluating the Guatemala’s country education system at the initial, pre-elementary, elementary and high school levels, including public and private, and formal and non-formal education. The University of San Carlos, the only public tertiary level institution, has the constitutional mandate, since 1985, to direct and develop public tertiary education. Private tertiary education is regulated by the Council of Private Tertiary Education (Consejo de la Enseñanza Privada Superior) created by the Constitution of 1985. The Council’s mandate is to ensure that private universities maintain their academic standards and remain independent; to authorize the creation of new universities, and to apply sanctions to those universities not following established regulations. Under the leadership and coordination of the Ministry of Education, literacy raining is provided by the National Literacy Council (CONALFA), by non-governmental organizations (NGOs), and, since 2001, by secondary level graduating students36.

Every secondary public school in Guatemala has a Principal who is the responsible to administrate the institutions with a group of teachers, and for secondary private schools it depends on the owner, and most of the big schools have their own administrative area.

In their own attributions they have to

administrate teachers’ salaries, the bonuses and also enable teachers to be more efficient and productively active with the students, and to perform education. i.

Social Insurance:

“Since 1946 the Social Security was established in Guatemala to cover a wide range of social risks which includes: general illness, occupational illness, accidents, maternity, disability, old age and death.

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Anderson! M.! (October! 2001)Pg.4.Guatemala:) The) education) sector.Guatemala.Author:! Guatemala! Poverty! Assessment! Program!

(GUAPA)!of!the!World!Bank.)

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The system of contributions and retirement is administered by The IGSS (Guatemalan Institute of Social Security), which at the same time has a board of Directors whose president is named by the government.

All employed person can be registered by a company, with the minimum of three employees, and also voluntary coverage is possible.

The Social Security program is financed by the employee’s contributions, with monthly contributions from all contributors including the State, those contributions are deducted from salary and payable as a percentage of salary based on total earnings except from incentive bonuses, year-end bonus (Aguinaldo) and Bono 14, which are not deducted for the Social Security bonus. ii.

Retirement Benefits a. Age of retirement: Normal age is 62 years – Male and Female. b. The conditions to qualify are:

1. Members before December 31, 2010 with 60 years, male or female, and at least 180 contributions.

2. New members after January 1, 2011 with 62 years, male or female, and at least 240 contributions.

The benefits for retired contributor are the 50% of average salary over the last 5 years, and an additional 0.5% for each six months of contributions beyond the minimum required contributions, the 50% of the insured’s pension is available for the wife or partner, or a disabled husband, the 25% insured’s pension for each child under age 18 or disabled, 25% of the insured’s pension for a dependent mother and a dependent disable father, for death of a pensioner a funeral grant of GTQ 600.00 is provided, the minimum monthly benefit amounts to GTQ 340.00,

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the maximum to GTQ 4,800.00, and benefits are adjusted regularly according to the financial assessment of the program”.37 These are other benefits included: Disability Benefits, Death Benefits, Sickness Benefits, for which the employees must have at least 3 or 4 monthly contributions. iii.

Medical/Health Benefits:

“The qualifying condition an employee must have is at least 3 or 4 monthly contributions, and the benefits are: In-patient treatment and surgery, out-patient care, drugs and prescriptions. The wife or partner of an insured man can receive the same as an insured woman and in 19 departments also receives sickness and accidental benefits38.For unemployed the benefits are none, at least 3 months after the last contribution.

Other benefits and qualifications are for different situations as work injury benefits, and maternity benefits.

The taxation for employers contributions to IGSS are tax deductible for the employer. Employee contributions are tax deductible from income tax. Benefits are free of tax for the beneficiary”39.

There are others plans of retirement and insurances that are out from the Social Security and employees are free of choosing the better plan in order to their financial incomes.

The Social Security for most employees is not an election, they must contribute with a deduction from their salary incomes and the employer has the obligation to deduct the contributions from employees’ salary to the IGSS, and that !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!

Reference!provided!by:!Swiss!Life!Network,!(2013S2014)!Employee)Benefits)Reference)Manual)2013?2014.!Guatemala.!

Reference!provided!by:!Swiss!Life!Network,!(2013S2014)!Employee)Benefits)Reference)Manual)2013?2014.!Guatemala.!

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is for private and public institutions that registered employees to the insurance plan. iv.

Extra Bonus:

“The practice of awarding bonuses, on the basis of the entire school’s performance, has a theoretically ambiguous effect on the strength of incentives present to improve the scores. On the other hand, tying bonus payments to group performance dilutes the impact of an individual teacher’s effort on the probability of receiving a reward.

This introduces a potential “free rider” problem, whereby

teachers reduce their effort because the ultimate outcome is largely beyond their personal control. The existence of a free rider produces the theoretical prediction that the bonus program should have had a stronger impact in smaller schools.

On the other hand, to extent that improving test score performance requires cooperation among the teachers in a school, the use of group-level incentives could encourage good habits.

Moreover, the use of school-level performance

sidesteps concerns about how to effectively incentivize teachers in untested grades or in untested subjects (anything other than math and reading in middle schools)”40.

Bonuses in private and public secondary schools differ from one to another, if we describe bonuses in private schools it depend on the administration, and the programs which include bonuses for teachers, for teachers who work on public schools it depend on the program established by the Educational Ministry and the State.

The extra bonuses in Guatemala are to incentivize teachers to perform their activities in the classroom and to be more effective in their teaching, the bonuses have the goal to motivate teachers to develop their teaching labor in their own !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!

40

Victor,! J.! L.! (Feb.2008)! TeacherSalary) Bonuses) in) North) Carolina.Columbia,) University) of) Missouri.National) Center) of) Performance) Incentives.!

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pedagogical capacities and permanent pedagogical formation, and it has to be proposed by the institution whereas private or public secondary schools. v.

Timely Payment:

Depending on the institution the payment for the teacher is set on different dates. For teachers who work in public schools and are not in the payroll, they have to wait for their payment, that the government provides, at least three months after the beginning of the school year.

For private schools it depends on the

administration of their institutional policies, if there exists, to pay their teachers on a certain date. vi.

Institutional Policies:

Policies depend on the institution. For a public secondary school is determined by the Education Ministry, and the state’s policies. The teachers have to present their annual plans, monthly plans and daily plans based on the CNB (Currículo Nacional Base) and other policies which include periods of teaching, labor journey, contracts, and requirements to apply to a contract per year, month or an undefined contract with the government.

On the other hand, for private schools, teachers usually have a contract with the institution per year that includes payment, and they have to prepare their annual plans, monthly plans and daily class plan, in accordance to what they are asked for.

Teachers’ Pedagogical Capacities As Harmer, J. (2001) points out: “Who we are (teachers) and the way we interact with our students are vital components in successful teaching, as are the tasks which we are obliged to undertake. But these will not make us effective teachers unless we posses certain teacher skills.”41 Teachers need to comply with a curriculum and that means they must acquire certain knowledge and possess !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!

