It is difficult in a school setting to teach where students come to class each day not enthusiastic

The key to orienting their attention in the classroom is to make learning meaningful and relevant to their lives. At the same time, learning can be hindered if a student’s basic needs are not being satisfied. If students are in a position that they feel endangers their ability to fulfill their basic needs, it is likely that their learning will be compromised. During the adolescent years, the process of building self efficacy is accelerated. Therefore, it is essential that young people foster relationships with dependable mentors who can guide them and support them in their development.

A supportive learning environment should be purposeful and task orientated, where the tutor emphasises the need to progress steadily. This can be done by starting lessons promptly, creating a smooth flow to the lesson, involving pupils and monitoring their progression and organisation. A positive effort should be made to ensure pupils have or build on self-respect and esteem by setting realistic opportunities for success and helpful support and encouragement whenever difficulties arise.

At this young age, it is recommended that criterion specific rewards be used to motivate Doug and increase the frequency of positive behaviors in the classroom (Curran & the IRIS Center, 2003). Criterion specific rewards are incentives that are customized to individual students and based on what motivates them (Curran & the IRIS Center, 2003). Initially, it is necessary to identify what motivates the student and proceed to utilize that information to create

“ Students do become behaviorally, emotionally, and cognitively involved in the learning activities their teachers provide (e.g., write an essay, solve a math problem), and their extent of effort, enjoyment, and strategic thinking does predict important outcomes, such as achievement. But students also do more than this. Students also, more or less, proactively contribute into the flow of instruction they receive as they attempt not only to learn but also to create a more motivationally supportive learning environment for themselves ( Bandura,

Between the 275,000 United State’s (U.S.) students in 2006 to 2009 who completed the High School Survey of Student Engagement (HSSSE), 65% reported that they were bored in school at least once a day and only 36% of the students reported that they went to school each day because they enjoyed it (Cooper, 2014). Many educators and researchers agree that students’ disengagement from schooling is one of the most immediate and tenacious problems which is conflicting because they have also identified positive correlations between school engagement and

Motivation is an important aspect of everyday life. "Researchers have consistently found that an approach based on extrinsic rewards and consequences actually reduces children's intrinsic motivation to learn" (Solley). Motivation is lost due to the pressure

Student disengagement is like a virus that spreads to everyone in the class, just one student with their head down and you soon have a pandemic of uninterested children. It’s vital to stop this disengagement as soon as it appears to keep it localized to one student. Currently, I am the long-term substitute for a High School Math II class featuring mostly tenth graders. At times it’s difficult to hold the attention of a room filled with snarky teenagers. I use a variety of techniques to keep my students engaged drawling from High-quality instruction, classroom management skills, and our teacher/student relationship.

Part of my teaching mission is to create a fun and positive learning environment that encourages curiosity and determination, to allow my students to be in charge of their learning, and to provide a strong foundation for lifelong learning. In an effort to accomplish my mission as a teacher, I incorporate a particularly inspiring idea, the gradual release of responsibility. Giving students support at each step of their learning needs to be implemented, but in a way that is not directly giving them the answers. The path to true independent learning is achieved by establishing learning objectives, teacher modeling, collaborative work, and guided instruction. This is the ultimate way to build self-confidence through competence.

“A recent, systematic review of research exploring dropping out of high school indicates that grade retention is one of the most powerful predictors of dropping out of high school” (Jimerson 6). This alarming fact should be the main reason to stop grade retention in schools. Especially since interventions provide an alternative that promotes the student keeping them engaged and in school. It costs roughly $18 billion per year to keep grade retention an option in schools (Powell 29), which results in the student eventually dropping out. Instead, these funds should be used towards intervention programs that promote success and prevent some of the negative consequence’s grade retention presents, possibly at a fraction of the cost. With that being said, schools should be providing targeted interventions in order to provide students with the best chances of

One major problem in the student body today is the lack of motivation kids have in their schoolwork. The most effective way to keep them motivated is an inner motivation within themselves, or an interior motivation, rather than parents and teachers pushing them to do their best, or an exterior motivation. The best ways to do this is to make learning fun and interesting (not boring), and to help them understand why they will need the skills they are learning are for.

Students are going into classrooms without being motivated to learn. Many students don’t have a reason or don’t know of any reason to be motivated. Throughout my years at school I never had a reason to do good in school or even want to do good. I never thought I would need school or even what I wanted to do after school. College hasn’t helped my motivation in the slightest I don’t feel I have many reasons if any to be motivated. Low motivation in school brings me to not care how I do or what I learn. Not knowing what I want to do and “just getting through school” unmotivated students to do well. While having friends that push you to do your work they it’s up to you to make sure your work is done and completed to the best of your effort. Motivation

The biggest issue faced in the educational field in the United States is the students’ dropouts in the College studies (Fike & Fike, 2008). Parents, policy makers and educators should take a bigger stance at reducing the student dropouts, where very little or nothing is expected from the students. So, studies have been formulated to measure student progress and effectiveness of learning (Kim, Newton, Downey, & Benton, 2010). Mhuva (2011) found that supportive staffs, focusing on students’ individual and academic needs, and positive modeling, enhance student retention. The learning processes must be alive from the first day of class and must be taught by caring faculty.

Data shows that a student’s dislikement of school could be the strongest predictor of if a student will complete school (High School & Beyond, Eskstern, 1996). There are many reasons that a student may become disengaged some of them are: overage for their grade level, they have adult responsibilities, family income, and socioeconomic status (Barro & Kolstad 1987). The question remains, how can disengaged students be encouraged to be successful in school (Bernstein & Willis, 1996,1997,1981,1983)? Cultural support of a student is an over-riding condition of resistance of engagement of school (McFadden & Munns 2000). Teachers seemed to be spending most of their time in the classroom trying to maintain control because the classrooms are filled

There is a lack of student motivation, and lack of attendance in schools. How can we spice up the school curriculum? How can struggling students do better? There are options for students who have not responded well to traditional methods.

Alienated students experience an inability to cope with unfulfilled social and learning expectations. Mann (2001) interpreted alienation as a strategy of self-preservation. By refusing to engage in the processes of learning and by abandoning personal attempts to connect with curricula and with others, the sense of self is not threatened, safety is maintained and unity is preserved. The consequences to the learner, unfortunately, are absence of vitality and abandonment of the desire to