How english teacher's attitude through the mindset approach affect student's motivation in public schools

Abstract

Facing the challenge of attempting to learn English without adapted materials for their contexts, use of teacher-centered methodologies and school neglection, students of a public school in Campina Grande city, State of Paraiba have even more reasons for not demonstrating interest and motivation to interact and take the risk of learning foreign languages. Thus, the objective of this work was to identify how a teacher’s attitude through a mindset approach jointly with the application of positive discipline and affective filter towards students in terms of classroom management, specifically discipline and the teacher-student interaction, may affect students` success or change their beliefs in relation to language acquisition as a starting point. The data was collected through questionnaires applied with the school’s supervisor teacher during lessons and notes from the internship final report. At the end of these lessons, it was observed mind shifts regarding English language learning and its importance by students.