41

Harmer, J. (2001). The Practice of English Language Teaching. Essex: Longman Press. P 78, 371!

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certain abilities to be able to have an impact, not only on a personal level in students’ life, but also on an academic level.

DIDACTIC i.

Strategies Teachers are different; each has their own style on how to teach that

includes techniques, methods, approaches, etc. Among the didactical knowledge a teacher must have strategies, which include plans, procedures, ideas, that a teacher should have in order to be prepared for the class. According to Merrian Webster’s Dictionary and Treasures, strategy means: “A careful plan or method for achieving an end.”42 A strategy is necessary when teaching because the guide, in this cases the teacher, has the duty to construct outstanding classes in order to meet students’ needs. Teachers must include the students in nowadays learning situations to get students well prepared for life, to assume the new role they are going to perform as future citizens.

A strategy teachers can integrate into their teaching job is technology, to make classes more interactive and interesting for students and at the same time make the learning process pleasant and collaborative. ii.

Methods On daily basis, a teacher has to use different and varied kind of methods

and techniques to teach lessons. First it has to be noticed the difference between methods and techniques. As Harmer, J. (2001) said:"A method is the practical realization of an approach. The originators of a method have arrived at decisions about types of activities, roles of teachers and learner, the kinds of material which will be helpful, and some model of syllabus organization."

43

(Pg.78)

A teacher must know how to facilitate the teaching-learning process deciding which method will work for any kind of students. Teachers need to know !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!

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Merrian Webster’s Dictionary and Treasures (1831). Incorporated. 18th. West Virginia United States: Printing Quad Graphics Martinsburg WV. pp 1022 43

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their groups of students to employ the best activities and therefore improve the class and achieve the educational objectivesfor the students.

According to Harmer, J. "There are four important methods: *Community Language Learning Where the students should sit in a circle and decide what they want to talk about. *The Silent Way Students have to resolve language construction problems by themselves and the teacher does not interfere, says as little as possible. *Suggestopaedia Physical surrounding and atmosphere of the classroom is of vital importance. *Total Physical Response Students respond physically to the language they learn, the same in children as in adults."44 iii.

Techniques In order to avoid being a passive teacher, classes have to be varied, using

different teaching techniques and strategies every day, this will help the teacher to make more interesting the lessons and help students to be motivated. There are hundreds of techniques that a teacher could use, but these have to be developed according to the lesson and the students. If necessary classes should be improved, making the opportune changes. As Dhand, Harry mentioned (2008): "A teaching technique can be thought of as an activity which affects the learner’s encoding process, that is, how the learner will learn the desired information, concept, generalization and skills."45 (Pg.XV) !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!

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Harmer, J. (2001). The Practice of English Language Teaching. Essex: Longman Press. P 78, 371.

45

Harry, D. (2008). Techniques of teaching, S.B. New Delhi: APH Publishing. P XV

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Finding an appropriate technique for a particular situation requires careful planning, awareness of one's strengths and weaknesses, knowledge about the student, school, community, and the availability of instructional materials and equipment. iv.

Lesson Planning Harmer, J. says (2001): “Lesson planning is the art of combining a number

of different elements into a coherent whole so that a lesson has an identity which students can recognize, work within and react to.”46(Pg. 308) This means that teachers need to be prepared for every single class they present, so students can achieve the level of learning and understanding required for their education. v.

Resources

Resources include pictures and images, like posters and cards; overhead projector, computer, speakers, board with markers and eraser, Cd players, books, and nowadays, even internet access as well as any other material that might help teachers and students alike to create adequate surroundings for the learning of a foreign language. vi.

Creativity

Teachers are known to be creative individuals. When adequate facilities and materials are not available, teachers are compelled to use their own imagination and encourage it with their own students. Teachers work most of the times as teaching aid. Harmer, J. tells us (2001): “we are also kind of teaching aid ourselves, a piece of teaching equipment in our own right. In particular, we are especially useful when using mime and gesture, as language models and as providers of comprehensible input.”47(Pg.64) This means that if a teacher is not capable of acting up the language or lessons for their students to understand, even if they have all the material possible available for learning, students will not have !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!

46

Harmer, J. (2001). The practice of English language teaching (3rd ed.). Essex, England: Longman. P 308, 371.

47

Harmer, J. (2001). The Practice of English Language Teaching. Essex: Longman Press. Page 64, 371.

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meaningful learning and comprehension over the language. On the other hand materials are only useful if teachers use it ingeniously, using imagination and in an original way. It is held to be truth that the more we use creativity the more we have it.

ABILITIES i.

Rapport

The relationship between the teacher and the students is very important because it creates a comfortable space and environment where both parts, the teacher and the student, can develop their abilities the most. According to Harmer, J. (2007) the term rapport means: “In essence, the relationship that the students have with the teacher and vice versa.”48(Pg. 25) All the events that occur in the classroom will affect the rapport. Students notice the way teachers listen and treat every person in the class, this builds the perception that students gain about teachers. When students realize about the teacher’s professionalism is when the good rapport begins, because if teachers are professional they refer to any person with respect, which is the most important aspect to construct a good atmosphere to complete the teaching tasks and role. Rapport contributes to teachers’ motivation because it is all about feeling good with the job being done and the people around to accomplish the goal set. ii.

Linguistic abilities

English teachers have to be proficient on the knowledge of the language, which includes not only grammar. English teachers are the first and most important role models for pronunciation. Harmer, J. tells us (2010): “They (students) also expect teachers to be able to demonstrate and help them to pronounce words correctly and with appropriate intonation.”49(Pg. 30) Students look forward for their teachers to help them speak the language, even when students do not say it out loud. Students are all the time paying attention to how their teachers speak, that !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!

48

Harmer, J. (2007). How to teach English. Essex, England: Pearson education Limited. P 25, 288

49

Harmer, J. (2001). How to teach English (6th ed.). Essex, England: Pearson Education Limited. P 30.

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includes pronunciation and grammar structures of the correct use of tenses and verbs.

When English teachers do not demonstrate linguistic abilities students do not understand instructions, do not improve their own pronunciation, and are not encouraged to try speaking. Even more worry some is that students feel frustrated if the teacher cannot properly pronounce, they start to believe that they might never do so as well. That is why is absolutely important that all English teachers work and improve their speaking skills. iii.

Self-Confidence

According to H. Davis, Robert who says: “Self-confidence goes out in all directions as a pebble dropped in quiet water produces excitatory waves. This powerful magnetic force convinces the student that you are a successful 50

teacher.� (Pg. 244) It is the feeling the teacher has when everything has been planned properly, this means the class is well prepared and the time is well distributed. Selfconfidence identifies a worthy teacher as well as the level of knowledge on the topic the teacher develops and the manner of managing classes. Also, selfconfidence on teachers encourages students to cultivate high learning results, and confidence in what students are learning and doing supported by the teacher.

