I think expectations can have a big effect on motivation, especially when we are used to getting certain results.
In Scenario A, getting a C when expecting an A would probably be quite disappointing. At first, I might feel frustrated and question what went wrong. If I had always connected my motivation with getting an A, I might also lose some motivation after receiving the C. However, I think it would be important not to see one bad result as a failure. I would look at my mistakes, ask for feedback, and try to change the way I study. I would probably set smaller goals for the next exams instead of thinking only about getting an A.
In Scenario B, getting a B+ when expecting a C would have a very different effect. I would probably feel surprised and more confident because the result would show me that I can do better than I expected. This could motivate me to put more effort into the rest of the course and maybe aim for an even better final grade.
For me, both situations show that expectations can affect how we react to results. It is important to have goals, but also to be flexible and learn from unexpected outcomes.
I think the relationship between grades and motivation is not always automatic, because it depends on how students interpret the result they receive.
In Scenario A, receiving a C when expecting an A can initially cause disappointment and frustration. However, the student can try to understand what went wrong instead of seeing the grade as proof of their ability. For example, if they think that their study method was not effective, they can change their strategy, ask for feedback and try again. In this way, their self-efficacy can remain strong and the disappointing result can encourage them to develop greater learner autonomy.
In Scenario B, receiving a B+ when expecting only a C can increase the student's confidence. They may realise that they are capable of achieving better results than they expected and start setting more ambitious goals (goal-setting). At the same time, however, this unexpected result may also create pressure because the student may worry about maintaining the same level in future assessments.
In conclusion, I do not think that a grade itself determines motivation. What really matters is how students interpret the result and how they decide to respond to it.
My motivation to join the CERTEFL course is both professional and deeply personal. Professionally, I teach English in Naples in mixed-ability groups, both online and face-to-face, and I realized that passion alone is not enough. I was teaching the way I was taught: grammar explanations and translation. I saw that my students were passing tests but not speaking confidently. I wanted to move from being a teacher who explains English to a teacher who enables learners to use it.I chose this specific program because it is not just theoretical. It is focused on practical concepts like MFP, CCQs, contextualization, and learner-centredness - the exact skills I was missing. My motivation is to get certified with a methodology that is internationally recognized and truly communicative.On a personal level, learning how to teach better is a matter of respect for my students. Many of them are learning English for a better job, to travel, or to help their children. Their time is valuable. I want to make every minute of my lesson effective and engaging.My Expectations:For this course, I have three main expectations.1. To build a solid methodological toolkit: I expect to finish each module with concrete techniques I can apply the next day. For example, from Module 1 I immediately started using Concept Checking Questions instead of "Do you understand?" and the difference in student response was incredible. I expect to continue building this toolkit with differentiation, formative assessment, and lesson planning.2. To develop as a reflective practitioner: I do not just want to learn what to do, but why it works. I expect the reflective essays and tutor feedback to push me to question my decisions: Why did I choose this task? How does this address form, meaning, and use? This habit of reflection is what I hope will stay with me long after the course ends.3. To be part of a professional community: Teaching can be isolating, especially online. I expect to learn as much from my peers in the forums as from the materials themselves. Seeing how teachers from different contexts solve the same classroom problem is invaluable.In short, I came to this course to get a certificate, but I expect to leave with a new identity as a teacher.
My Motivation for taking this course:My main motivation for joining this CERTEFL course is to move from being an intuitive teacher to an informed teacher. I have been teaching English online to adults in Naples for 2 years, and I have learned a lot through trial and error. My students are motivated, but I often felt that my lessons were not inclusive enough and my assessments were not fair, especially online. I wanted to understand the theory behind what works, not just copy activities from the internet. I also teach a very mixed group - different ages, different confidence levels, different learning needs - and I wanted to learn how to create a truly inclusive environment where everyone feels they can participate and succeed in English. This course was the perfect opportunity to reflect on my practice with the guidance of tutors and peers.My Expectation for the course:At the beginning, I expected to get some new techniques and a certificate. However, my expectation has changed as the course has progressed. Now, I expect to finish the course with a practical toolkit that I can use immediately in my online classroom:A clear methodology for teaching all four skills with a focus on learner needs.Strategies to design fair, valid, and motivating online assessments that reduce cheating and increase learning.Confidence in differentiating my materials and providing effective feedback without burning out.More importantly, I expect to become part of a community of reflective teachers. I have already learned as much from reading my colleagues' reflections in the forums as I have from the materials. My final expectation is to continue this reflective practice after the course finishes, so that I keep improving for the benefit of my learners.
My Motivation for taking this course:My main motivation for joining this CERTEFL course is to move from being an intuitive teacher to an informed teacher. I have been teaching English online to adults in Naples for 2 years, and I have learned a lot through trial and error. My students are motivated, but I often felt that my lessons were not inclusive enough and my assessments were not fair, especially online. I wanted to understand the theory behind what works, not just copy activities from the internet. I also teach a very mixed group - different ages, different confidence levels, different learning needs - and I wanted to learn how to create a truly inclusive environment where everyone feels they can participate and succeed in English. This course was the perfect opportunity to reflect on my practice with the guidance of tutors and peers.My Expectation for the course:At the beginning, I expected to get some new techniques and a certificate. However, my expectation has changed as the course has progressed. Now, I expect to finish the course with a practical toolkit that I can use immediately in my online classroom:A clear methodology for teaching all four skills with a focus on learner needs.Strategies to design fair, valid, and motivating online assessments that reduce cheating and increase learning.Confidence in differentiating my materials and providing effective feedback without burning out.More importantly, I expect to become part of a community of reflective teachers. I have already learned as much from reading my colleagues' reflections in the forums as I have from the materials. My final expectation is to continue this reflective practice after the course finishes, so that I keep improving for the benefit of my learners.
