The most important factor that all the teachers should consider at anytime!

Meanwhile I was reading the article, on my mind was appearing all the pictures and images of my life during elementary school and highschool. Since, some of the situations and factors mentioned in the text were exactly the same things that I passed through during that part of my life. In fact, there were classes that I was very intrerested in and sometimes was not about others (for instance, I quite liked Physical Education and English Language classes, but I certainly did not in the case of Biology, Chemistry and Spanish Language classes). Although, what amazed me the most was the explanation that was given in the article for this type of behavior in children and for my feelings of likes and dislikes related to some subjects in school. In other words, motivation depends on the ability to develop some activities in some subjects, therefore, motivation depends on the level of accomplishment during classes, which is demonstrated on the feedbacks that teachers give to students and on the marks that students get, which, finally, affects the the self-steem of children or teenagers developing some activities in especific subjects. Furthermore, it was absolutely the main reason of why I did and I not like some subjects. Because, I was good at in some subjects and I was not good at in others.

On the other hand, I think that the sources of motivation mentioned in the article could explain almost all the learning problems in Chile and in any part of the world, but there are other factors that may affect the learning process. For example, psychological problems, familiar troubles, personal problems, physical conditions, cultural or religious background, etc. Despite, the strategies stated to fix or to solve those problems possibly might be helpful, if there were ideal conditions to develop the learning process in students. But, pityfully there are not the ideal conditions to introduce this strategies, since teachers do not have enough time to do a reflective analysis of their daily situations, which significates that they just have time to do an objective and cold analysis of their daily classes without considering the those sources of motivation. Thus, it would not be appopiate to implement those solution strategies in the chilean public education system, since there are not the ideal conditions to introduce these.

Littlejohn, Andrew. "Motivation: Where does it come from? Where does it go?". English Teaching Professional, April 2001: 5-8.