Self-confidence improves the ability of teachers in the class moment and offers teachers and students an appropriate learning environment. All teachers must have self-confidence because otherwise, the content developed in class is not meaningful and consistent. Teachers must be trust worthy over the information given in class; this aspect makes the student’s attitude towards the teacher and the class wholesome.

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As part of the teachers’ roles, self-confidence defines a meaningful process in which, educators and learners are in synch. Self-confidence is part of the motivation that encourages teachers to promote significant knowledge. iv.

Enthusiasm

According to H. Davis, Robert: “Enthusiasm makes a teacher a giant in the classroom because he has a powerful personality force working for him.�51 (Pg. 244) Enthusiasm comes from teachers and is transmitted to students, since the first class. English classes must be enthusiastic and the first person that must have the feeling is the teacher. According to didactics, this is an important fact at the class moment, in order to provide significant education.

The teacher must have enthusiasm to teach in the finest of forms. English students feel the necessity to have an enthusiastic teacher, this happens because the English language is not their mother tongue so they need to find extrinsic motivation in order to better acquire knowledge and practice such foreign language.

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H. Davis, R. (2012). Teaching with Enthusiams. College teaching. Page 244.!

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II.

PROBLEM A. Introduction There are many factors that determine the attitude of English teachers in

their work environment and the attitude towards the people they work with.

After an unanimous consensus and background information about the teaching profession, and ideas of what influences their vocation, the seminarists of Profesorado de Enseñanza Media en Idioma Inglés decided that teacher’s motivation is a topic to be considered in order to favor educational leadership in today’s Guatemalan English teachers.

Teachers are the ones who mostly facilitate the students’ learning process, and in order achieve the competences established by the educational authorities during the class period, it is necessary to actively and periodically gather information about how to improve and promote, the tools and information that are being delivered to today’s English teachers.

This research focused on aspects like students’ background, teachers’ working environment and their pedagogical capacities to learn how an English teacher deals in these areas that can be, at times, challenging. To collect real and actual information about the aspects previously mentioned, a survey was created to determine how teachers can be helped to improve and increase their own skills through motivation. The expectations was to help Guatemalan English teachers by creating some kind of digital toolbox and present them resources that may contribute to self-motivation as well as to inspire them to build a motivated behavior.

The research subjects were English teachers from! Escuela Nacional de Ciencias Comerciales, Escuela Nacional Central De Formación Secretarial, Escuela Nacional De Formación Secretarial No. Dos, Instituto Nacional para señoritas Belén, Instituto Nacional para Señoritas Centro América Jornada Matutina, Instituto Nacional para Señoritas Centro América Jornada Vespertina, !

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Centro de Estudios Winbridge, Colegio Católico San Pablo, Colegio de señoritas El Sagrado Corazón, Colegio para varones San Sebastián, Colegio Bilingüe Especializado en Computación Yulimay PC, Instituto Normal Casa Central; public and private educatinal institutions in Guatemala City zone one.

B. Research Problem Motivation is an important aspect to any teacher to stimulate and guide students. Teachers need to be able to manage any challenging situation, bound to happen in day to day work, to develop proper humanistic behavior towards the work done with children, in such profession like teaching. Job satisfaction and students meaningful learning depends on the adequate motivation that teachers have through intrinsic or extrinsic motivation.

Motivation is understood as "some kind of internal drive which pushes someone to do things in order to achieve something"52 (Harmer, 2001:51) Motivation is also subdivided as intrinsic or extrinsic motivation.

The term intrinsic motivation is defined as the internal desires, vocation and aspirations a professional has in order to acquire the right development of job tasks. The extrinsic motivation on the other hand, refers to the motivation that comes from external factors, such as work environment, the social interaction in the workplace, money remuneration; these rewards provide satisfaction that allows teachers to strive for success.

Teachers get involved in a very close way to their students, which means that how students conduct themselves distresses or serene teachers affecting their activities.

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Harmer, J. (2001). The Practice of English Language Teaching. Essex: Longman Press, P. 51, 371.

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As it is known, work environment is also important for teachers or any professional, in order to have confidence at the workplace, and feel desires to stay and improve the class quality in the teaching process. Schools must offer a comfortable work environment to make both, teachers and students have good rapport, and also involve other co-workers to make at the end of the teaching process what results, in the main goal of schools and educators; to make out the best of students.

Successful English classes also require adequate pedagogical capacities from teachers, like the techniques and methods used in class: creativity, didactic resources, linguistic abilities to build up an integral class that would help students strengthen on knowledge and aptitude for life.

Lack of motivation may discourage teachers to excel professionally, which in return will affect the educational system, which depends on a great measure on them. Since teachers are not motivated by the same factors or in the same way, educational goals are not always achieved.

All these problems that affect the teaching’ job would be studied by getting active teachers, in private and public schools, involved in a study. Done with interviews and live observation to obtain their point of view about the work they do while they exercise their profession, with the purpose of determining how teachers can be helped to improve and increase their own skills through motivation.

C. Research Objectives General Objectives Compare the motivation level of the Middle School English teachers’, in public and private institutions, in Guatemala City zone one.

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Specific Objectives 1. Determine if the students’ background affects the middle school English teachers’ motivation, in public and private institutions, in Guatemala City zone one.

2. Identify if the work environment influences the middle school English teachers’ motivation, in public and private institutions, in Guatemala City zone one.

3. Evaluate if the pedagogical capacities of the middle school English teachers’ affects their motivation, in public and private institutions, in Guatemala City zone one.

D. Hypothesis HYPOTHESIS (H1) The middle school English teachers’ motivation is affected by the following factors:

students’ background, work environment, and teacher’s pedagogical

capacities; in the public and private schools of Guatemala City zone one.

HYPOTHESIS (Ho) The middle school English teachers’ motivation is not affected by the following factors:

student’s background, work environment, and teacher’s pedagogical

capacities; in the public and private schools of Guatemala City zone one.

E. Definition and operationalization of variables Variable No. 1 - Student’s background: Conceptual definition In order to describe the students’ background we can refer to it in different ways, but the main concept, we must say, are all the factors that involve students’ context. All this will determine attitudes that influence the classroom environment, the comprehension matter as well as personal behavior towards the English class.

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Variable indicators: 1. FAMILY a. Values b. Expectations c. Parents education d. Family interaction e. Psychological factors f. Economic status 2. SOCIAL a. School b. Cultural c. Interaction with classmates 3. LEARNING DISABILITIES a. Common disabilities b. Dyslexia c. Dyscalculia d. Dysgraphia e. Dyspraxia f. Dysphasia g. Auditory problems h. Visual problems Variable No. 2 - Working environment: Conceptual definition To talk about work environment is to describe the location where the teacher performs his/her role, pertaining to the place of employment such as a school; the work environment is an important aspect of every teacher’s performance. We can also mention other factors related to the place of employment.

