The educational institutions in many countries are faced with the major problem of teacher burnout causing high rates of attrition and absenteeism. There is widespread agreement among researchers that teacher burnout can effectively be countered through emphasis on teacher motivation. The Author, an English language teacher, carried out a 2-year qualitative research focusing on how to cope with potential burnout conditions. As shown in this article, the Author experienced personally how teacher burnout can be prevented through a mutually reinforcing cycle of teacher and student motivation activated by the implementation of a Postmethod emotion-focused pedagogical framework. In this picture the emphasis on the quality of life in the English classroom proved essential.