Motivate STUDENTS

By. Mr. Teachers

Some students appear enthusiastic to learn naturally, but many need-or they expect instructors to inspire, challenge, and encourage their effective learning in the classroom depends on the ability of teachers … to protect the interests of the students to take courses in the first place. Whatever level of motivation your students bring to the classroom will be transformed, for better or worse, by what happens in the classroom.

Unfortunately, there is no one magic formula for motivating students. Many factors that affect students are given motivation to work and learn in the content, the perception of usefulness, general desire to achieve, and self-confidence, and patience and perseverance. And, of course, not all students who are motivated by values of the same needs, desires, or want to. Some of your students will be encouraged by the approval of others, by some of the challenges.

Researchers begin to identify those aspects of the teaching situation that enhance students’ self-motivation. To encourage students to become self-motivated independent learners, the instructor can do the following:

* Give frequent, early, positive feedback that supports students’ belief that they can do well.

* Ensure that opportunities for student success by placing the tasks that are not too easy and not too difficult.

* Help students find personal meaning and value in the material.

* Create an atmosphere that is open and positive.

* Help students feel that they are valued members of the study.

Research also shows that good teaching practice day-to-day can do more to counter student apathy of special efforts to attack motivation directly. Most students respond positively to regular course taught by instructors who have a genuine enthusiasm and interest the students what they learn. That way you do the activity to promote learning will also enhance students’ motivation.

A common strategy

Capitalize on the needs of students. Students learn best when incentives to learn in the classroom that satisfy their own motives for enrolling in courses. Some of the needs of students in May to bring your class to learn something that will need to complete certain tasks or activities, the need to seek new experiences, the need to improve the capabilities, needs to overcome the challenges, which must be competent, and need to be working well, feel the need to engage and interact with other people. Satisfy needs that are useful such as itself, and such rewards sustain learning more effectively than do grades. Design task, in-class activities, discussion questions and to address the needs of this type.

Make students active participants in learning. Students learn by doing, creating, writing, designing, creating, solving. Passivity dampens student motivation and curiosity. Ask a question. Do not tell students something when you can ask them. Encourage students to suggest approaches to problems or the results of the experiment. Using small group work. See “Discussion Leader who, Supplements and alternatives to lecturing, and Collaborative Learning to the method emphasizes the active participation.

Ask students to analyze what makes their classes more or less motivated. ask him to take a class two class periods, one in which they are very motivated and one of their low motivation. Each student makes a list of specific aspects of the two classrooms affected his level of motivation, and students then meet in small groups to reach consensus about the characteristics of the high contribution and motivation low. In more than twenty courses, Sass reports, the same eight characteristics emerged as major contributors to student motivation:

* Instructor’s enthusiasm

* Relevance of material

* Organization course

* Appropriate level of difficulty

* Active involvement of students

Variety *

* Relationships between teachers and students

* Use of appropriate, concrete, and understandable examples

Enter instructional behaviors that motivate students

Hold high but realistic expectations for students. Research has shown that teachers have a strong expectation that the performance of students. If you act as though you expect your students will be motivated, hard, and interested in the course, they may be more so. Set realistic expectations for students when you do a task, give presentations, conduct discussions, and the value of the test. “Realistic” in this context means that the standard high enough to motivate students to do their best work but not so high that students be certainly frustrated in trying to meet expectations. To develop the drive to achieve, students must believe that the performance can-which means that you must provide the opportunity for early success.

Helping students to set their own goals achieved. Failure to achieve realistic goals can disappoint and weaken students. Encourage students to continue to focus on improvement, not only on the class in one test or task. Help students evaluate their progress by encouraging them to critique their own work, analyze the strengths and weakness of their work. For example, ask students to consider the self-evaluation form with one or two tasks.

Tell students what they must do to succeed in your course. Do not let students struggle to find out what is expected of them. Convince students that they can do well in your course, and ask them what they must do to succeed. Say something to the effect that “If you can handle this problem in the sample sheet, you can pass the test. Those who have problems with these examples can request additional assistance for me.” Or instead of saying, “You are way behind,” tell students, “This is one way you can learn the material. How can I help you?”