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Variable indicators: 1. LOCATION a. School surrounding b. Noise level c. Quality of air 2. SCHOOL STRUCTURE a. Parking space b. Place for resting c. Classroom equipment d. Green spaces 3. ADMINISTRATION a. Social insurance b. Extra bonus c. Timely payment d. Institutional policies Variable No. 3 – Teacher’s Pedagogical capacities: Conceptual definition It refers to the lack or adequate preparation from teachers of public and private schools, which as a result derives on deficient of sufficient motivation in teachers and students alike. Meaningful and successful English classes require pedagogical capacities from teachers, which can be described as the knowledge of strategies, methods, techniques, lesson planning (activities design), needed to facilitate students learning process, to also achieve the competences established for the class period.

Variable indicators: 1. DIDACTIC a. Strategies b. Methods c. Techniques !

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d. Lesson planning -Resources -Creativity 2. ABILITIES a. Rapport b. Linguistic abilities c. Self confidence d. Enthusiasm F. Contributions of the Research Study The project focuses knowing if teachers are motivated in their area of work.

With the objective of helping teachers feel comfortable with their job. The project will promote a conference, which will be conformed to new motivational activities and pedagogical proceedings that will contribute to increase their knowledge.

Previous to create the motivational activity, valuable information will be collected using different tools, collecting surveys responses from teachers of publics and private schools of Guatemala City zone one, their perception on diverse motivation factors such as collective benefits, and private benefits will be rated. In addition, they also will be asked to express their attitude toward how they have been or are motivated.

The main idea of this project is to know if teachers are motivated in the area they work in; this is with the purpose of providing them a toolbox that they can work with. This toolbox will be provided through a conference that will be done at USAC Central Campus. The toolbox will cover information about some pedagogical and didactical needs that teachers may have.

This research is based on the Guatemalan City reality for English teachers, to respond correctly to the student’s needs, and to encourage their professional development.

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The publication is directed to the middle school English Guatemalan teachers’ community in order to be aware of the need and importance of motivational accomplishments that improves teachers’ environment to perform a significant learning.

The expectation is to help Guatemalan English teachers by presenting resources that may contribute to self-motivation as well as to inspire them to build a motivated behavior.

III.

METHODOLOGY A. Research Subjects The research subjects were English teachers from the public and private

institutions in Guatemala City zone one. According to the Guatemalan Ministry of Education the total of public and private institutions in zone one of Guatemala City there are fifty institutions from which were chosen twelve to obtain the sample, six public institutions: Escuela Nacional de Ciencias Comerciales (2), Escuela Nacional Central De Formación Secretarial (8), Escuela Nacional De Formación Secretarial No. Dos (2), Instituto Nacional para señoritas Belén (3), Instituto Nacional para señoritas Centro América Jornada Matutina (2), Instituto Nacional para señoritas Centro América Jornada Vespertina (1), and six private institutions: Centro de Estudios Winbridge (4), Colegio Católico San Pablo (2), Colegio de señoritas El Sagrado Corazón (3), Colegio para varones San Sebastián (1), Colegio Bilingüe Especializado en Computación Yulimay PC (3), Instituto Normal Casa Central (1).

The following formula was applied to obtain the sample: n=

N – 22 02 N e2 N – e2 + 22 + 02

n = Sample N = Population

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41!

02 = Deviation z2 = Trust Level e2 = Error rank n= 3.84 x 0.25 x 50 = 48

= 11.73

0.0009x 50- 0.0009+ 3.84+ 0.25= 4.09 N = Population which was fifty (50) n = Sample which was twelve (12)

Institution

!

n

Escuela Nacional de Ciencias Comerciales

2

Escuela Nacional Central de Formación Secretarial

8

Escuela Nacional de Formación Secretarial No. 2

2

Instituto Nacional para señoritas Belén

3

Instituto Nacional para señoritas Centro América Jornada Matutina

2

Instituto Nacional para señoritas Centro América Jornada Vespertina

1

Centro de Estudios Winbridge

4

Colegio Católico San Pablo

2

Colegio de señoritas El Sagrado Corazón

3

Colegio para varones San Sebastián

1

Colegio Bilingüe Especializado en Computación Yulimay PC

3

Instituto Normal Casa Central

1

42!

B. Research Instrument A survey was elaborated to find out the motivation level that the nowadays English teachers own, and what are the most important factors that affected their motivation. The survey was divided in two sections: First Part a. The first one refers to general information.

1.

How many years of experience owned.

It refers to the time quantified in years the teacher has been working on the educational field.

2.

The academic level acquired

The last certifications or titles acquired through the years.

3.

The school setting

The interviewed teacher specifies if the current job was in a public or private school.

Second Part b. The second part refers to specific questions, where teachers would answer according to experience in teaching to determine their motivation level.

4.

Which level affects the English class management and the interaction (teacher-students) considering: economic status, lack of values or dysfunctional families.

The teacher selects the level of importance in the class management and discipline related to the option of the economic status, lack of values or dysfunctional families based on the experience acquired.

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5.

As teacher, how easily is to identify students’ learning disabilities, such as Dyslexia, Dysgraphia, Visual Processing or Auditory Processing Disorder.

Quite easy, slightly easy, not at all easy or not applicable.

In order to determine one of the reasons why teachers find difficulties in class development, the interviewed teacher selects how easy is to identify any learning disability.

6.

Have you identified interaction difficulties in the classroom, due to cultural differences, between students? Yes or No.

The difficulties the teachers have between students in the classroom related to cultural differences, such as ethnicities background, beliefs or traditions, and life philosophy.

7.

Have you experienced interaction difficulties in the classroom, due to cultural differences? Yes or No.

Based on experience, it is required to indicate the noticing of cultural differences between students.

8.

How do cultural differences between students affect your motivation as a teacher? Very motivated, moderately motivated, not motivated.

To determine the level of importance that cultural differences, between students, have towards the teacher’s motivation. The teacher should choose one of answers described above.

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9.

How motivated are you, as a teacher by cultural differences between student and teacher? Very motivated, moderately motivated, not motivated.

The purpose of the question was to determine the level of importance that cultural differences between students and teachers have towards the teacher’s motivation.

10.

How does the school’s location influence in your motivation as a teacher? Very motivated, moderately motivated, not motivated.

The interviewed teacher determines how important it is the external motivation, considering the school’s location.

11.

Do you consider that the school’s facilities, such as parking spaces, place for resting, classroom equipment, and green spaces are adequate? Yes or No

Related to the school facilities, the teacher specifies if these are or not adequate in order to acquire proper teaching development.

12.

How supportive is your school administration towards the teaching staff?

Such

as

with

financial

compensation,

recognitions,

professional

developments opportunities.

Very supportive, moderately supportive, not supportive.

Considering the current job, teachers evaluate the support level received from the school administration.

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13.

How motivating is to attend in-service or external training programs during the school year, for the English language course teaching improvement? (Such as NTC, Workshops, Professional Developments).

Very motivating, moderately motivating, not motivating.

Regarding to the interviewed teacher personal experience, the teacher qualifies how motivating is to attend in-service or external training programs for the English language course teaching improvement.

