This link has been bookmarked by 71 people . It was first bookmarked on 04 Jan 2007, by Kathryn.
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how
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how
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how
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how
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"Effective learning in the classroom depends on the teacher's ability ... to maintain the interest that brought students to the course in the first place" (Ericksen, 1978, p. 3).
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there is no single magical formula for motivating students
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interest in the subject matter, perception of its usefulness, general desire to achieve, self-confidence and self-esteem, as well as patience and persistence. And, of course, not all students are motivated by the same values, needs, desires, or wants.
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students'
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- Give frequent, early, positive feedback that supports students' beliefs that they can do well.
- Ensure opportunities for students’ success by assigning tasks that are neither too easy nor 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 a learning community.
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Most students respond positively to a well-organized course taught by an enthusiastic instructor who has a genuine interest in students and what they learn.
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satisfy their own motives
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seek new experiences
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become competent
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succeed and do well
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perfect skills
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overcome challenges
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feel involved and to interact with other people
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Students learn by doing, making, writing, designing, creating, solving.
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Pose questions. Don't tell students something when you can ask them.
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stress active participation
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- Instructor's enthusiasm
- Relevance of the material
- Organization of the course
- Appropriate difficulty level of the material
- Active involvement of students
- Variety
- Rapport between teacher and students
- Use of appropriate, concrete, and understandable examples
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teacher's expectations have a powerful effect on a student's performance
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Hold high but realistic expectations for your students.
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"Realistic" in this context means that your standards are high enough to motivate students to do their best work but not so high that students will inevitably be frustrated in trying to meet those expectations.
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need to provide early opportunities for success.
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Help students set achievable goals for themselves.
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Encourage students to focus on their continued improvement,
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critique their own work, analyze their strengths, and work on their weaknesses.
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self-evaluation forms
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Reassure
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Tell students what they need to do to succeed in your course.
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tell them exactly what they must do to succeed
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Strengthen students' self-motivation.
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stress "I think you will find. . . " or "I will be interested in your reaction."
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Reduce students' tendencies to compare themselves to one another.
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Avoid creating intense competition among students.
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Competition produces anxiety,
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work cooperatively in groups rather than compete as individuals.
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Refrain from public criticisms of students' performance and from comments or activities that pit students against each other.
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If you become bored or apathetic, students will too.
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Be enthusiastic about your subject.
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confidence, excitement about the content, and genuine pleasure in teaching.
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challenge yourself to devise the most exciting way topresent the material, however dull the material itself may seem to you.
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what their expectations are
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how they feel
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Work from students' strengths and interests.
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why
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students' interests
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Explain how the content and objectives of your course will help students achieve their educational, professional, or personal goals.
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let students have some say in choosing what will be studied.
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options on term papers
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Emphasize mastery and learning rather than grades.
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Avoid using grades as threats.
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06 Apr 12
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13 Jun 11
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24 May 11
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17 Apr 11
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18 Mar 11
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15 Feb 11
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no single magical formula for motivating students.
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interest in the subject matter, perception of its usefulness, general desire to achieve, self-confidence and self-esteem, as well as patience and persistence
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16 Dec 10
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05 Sep 10
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14 Aug 10
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13 Aug 10
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15 Jul 10
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17 Jun 10
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Capitalize on students' existing needs
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Make students active participants in learning
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Ask students to analyze what makes their classes more or less "motivating."
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Hold high but realistic expectations for your students.
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Help students set achievable goals for themselves
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Be enthusiastic about your subject.
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When possible, let students have some say in choosing what will be studied.
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Vary your teaching methods
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14 Jun 10
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01 Apr 10
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11 Dec 09
Michele Day"Some students seem naturally enthusiastic about learning, but many need-or expect-their instructors to inspire, challenge, and stimulate them: "Effective learning in the classroom depends on the teacher's ability ... to maintain the
interest that brought students to the course in the first place" (Ericksen, 1978, p. 3). Whatever level of motivation your students bring to the classroom will be transformed, for better or worse, by what happens in that classroom." -
03 Dec 09
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interest in the subject matter, perception of its usefulness, general desire to achieve, self-confidence and self-esteem, as well as patience and persistence.
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Reassure students
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stress "I think you will find. . . " or "I will be interested in your reaction."
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Reduce students' tendencies to compare themselves to one another.
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Refrain from public criticisms
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If you become bored or apathetic, students will too
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Find out why students are enrolled in your course
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f possible, include optional or alternative units in the course
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feedback as quickly as possible.
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students are more affected by positive feedback and success
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Share the ideas, knowledge, and accomplishments of individual students with the class as a whole:
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Be specific when giving negative feedback.
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Be sensitive to how you phrase your comments
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ou rob them of the chance to think for themselves
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Initially pose general questions that do not create tension o
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20 Nov 09
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Whatever level of motivation your students bring to the classroom will be transformed, for better or worse, by what happens in that classroom.
-
- Give frequent, early, positive feedback that supports students' beliefs that they can do well.
- Ensure opportunities for students’ success by assigning tasks that are neither too easy nor 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 a learning community.
-
Capitalize on students' existing needs.
-
Make students active participants in learning
-
Ask students to analyze what makes their classes more or less "motivating."
-
Hold high but realistic expectations for your students
-
Help students set achievable goals for themselves.
-
Tell students what they need to do to succeed in your course.
-
Strengthen students' self-motivation
-
Avoid creating intense competition among students.
-
Be enthusiastic about your subject.
-
Work from students' strengths and interests.
-
Find out why students are enrolled in your course, how they feel about the subject matter, and what their expectations are.
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When possible, let students have some say in choosing what will be studied.
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Increase the difficulty of the material as the semester progresses.
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Vary your teaching methods.
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Emphasize mastery and learning rather than grades.
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eliminating complex systems of credit points
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Design tests that encourage the kind of learning you want students to achieve.
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Avoid using grades as threats.
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Give students feedback as quickly as possible.
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Reward success.
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Introduce students to the good work done by their peers.
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Be specific when giving negative feedback.
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Avoid demeaning comments.
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Avoid giving in to students' pleas for "the answer" to homework problems.
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20 Oct 09
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13 Oct 09
Keith HamonTechniques for motivating students to engage a course.
elearning online learning teaching 21st century skills motivation
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25 Jul 09
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27 Jan 09
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03 Dec 08
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05 Nov 08
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inspire
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challenge
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stimulate
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Effective learning in the classroom depends on the teacher's ability ... to maintain the interest
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no single magical formula
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Many factors affect a given student's motivation to work and to learn
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activities you undertake to promote learning will also enhance students' motivation.
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need to learn something in order to complete a particular task or activity
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need to feel involved and to interact with other people
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the need to succeed and do well
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Design assignments, in-class activities, and discussion questions to address these kinds of needs.
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Make students active participants in learning. Students learn by doing, making, writing, designing, creating, solving.
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Passivity dampens students' motivation and curiosity.
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22 Sep 08
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15 Sep 08
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11 Sep 08
Daniel Craiggreat notes on motivating students
motivate teaching teachers students motivation education danielcraig
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27 Mar 08
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04 Mar 08
Zaid Ali AlsagoffMany factors affect a given student's motivation to work and to learn, including interest in the subject matter, perception of its usefulness, general desire to achieve, self-confidence and self-esteem, as well as patience and persistence.
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17 Feb 08
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01 Feb 08
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Avoid creating intense competition among students.
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Introduce students to the good work done by their peers. Share the ideas, knowledge, and accomplishments of individual students with the class as a whole:
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23 May 07
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04 Jan 07
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10 Aug 06
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30 Jun 06
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16 Jul 04
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