Strengthen students’ self motivation. Avoid messages that reinforce your power as instructors emphasize important or reward. Rather than saying, “I ask,” “You should” or “you must” stress “I think you will find …” Or “I will be interested in your reaction.”

Avoid creating tight among the students. Competition produces restlessness, which can disrupt learning. Reduce student tendencies to compare themselves to one of the students who another. Reports attention more fully, a better display, produce more jobs, and better methods of teaching when they work cooperatively in groups rather than compete as individuals. Refrain from public criticism of student performance and comments from students hole or activities against each other.

Be enthusiastic about the subject. Instructor enthusiasm is an important factor in student motivation. If you become bored or apathetic, students will be too. Typically, an instructor’s enthusiasm comes from confidence, excitement about the content, and genuine pleasure in teaching. If you find out the material, think back to what you are interested in the field and to bring key aspects of their life for students. Or challenge yourself to get the most fun top resent material, however dull the material itself seems to you in May.

Structure of the course to motivate students

Working from the strengths and interests of students. Find out why students who are enrolled in your course, how they feel about the subject matter, and what they hope. Then try to design examples, case studies, or job-related course content to students’ interests and experiences. For example, a chemistry professor might devote some time to check the course to complete the chemical contribution to environmental problems. Explain how the content and goals of your course will help students achieve educational, professional, or personal goals.

If possible, let students have some say in choosing what will be discussed. Give students options on term papers or other tasks (but not on tests). Let students decide between two locations for the field trip, or the topics they choose to explore in more depth. If possible, include an alternative option or unit in the course.

Increasing the difficulty of the semester in progress. Give students the opportunity to work at the beginning of the semester. Once students feel that they can be successful, you can gradually increase the level of difficulty. If the tasks and tests, including easy and difficult questions, each student will have the opportunity to experience the successes and challenges.

Varying methods. Variety reawakens students’ involvement in the course and their motivation. Break the routine by entering the various activities and teaching methods in your course: role playing, debates, brainstorming, discussion, demonstrations, case studies, audiovisual presentations, guest speakers, or small group work.

De-emphasize the Grade

Emphasize learning and mastery of the teachers rated each task grades. One home and the home is counted as 30 percent of the students final grade. The two teachers to the students to stay at home spend their time (thirty minutes a night) and bring to class a question about a problem they can not be completed. Teacher is considered as a satisfactory home or unsatisfactory, gave students the opportunity to Redo their assignments, homework and is calculated as 10 percent of the value end. Although the house is a small part of the class only, the second is the more successful teachers in motivating students to turn in their homes. In the first class, some students give up low-risk evaluation of their ability. In both classes, students do not risk their own value-every time they do homework, but they have been trying to learn. An error has been seen as something that can be received and to learn from.

Researchers recommend de-emphasizing grading by eliminating complex credit points system, they also advise against trying to use the value for the nonacademic behavior (for example, to decrease the value of missed classes). Instead, assign ungraded written work, stress the personal satisfaction of doing, and help students measure their progress.

Design tests that encourage the type of student you want to achieve. Many students will learn what it takes to get the value they want. If you base your tests on memorizing details, students will focus on memorizing facts. If you emphasize test synthesis and evaluation of information, students will be motivated to practice their ability when they learn.

Avoid the use of values as a threat. Points out, the threat of low value in May prompted some students to work hard, but the other students in May resort to academic dishonesty, the reason for late work, and counterproductive behavior.

Students by Responding to motivate them to work

Provide feedback to students as soon as possible. Return tests and papers promptly, and reward success publicly and immediately. Give students some indication of how well they have done and how to improve. Gifts can be said as simple as a student’s response is good, with a good indication of why he, or the names of the contributors: “Cherry’s point about pollution synthesized ideas really have been talking about us.”

Rewards of success. Both positive and negative comments influence motivation, but research consistently shows that students who are more influenced by the positive feedback and success. Praised the students build self-confidence, competence, and self. Recognize sincere efforts even if the product is less than popular. If a student’s performance is weak, let the students know that you believe he can improve and succeed from time to time.