14.

Have you attended in-service or external training programs during the 2014

school

year,

for

the

English

language

course

teaching

improvement? (Such as NTC, Workshops, Professional Developments).

Yes or No. The interviewed teachers respond if in the current school year have attended in-service or external training programs in order to improve the English language course.

15.

If you attended in-service or external training programs, please give three topics covered by these training programs. Literature, technology, warm-ups, grammar, vocabulary, others.

According to the attendance to training programs, the teacher selects three types topics covered or gives reference about the topics learned.

16.

Rapport is the teacher’s ability to enhance a good relationship and interaction with students, through confidence and respect.

In what level would you qualify your rapport with students?

Needs improvement, good or excellent.

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According to the rapport definition, the interviewed teacher selects the acquired level.

17.

How motivating is to have good rapport with your students?

The interviewed teacher determines the motivation level that rapport provides.

C. Research Procedure 1. Coordination activities to make surveys a. Area recognition b. Group organization c. Variables definition d. Surveys application in public and private schools e. Results presentation 2. Scientific methodological and technical activities that were developed to apply surveys a. Area recognition b. Distribution of public and private schools c. Survey distribution according to the kind of institution d. Survey application in public and private school (individually) e. Classification of the obtained information f. Variable definition g. Statistical analysis and interpretation results h. Hypothesis validation i. Final written report j.

Results presentation

3. Methodology, techniques, and data instruments used a. Survey method:

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Consisted in asking questions through a survey with multiple choice answers, from which the necessary information was collected to identify the variables, to later reject or accept the hypothesis. b. Tools (survey) It consisted in a variety of questions in which the survey teacher answered individually. The teachers were chosen in accordance to the area delimitation, to obtain the necessary statistical data for the variables definition and acceptance or rejection of the hypothesis.

D. Statistical Methodology The statistical method used was simple random sampling.

This method

consists in that all the samplings have the same probability to be selected, and which the obtained units are returned to the sampling along the process.

I.

DATA PRESENTATION A. Statistical Charts

1. Including the current school year, how many years of teaching experience do you have?

20%!

Years&of&experience& 40%!

1!to!10!

10!to!15!

16!to!20!

20!or!more!

25%!

15%!

!

48!

According to this graphic, it is seen that just 40% of the middle school English teachers’, in public and private institutions, in Guatemala City zone one have been working for less than 10 years in the teaching field and 60% have been working as teachers for more than 10 years.

2. Which is your current academic level?

4%!

23%!

19%!

Academic&level& High!School!

P.E.M.!

Bachelor!

Master!

54%!

In this graphic more than 50% of middle school English teachers’, in public and private institutions, in Guatemala City zone one have at least a Middle School Teaching Degree (P.E.M.), 23% of teachers have High School Degree. Almost 20% of teachers have a Bachelors Degree, and just 4% of them have a Master Degree.

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49!

3. Which best describes your current school setting?

35%!

School&se5ng& Private!

Public!

65%!

It is clearly seen that 65% of middle school English teachers’, in Guatemala City zone one, are working in public schools, while 35% of them are working as private school’s teachers.

4. Which of the following do you consider that affect the English class management and the interaction (teacher- students) with your students?

27%!

33%!

Problem& Economic!status!

Lack!of!values!

Dysfunc\onal!Families!

40%!

!

50!

According to the middle school English teachers’, in public and private institutions, in Guatemala City zone one, criteria with 40%, the most current problem that affects class management is the lack of values, which is closely related to dysfunctional families that takes the second place with 33%. The last place is taken by economic status with 27%.

5. How easily as teacher do you identify students’ learning disabilities?

Such as Dyslexia, Dysgraphia, Visual Processing, or Auditory Processing Disorder 4%!

31%!

Iden:fies& learning&disabili:es& Quite!easy!

34%!

Sligthtly!easy!

Not!easy!

Not!applicable!

31%!

For more than 30% of middle school English teachers’, in public and private institutions, in Guatemala City zone one, it is quite easy to identify when their students show up any kind of learning disability in the classroom. 31% say it is slightly easy. For almost 35% is not easy to identify them. And a small amount did not consider the question was applicable.

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51!

6. Have you identified interaction difficulties in the classroom, due to cultural differences, between students?

38%!

Iden:fies&interac:on& difficul:es& Yes! No! 62%!

More than 60% of middle school English teachers’, in public and private institutions, in Guatemala City zone one, have identified these kind of situations among students and almost 40% have not.

7. Have you experienced interaction difficulties in the classroom, due to cultural differences?

Experiencies&interac:on& difficul:es& 40%!

Yes! No!

60%!

!

52!

According to this graphic less than half of the middle school English teachers’, in public and private institutions, in Guatemala City zone one, have been experienced difficulties while being in the classroom. 60% state they have not experienced interactions difficulties due cultural differences.

8. How do the cultural differences between your students affect your motivation as a teacher?

8%!

15%!

Cultural&differences&between& your&students&affects& your&mo:va:on&& Very!mo\vated!

Moderately!mo\vated!

Not!mo\vated!

77%!

For more than 75% of the middle school English teachers’, in public and private institutions, in Guatemala City zone one, an environment with issues about cultural differences affects moderately their motivation as teachers.

Just 15% are not affected by these issues; whereas 8% consider that it does affect their motivation at all.

!

53!

9. How motivated are you, as a teacher by cultural differences between student and teacher?

4%!

Cultural&differences&between& teacherDstudents&affects& your&mo:va:on&

35%!

Very!mo\vated!

Moderately!mo\vated!

61%!

Not!mo\vated!

Around 60% of the middle school English teachers’, in public and private institutions, in Guatemala City zone one, feel motivated even knowing that in their classrooms exist some issues like students-teacher cultural differences.

35% think that these differences affect their motivations but moderately, and just 4% feel that these problems affect their motivation.

10. How does the school’s location influence in your motivation as a teacher?

8%!

34%!

School's&loca:on& Very!mo\vated!

Moderately!mo\vated!

Not!mo\vated!

58%!

!

54!

In this matter the location of the school does not affect directly the middle school English teachers’ motivation, in public and private institutions, in Guatemala City zone one, because just for around 35% it is motivating to have the working place close to home. For almost 60% it is moderately motivating, and 8% consider they are not motivated by the school’s location.

11. Do you consider that the school’s facilities, such as parking spaces, place for resting, classroom equipment, and green spaces are adequate?

40%!

School’s&facili:es& Yes! No!

60%!

In this graphic more 60% of the middle school English teachers’, in public and private institutions, in Guatemala City zone one, think that schools’ facilities where they work are not adequate, just 40% do consider that facilities are proper for the job they do.

!

55!

12. How supportive is your school administration towards the teaching staff?

Such as with financial compensation, recognitions, or professional developments opportunities.

15%!

School's&administra:on& Very!supor\ve!

Moderately!suppor\ve!

54%!

