Motivation in the Classroom Essay -- Teaching Education

Motivation in the Classroom Students want and need hold out that enables them to demonstrate and improve their ace of themselves as competent and achievementful human beings. This is the drive toward mastery. But success, man highly valued in our society, can be more or less motivational. People who are highly creative, for example, actually experience stroke far more often than success. Biehler (p. 225) claims that studies luff that when CAI utilisationd in associateer with a instructors lessons, is particularly beneficial for low-achieving and young students. Before we can use success to motivate our students to produce high-quality work, we must meet three conditions1. We must clearly articulate the criteria for success and provide clear, immediate, and constructive feedback.2. We must show students that the skills they need to be successful are within their grasp by clearly and systematically modeling these skills.3. We must help them see success as a valuable aspect of their personalizedities. All this seems obvious enough, and it is remarkable how often we fail to meet these conditions for our students. Take skills. Can you take to be any crucial skills that you felt you did not successfully master because they were not clearly taught? Was it go oning themes in literature? Reading and interpreting prime texts? Thinking through nonroutine math problems? Typically, skills like these are routinely designate or assumed, rather than systematically modeled or practiced by teachers. So how can we help students master such skills? When teaching your students to find themes, for example, deliberately model interpretation. Ask your students to give you a poem you view never seen, and then interpret it both for and with them. If they are reading primary texts, use what we call the main thought process strategy. Teach them how to find the head (usually a noun or noun phrase), the main idea (a sentence that states the texts positi on on the topic), and reasons or evidence to support the main idea. If students are concerned active writers block, remember that perhaps the most difficult task of a teacher is to teach how to think creatively. In regards to behavior modification its noted in Biehler(p.237), in the case of primary students thither is a possibility that any(prenominal) students will come to realize that the teacher rewards them only when theyve done what she... ... arouses anxious curiosity? By making sure it features two defining characteristics the data about a topic is fragmentary or contradictory, and the topic relates to students personal lives. Students then work together in-groups, retracing the steps scientists took in weighing the getable evidence to arrive at an explanation. We have seen students work diligently for several days dealing with false hypotheses and red herrings, taking great delight when the solutions begin to emerge. As for topics that relate to students lives , the connection here cannot be superficial it must involve an issue or idea that is both manageable and unresolved. We must ask, With what issues are adolescents wrestling? How can we connect them to our curriculum? Figure 1 illustrates some possibilities for adolescents.BibliographyReferencesSnowman, Jack/Biehler, Robert (2000) Psychology utilise to Teaching Houghton Mifflin Co.Colin, Baker (1996) Foundations of multilingual Education and BilingualismMultilingual Matters (pgs 105-143)Cummins, Jim (1996) Negotiating Identities Education for dominance in a Diverse Society California Association for Bilingual Education