Introduce students to the good done by their colleagues. Sharing ideas, knowledge, and accomplishments of each student as a whole class:

* Pass out a list of research topics chosen by students so they will know whether other people who write the paper that interests them.

* Make available a copy of the best papers and essay exams.

* Provide time for students to read the paper or class assignment that is sent by classmates.

* Do students write a short critique of classmate’s paper.

* Schedule a brief talk with the students who have experience or who do research paper on a topic relevant to the study.

Be specific when giving negative feedback. Negative feedback is very powerful and can lead to a negative class atmosphere. Whenever you identify the student’s weaknesses, making it clear that your comments relate to a particular task or performance, not to the students as people. Try to cushion negative comments with a compliment about aspects of the task in a successful student.

Demeaning avoid comment. Many students in the class may be anxious about their performance and ability. Must be sensitive to how you phrase your comments and avoid offhand remarks that brutalize their feelings may lack.

Avoid giving to student pleas for “the best” for the home. If you just give struggling students the solution, you rob them the opportunity to think for themselves. Using a more productive approach:

* Ask the students for one possible approach to the problem.

* Gently brush aside concerns about students not getting the answer by refocusing their attention on this issue.

* Ask students to build on what they do know about the problem.

* Resist answering the question “is this right?” Suggest to the students the best way to check yourself.

* Praise the students for small, independent steps.

If you follow these steps, you will learn that all the students the right to not have the answers quickly. They will also learn to develop greater patience and to work at their own speed. And with the work through this problem, students will have a sense of achievement and confidence that will increase motivation to learn.

What motivates students to read

Select to read at least two previous sessions will be discussed. Give students adequate time to prepare for and try to nudge them about read: “This article is one of my favorite, and I will be interested to see what you think about it.”

Questions learning set. Distribute the study questions that alert students to the key points from the reading task. To provide additional incentive for students, tell them you will base exam questions on the study question.

If you are a small class, students have to return a short note on the day to read that they can be used during the test. At the start of each class, a professor in the physical sciences ask students to submit a 3 “x 5″ card with the outline, definitions, key ideas, or other materials on the day’s assigned reading. After class, he stamps and checking the card with their name. He returned the cards to the students in the class session before the midterm. Students can then add material to the card they want but can not submit additional card. Cards are returned to the faculty members who distribute them to students during the exam. Faculty members report that this number of students complete the reading jumped from 10 percent to 90 percent of the students and especially valuable is the “life card”.

Ask students to write a single word journal or one-one words sentence.The journal as follows: students are asked to choose one word that summarizes the reading and then writing a page or less explaining or justifying their choice of words. This task can be used as a basis for class discussion. A variation is reported ask students to write a complex sentence in answer to your question about the reading and provide three sources of supporting evidence: “In one sentence, identify the kinds of reasons to use Singer’s ethics in his article ‘Famine, wealth, and morality. Quotations-verse paragraph that discloses three types of ethical reasoning “

Ask nonthreatening questions about the reading. Initially the question does not make public the feelings of tension or resistance: “Please give me one or two items from the chapter that seem important?” “What part do you think the we should review?” “What item in the reading surprised you?” “What topics in this chapter can you apply for your own?”

Use time as a class period to read. If you try to lead the discussion and found that some students have completed the task of reading, ask students to consider the reading materials for the rest of the class time. They secretly have read or call on students to read and discuss the key points. Make it clear to students that you are reluctantly taking this unusual step because they have not completed the task.

Prepare a question on the reading test undiscussed. One faculty member of the class ask him whether they have read. If the answer does not, he said, “You must read the material on your own. Expect questions on the exam covers reading.” At the time he gives to, she reminds the class what happened last time, and students come to class prepared.

Give them the task of writing to students who have not finished reading. Some faculty ask at the beginning of the class who have finished reading. Students who have not read the written materials given task and dismissed. Those who have read the material live and participate in class discussion. The task of not only recognized but valued. This technique may not be used more than once in one term.

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This entry was posted on Wednesday, August 26th, 2009 at 01:55 and is filed under Teaching Tips. You can follow any responses to this entry through the RSS 2.0 feed. You can leave a response, or trackback from your own site.
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