Not!suppor\ve!

31%!

More than 50% of the middle school English teachers’, in public and private institutions, in Guatemala City zone one, think they do not have any financial support, recognition or development opportunities in their jobs. Around 30% do think they have some support, and just 15% think they receive or have support from their school administration.

!

56!

13. How motivating is to attend in-service or external training programs during the school year, for the English language course teaching improvement? (Such as NTC, Workshops, Professional Developments ) 11%!

AGending&inDservice&or& external&training&programs& during&the&school&year& Very!mo\vated!

31%!

58%!

Moderately!mo\vated!

Not!mo\vated!

For more than 50% of the middle school English teachers’, in public and private institutions, in Guatemala City zone one, attending in-service or external training is very motivating, because they are able to improve their teaching techniques, as well as increase their knowledge and abilities in teaching. For more than 30% this is something moderately motivating and for 11% of them this is not motivating.

!

57!

14. Have you attended in-service or external training programs during the 2014

school

year,

for

the

English

language

course

teaching

improvement? (Such as NTC, Workshops, Professional Development)

27%!

Have&aGended&inDservice&or& external&training&programs& during&the&2014&& Yes! No! 73%!

Almost 75% of the middle school English teachers’, in public and private institutions, in Guatemala City zone one, have not attended any in-service or external training program during the current year. Just 27% have done it.

15. If you attended in-service or external training programs, please give 3 topics covered by these training programs.

13%!

17%!

Kind&of&training&received& Literature!

Technology!

Competencies!

Grammar!

27%!

40%!

Warm!ups!

3%!

!

58!

As it can be seen for 40% of the middle school English teachers’, in public and private institutions, in Guatemala City zone one, most of the training received has been about technology; training in grammar has been about 25%; warm ups and literature show as less than 20%, finally training in competences takes 3%.

16. Rapport is the teacher´s ability to enhance a good relationship and interaction with students, through confidence and respect. In what level would you qualify your rapport with students?

19%!

Rapport&level&

35%!

Needs!improvement!

Good!

Excellent!

46%!

46% of the middle school English teachers’, in public and private institutions, in Guatemala City zone one, think they have good interaction in class with their students. 35% of them think their relation is excellent, but 19% think it needs to be improved.

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59!

17. How motivating is to have good rapport with your students?

0%!

27%!

Having&good&rapport&is& Very!mo\vated!

Moderately!mo\vated!

Not!mo\vated!

73%!

For 73% of the middle school English teachers’, in public and private institutions, in Guatemala City zone one, having a good relation teacherstudent is very motivating to perform a better job. 27% of them think that having good rapport is moderately motivating, and no one thinks that good rapport is not motivating.

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60!

VI.

DATA ANALISIS AND INTERPRETATION A. Conclusions

1. Teachers have one of the most important roles in Guatemalan society; they transmit knowledge to the future generations that are expected to contribute to build a better country. Unfortunately in Guatemala the teacher job is not well recognized; reason why they do not have enough extrinsic motivation to stimulate better performance about their duties.

2. There are many factors that influence teachers’ motivation. The students’ background was one of the variables taken in consideration; at the end of the statistical process about this variable it is concluded that seventy seven percent of the middle school English teachers, in public and private institutions, in Guatemala City zone one are moderately motivated.

The same statistical data also illustrates that the teachers are partially affected by students’ background; however the teachers are able to handle the situations presented, as they continue with the same motivation level.

3. Teacher’s motivation also depends on a great measure by the extrinsic or extrinsic motivation they acquire from aspects like work environment and even their own pedagogical capacities. Teachers with satisfying pedagogical capacities and who work on pleasant surrounding conditions, tend to feel more motivated in relation to their profession than the ones who do not.

4. The survey results showed that about 35% of the middle school English teachers think the interaction in class with their students is excellent and about 46% think is good; from this it can be inferred that these English teachers must be doing a good job with their students and that makes them feel satisfied with the work they do, since teachers have such good relationship with their students they feel very motivated; as well as that it is possible they feel well

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61!

about the place where they work, however all this motivation comes mainly from intrinsic motivation.

5. In order to find accurate statistical information, about teacher’s motivation, it was necessary to apply the available and most suitable methods and techniques to get legitimate and updated information about the motivation level of the middle school English teachers, in public and private institutions, in Guatemala City zone one. There were specific factor like student’s background, working environment and pedagogical capacities that needed to be validated to detect if these affected English teachers’ motivation.

6. Research information shows that the individual motivation when being a teacher has to come from within. When someone decides to become a teacher, this person needs to consider several aspects related to the career, things like knowing that being a teacher means to not only deal with students on an academic level but also with their souls, the core of what students really are.

Teachers must be motivated to give their best throughout their career, every single moment. They need to remember what or who inspired them to choose the teacher profession; therefore they will be able to plant that teaching seed in other souls.

7. The Extension Project objective was to promote motivation in teachers, from public and private institutions from Guatemala City, zone one. In order to give an idea about motivation and how to manage motivation inside the classroom and out the classroom and therefore provide them some tools to help them perform in the classroom.

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B. Recommendations 1. The schools’ administration should proactively work to provide an adequate and satisfying work environment, in order to promote the teachers’ extrinsic motivation that will yield to teachers’ better performance in their duties as well as in a more efficient way.

2. One of the most important teacher’s roles is to create a nice environment for their students and for themselves. Therefore it is necessary teachers get involved with their students to understand their behavior and be aware on how to manage conflicts between students or even differences that sometimes come up towards the teacher. Getting involved will help the teacher to build good rapport.

3. In order to achieve the desirable teacher’s motivation, teachers should find themselves, whenever possible, a school where they find a comfortable environment; as well as an institution where they are able to obtain more and better professional development through workshops that enrich their knowledge on the teaching process and skills. However schools should be the first ones to be concerned about providing good working conditions and training for the English teachers.

4. Teacher’s motivation is a topic to be considered to favor educational leadership in today’s Guatemalan English teachers. It is important to understand the evolution of the teaching profession. Also how the students’ background and work environment influences on the English teacher performance while they exercise their profession. Furthermore it is necessary to examine and find out about their pedagogical capacities to learn if today’s English teachers are proactive and motivated enough about keeping up to date their skills, which contributes to deliver quality education.

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5. It is always important to collect information about how teachers feel about their profession. It should be of the educational system interest to learn how motivated teachers are in regards to the work they do, through the use of research instruments where adequate methodologies are applied towards that end. The obtained information will help look for solutions and ways to aid teachers who need stimulus about the teaching vocation.

6. It is recommended to promote different activities to enhance motivation in teachers, not only workshops but also activities to encourage them to be more dynamic in the classroom, activities to help them lower their stress levels with out of town trainings so they change environments, giving them time to think, meditate, and find the root of what kindled the wish in them to become teachers. Public and private institution alike should work to provide this kind of workshops to boost motivation in teachers’ as well as to inspire them to be excellent professionals.

7. It is necessary, each institution takes responsibility for their teacher’s motivation, which means, provide the needed resources and activities to improve motivation in teachers. This will in return result in a successful teaching-learning process.

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VII.

BIBLIOGRAPHY A. Bibliography

Anderson M. (October 2001) Poverty Assessment Program of the World Bank.

(GUAPA) Guatemala.

(Angus Stevenson) Oxford Dictionary of English (3rd Edition), pp 1550.

Arís Redó, N. (2009). El sindrome de Burnout en los docentes. Electronic Journal Research in Educational Psychology. 829-848.

Bonke Adepeju Omoteso (1996) Bullying behavior, its associated factors and psychological effects among secondary students. Nigeria.

Deal, Terrence E.; Peterson, Kent D.(1999) Shaping School Culture: The Heart of Leadership. Jossey-Bass Inc., Publishers. San Francisco CA. Gavilán, M. (1999). La desvalorización del rol docente. Revista Iberoaméricana de Educación, 211-227. (Quote from Steve, J. (1994). El Malestar del Maestro.)

Gonzalez Perez, T. (1993). La figura del maestro en la historia del pensamiento pedagógico. Revista interuniversitaria de formación del profesorado, 135-144.

H. Davis, R. (2012). Teaching with Enthusiams. College teaching, 244.

Harmer, J. (2001). How to teach English (6th ed.). Essex, England: Pearson Education Limited.

Harmer, J. (2007). How to teach English. Essex, England: Pearson education Limited.

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Harmer, J. (2001). The practice of English language teaching (3rd ed.). Essex, England: Longman.

Harmer, J. (2001). The Practice of English Language Teaching. Essex: Longman Press.

Harry, D. (2008). Techniques of teaching, S.B. New Delhi: APH Publishing.

Ministerio de Trabajo y Previsiíon Social. (2014). REGLAMENTO DE SALUD Y SEGURIDAD OCUPACIONAL. Diario de Centro Amércia, 16 (16), Pge 9, 3-23.

Merrian Webster’s Dictionary and Treasures (1831). Incorporated. 18th. West Virginia United States: Printing Quad Graphics Martinsburg WV. pp 1022 Morgan, M. E. (2007). The psychic rewards of teaching: Examining global, national and local influences on teacher motivation. Chicago: St. Patric's College Dublin, Ireland.

Pittma, A. K. (2004). Achievement and Motivation: A social development perspective. New York: Press Syndicate of the University of Cambridge.

Prelac Journal No. 1. (2005). Teacher involment in educational change.

Santiago, Chile: UNESCO Regional Bureau of Eductation for Lantin America and The Caribean.

Santizo, A. (2014 15-August). Improper design of the National Base Curriculum (CNB acronym in Spanish in Guatemala). (L. Rodríguez, Interviewer)

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T.Bovey,P.Strain (1998) Promoting Positive Peer Social Interactions, Center on the Social and Emotional Foundations for Early Learning. San Francisco California. CASEL. Victor, J. L. (Feb. 2008) Teacher Salary Bonuses in North Carolina. Columbia, University of Missouri. National Center of Performance Incentives. Missouri B. E-graphy American Psychological association.(2014) family socioeconomic status. Compiled August 2014 from: www.apa.org/pi/ses/resources/publications/factsheet-cyf.aspx Escuela (n.d) RAE Dictionary on line (23rd edition) Compiled from: http://lema.rae.es/drae/?val=escuela Expectation (n.d.). In Merriam-Webster’s online dictionary (11th ed.).Compiled from: http://www.merriam-webster.com/dictionary/expectation Gina Kemp, M.A., Melinda Smith, M.A., and Jeanne Seagal, Ph.D. (2014, October).

HelpGuide.com.

Retrieved

September

2014,

from

http://www.helpguide.org/articles/learning-disabilities/learning-disabilities-anddisorders.htm Help guide (2014) Learning Disabilities and disorders. Compiled September 1st, 2014 from: http://www.helpguide.org/mental/learning_disabilities.htm IFAPA Iowa Foster, and parents association (2013)Family interaction. Compiled August 2014 from: http://www.ifapa.org/resources/family_interaction.asp, 2013

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INGUAT. (s.f.). visitguatemala. Compilated on September 15 of 2014, from http://visitguatemala.com/asesoriaturistica/regulaciones/reglamento-academias-deespanol.pdf !

Institute for health care studies (2009) Socioeconomic Status. Compiled August 2014 from :http://chicagohealth77.org/characteristics/socioeconomic/ Limerick Institute of Technology (2007) why think about values? Compiled August 23rd 2014 from: http://193.1.88.47/careers/units/unit-v006.shtml Valverde, J. (20 de September de 2010). Scribd. Recopilated on September 15 of 2014, from https://es.scribd.com/doc/37753760/CNB-CICLO-BASICO ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! !

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VIII.

ANNEXES A. Research Instrument

Languages Section Seminar I Profesorado de enseĂąanza media en Ingles.

September 2014 The students from Seminar I - are currently working in a research project about English teachers’ motivation. We will appreciate your collaboration to accomplish the objectives of this seminar.

Teacher's Motivation Part I. Please answer the following questions, or mark the appropriate box next to your answer choice with an "x" (X) 1. Including the current school year, how many years of teaching experience do you have? _____________________________________________________________ 2. Which is your current academic level? _____________________________________________________________ 3. Which best describes your current school setting?

Public school

!

Private school

!

Part II. Please mark the appropriate box next to your answer choice with an "x" (X) 4. Which of the following do you consider that affect the English class management and the interaction (teacher- students) with your students? economic status

!

!

Lack of values

!

Dysfunctional families

!

69!

5. How easily as a teacher do you identify students’ learning disabilities? Such as Dyslexia, Dysgraphia, Visual Processing, or Auditory Processing Disorder Quite easy

Slightly easy

!

!

Not at all easy

!

Not applicable

!

6. Have you identified interaction difficulties in the classroom, due to cultural differences, between students?

Yes

No

!

!

7. Have you experienced interaction difficulties in the classroom, due to cultural differences?

Yes

No

!

!

8. How do the cultural differences between your students affect your motivation as a teacher?

Very motivated

!

Moderately motivated

!

Not motivated

!

9. How motivated are you, as a teacher by cultural differences between student and teacher?

Very motivated

!

Moderately motivated

!

Not motivated

!

10. How does the school´s location influence in your motivation as a teacher?

Very motivated

!

Moderately motivated

!

Not motivated

!

11. Do you consider that the school´s facilities, such as parking spaces, place for resting, classroom equipment, and green spaces are adequate?

Yes

No

!

!

12. How supportive is your school administration towards the teaching staff? Such as

with

financial

compensation,

recognitions,

professional

developments

opportunities.

Very supportive

!

!

moderately supportive

!

Not supportive

!

70!

13. How motivating is to attend in-service or external training programs during the school year, for the English language course teaching improvement?

(Such as NTC, Workshops, Professional Developments) Very motivating

Moderately motivating

!

Not motivating

!

!

14. Have you attended in-service or external training programs during the 2014 school year, for the English language course teaching improvement?

(Such as NTC, Workshops, Professional Development) Yes

No

!

!

15. If you attended in-service or external training programs, please give 3 topics covered by these training programs.

Literature

Technology

Warm-ups

!

!

Grammar

!

Vocabulary

Others:____________________________________________________________ __________________________________________________________________ 16. Rapport is the teacher´s ability to enhance a good relationship and interaction with students, through confidence and respect.

In what level would you qualify your rapport with students?

Needs improvement

!

Good

!

Excellent

!

17. How motivating is to have good rapport with your students?

Very motivating

!

Moderately motivating

!

Not motivating

!

Comments: ________________________________________________________

Thank you very much for your time

!

71!

!

B. Extension Project Summary

FACULTAD DE HUMANIDADES DEPARTAMENTO DE LETRAS SECCIÓN DE EDIOMAS

Seminar I extension project 2014

Profesorado de Enseñanza Media en Idioma Inglés

ADVISOR:

Luisa Fernanda Ramos Barrera Guatemala, October 2014

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Presentation The extension project was aimed to stimulate and promote motivation in English teachers about the work they do; and was presented in a way that handled the actual issues that an English teacher faces in Guatemala - such as demotivation and conflicts with the profession, related with facts like the students’ background, work environment and pedagogical capacities and how these affect the class development and teaching quality.

The extension project was a conference that middle school English teachers could take as a platform to change their point of view about motivation and the profession, so the reason why they became teachers would remain for many more years to come.

For the conference, the seminarists requested the special auditorium at the humanities faculty, and created a program to work the extension project activity orderly.

The seminarists wanted to offer the best product about motivation to English teachers; therefore it was requested to Dr. Carlos Aldana as well, to deliver a motivational speech about teaching and how to deal with interferences of the teaching process that affects the educator’s motivation. A digital toolbox with information was created, with the purpose of helping English teachers to have more resources in order for them and the students, to make a significant experience in the teaching-learning process, but mainly for teachers who feel their classes are not dynamic enough. It was agreed that a CD was the best and practical way to hand the information and tools.

For the extension project the students from Seminar I decided to invite other English professors from the humanities faculty and, also the middle school English teachers’, in public and private institutions, of Guatemala City zone one that were

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part of the seminar helping to complete the survey about “teachers’ motivation”; they were given an invitation and an e-mail address to confirm their attendance.

The conference was on October 09, 2014 from 5:30 to 7:00 p.m., and it was divided into two parts. The first part was the motivational speech by Dr. Aldana under the name of “Importance of motivation for English Teachers”. On the second part of the conference, the digital toolbox was presented. The information and tools were explained to the attendee teachers, detailing them what information could they find and ideas on how to use the resources.

The attendance to the conference meant that English teachers were going to be able to obtain a diploma, signed by the assessor of seminar Licda. Luisa Fernanda Ramos, and the seminar coordinator Stephanie Alberto. The diploma of the conference is intended to enrich the curriculum of the participants.

Teachers that attended to the conference and make proper use of the toolbox will be able to manage classes better and differently. Taking advantage of the benefits of the products presented will transform their environment at school and the rapport with students.

General Objective Deliver a conference for the middle school English teachers of public and private institutions, from Guatemala City zone one and other professors invited from the humanities faculty at Universidad de San Carlos of Guatemala, to promote the importance of teachers’ motivation for a significant teaching-learning process.

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Specific Objective Provide tools to the middle school English teachers of public and private institutions, from Guatemala City zone one as part of their academic preparation.

Problem definition Do the students’ background, teachers’ work environment and pedagogical capacities, of middle school English teachers, determine their motivation in public and private institutions, in Guatemala City zone one?

Results The seminarists found out through the surveys that teachers are actually motivated. But even thought that the findings are that most English teachers of public and private institutions, from Guatemala City zone are motivated, it is important to remember that in any professional field people need, from time to time, to be reminded how important it is the work they do is.

The extension project that was presented on October 09, 2014 from 5:30 to 7:00 p.m.; were the attendees were fifty, proved to be a success according to the opinions of the teachers invited, as they felt important and were reminded to feel proud of their valuable contributions to the society throughout education. The CD included resources and material, which provided many different tools that are useful for any teacher, not only in private but also in public schools. The CD project included: •

Readings

•

Websites

•

Worksheets divided into different levels, like beginners, intermediate and advance students.

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•

Planning

•

Warm up activities

•

And logos and didactic material from Carson Dellosa .

The CD was well received and appreciated.

Conclusions According to the specific objective, the results show that the seminar’s

extension project was a complete positive success. The presentation given by Doctor Carlos Aldana, to the invited English teachers’ audience, gave them an idea about the importance of motivation and how to manage motivation inside and outside of the classroom.

Teachers from public and private institutions received didactic material which is going to be helpful for their teaching. Every item from the toolbox was directed in order to provide the necessary materials for them to use to the best of their criteria or needs.

Recommendations It doesn’t matter at which institutions teachers work, they will always need motivation to keep doing a good job, sometimes these institutions do not provide them the necessary information, tools, facilities, etc., to attain the motivation needed to perform at their best. So the extension project was a little help for the English teacher attendees who do not have the opportunity to improve professionally or the adequate material that would cover their needs.

More conferences like the one offered by Dr. Calos Aldana need to be organized for teachers regularly by the humanities faculty at Universidad de San Carlos de Guatemala, which is the public institution in charge to form the new

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teachers for the Guatemalan educational system, especially when this faculty counts with such excellent pedagogy experts like Dr. Aldana. Also new and modern didactic material should be offered to teachers frequently. Since most teachers have access to internet service the humanities faculty at Universidad de San

Carlos

de

Guatemala

could

open

a

space

in

their

webpage

(http://www.fahusac.edu.gt/es/)!where digital tools could be available.

Summary The main objective of the seminar research and the extension project was to provide information about the importance of motivation in English teachers and promote motivation among them as well. The conference was mainly intended for the English teachers’ of public and private institutions in Guatemala City zone one.

In order to accomplish our objective, background research about the English teaching profession was made. A conference about Teachers’ Motivation was prepared, given by Doctor Carlos Aldana, and all the participant teachers to the conference received valuable material; this material was a toolbox delivered in a CD, which included didactic material directed to make their classes better and differently.

The conference took place on October 09, 2014 from 5:30 to 7:00 p.m., with the attendance of private and public school English teachers, also students and teachers from the humanities faculty of the Profesorado de Enseñanza Media en Idioma Inglés. The attendees received a diploma of participation intended to enrich their curriculum.

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C. Extension Project Pictures ! ! ! ! !

Teaching toolbox CD cover

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Dr. Carlos Aldana speech delivery

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English teacher attendees

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Advisor Licda.

Ramos and the group of seminarists who organized the conference

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