Motivating Students At The Classroom

In the education world of today, it is understood that one can only be effective in teaching by taking into consideration the different learning styles of students. In a classroom, it is expected that teachers would want their students to acquire a meaningful knowledge base, become proficient problem solvers and learn how to work productively with others (Biehler and Snowman, 2006, p. 370). If this is the case, teachers need to know how to be able to develop this situation in the classroom and make it more conducive to learning. Therefore, it would seem that they need to encourage students to converse with each other with group discussions and assignments, to make sure they are active in

Can you elaborate on what your mean by your statement on staying motivated and how that brings excitement to lesson plans and keeping students engaged? Are you referring to staying motivated yourself in reference to bring excitement into the lesson plans? In other word keeping yourself pump up or motivated for the lessons you will be delivering. If so do you believe that your lessons all need to be exciting and entertaining for each student? Or are you referring to internist or extrinsic motivation for engaging students? If so, how do you tap into what motivates your students especially since each individual student will have their own motivational venue.

In the twenty first century, teachers have to collaborate with other professionals to promote student learning and establish a learning environment where students interact positively and share their knowledge. There are many different activities that teachers have to implement in the classroom so students can maximize their learning. In order for students to learn and achieve their goals in the classroom, teachers have to implement effective strategies and meaningful activities that motivate students to work collaboratively with other students. Communication skills are necessary for collaboration in the classroom and listening techniques must be modeled by the teacher implementing effective questioning strategies (Friend & Bursuck, 2009). In

Every accomplishment, small or large, comes from the motivation one has to succeed in their goals. Motivation is not always present in the classroom, for example in Mrs. Garcia’s classroom at Milby High School. For me, knowing Spanish was a given since most of my family speaks it. Although this is the case, I never used Spanish with them because they can understand English. For this reason, I only knew the basics and couldn’t hold a conversation with it. My parents always wanted me to learn more Spanish and perfect it in order to have a better future. I never saw the point of it until I was placed Mrs. Garcia’s Spanish level 1 class. The first days of class I had zero motivation into learning Spanish but as the weeks passed

Why are some students more motivating to pass than other students? Some students have a challenge with their self and some not. Can you consider for five minutes in which kind you are? However, everyone like to be the best in this world, but if you will not come your class, do not do your homework, or you cheating from your friends how you will be good college student? Some students failing their courses because they do not have enough attention in class, they broken rules, and they do not study

I agree with Dottie; it is often hard to get students to see the value of Humanities in their day to day lives. Sometimes "Period Classes", like 20th Century, make it easier to show a student how the class content applies to their day to day lives. A class like "Intro to Hum" applies to their lives in a much more abstract was than a tangible way.

Charney’s (1992) article defines the importance of problem-solving techniques that can be utilized within the context of a public classroom meeting with students and the teacher. One important quote that I found interesting was based on the idea of cooperation and providing problem-solving skills for children to learn in a group setting: “In a class meeting, we are teaching (as well as exercising) vital skills in cooperation and problem solving. We will need to be patient and encouraging” (78). In the article, Charney (1992) defines the problem of cliques, secret sabotage, bullying, and infighting that many children endure, which can be exposed within the context of these classroom meetings. Teachers can challenge students to interactively

From my experience, students that have to sit and listen to lectures with no interaction all day do not perform as well as those who are doing hands on activities as well as cooperative learning. I do not want to have a dictatorship of a classroom. I want my students to feel free to ask questions and to talk to their classmates about the lesson. I feel students not only obtain knowledge form their teacher, but they learn a tremendous amount from other students. This is where cooperative learning comes into play. This strategy is very effective in getting students involved. Sometimes students feel more comfortable in small groups of their peers. During my observations, I noticed that students learn a tremendous amount from other students. Some students

It is difficult in a school setting to teach where students come to class each day not enthusiastic about what they are expected to do and without the basic foundation to perform the tasks. From a psychological perspective, student disengagement is associated with situational threats to feelings of competence, self-determination, and/or relatedness to valued others (Deci & Ryan, 1985). Most students enter kindergarten with a healthy curiosity and a desire to learn to read and write. By the end of 2nd grade, we start seeing the first referrals by classroom teachers because of learning and behavior problems. From that point on, increasing numbers of students become disengaged from classroom learning, and most of these manifest from some

I had an insight when reading the article about preventing challenging behavior. I did not realize the importance of making sure the activities are interesting to the child. However, after pondering it I realized it is such a powerful tool. That is why we need to differentiate our instruction so that all of our students find it engaging. It is so much easier to prevent bad behavior than to fix it. As a teacher I am going to make sure I am being proactive in my lesson planning. I am going to prevent problems by taking a little extra time to make sure my lessons are engaging all my students. If I

Educators are always looking for new ways on how to engage students in their learning and leading them to success. Even though teachers face many problems with students not wanting to learn, they keep investigating new ways on how to encourage these students to learn. In the school environment, there are many issues affecting students’ learning; therefore, educators and researchers explore different ways on. This research study challenges and motivates students to learn in the classroom working cooperatively with others to enhance instruction. It emphasizes the nagging problem encountered in the classroom and provides possible solutions to meet the need of the students. Next, research data is collected from different sources to complete this plan of action. Finally, the data is analyzed and graphed to improve the academic performance of students and make adjustments to instructional methods. This research study shows significant achievement gains comparing a traditional strategy (lecturing) and a motivational strategy as well as its connections to the literature and best practices in the field of education. In addition, it provides visual representations on how data was analyzed.

First off, I am not a psychologist, but I have noticed that motivation and gratification go hand-in-hand with the desire to learn. Event from a student’s perspective (from mine in particular) when I enjoy learning the information, the challenges associated with learning the material do not seem as difficult to overcome when compared to a subject matter that I lack interest in. Also, I have noticed that showing a student what life can be like if they were to push themselves academically can motivate him/her to study harder. On a side note, (but relative to the topic) I currently am a security officer at a juvenile detention center and I have helped children write letters to their lawyers, judges, etc. The sequence of events typically goes as follows: 1) They ask me to rewrite a letter for them. 2) I tell them that I will help them, but I will explain to them what to change and why I suggest writing the letter in a different manner. 3) Once they understand a concept, they become excited and them they are the one’s asking questions and verbally repeating a word multiple times. The point that I think is important to make here is that the more they learn, the more they become motivated to learn more.

Teachers have so many issues related to students’ learning in the classroom and they want to find solutions by researching new ideas and strategies to help these students succeed. In addition, educators are doing research in finding ways on how to implement different approaches to help meet the need of all students. The literature review of this research study will emphasize valuable information to the refine question” To what extent will the integration fo a motivational strategy affects students’s learning?” This question meets the Litmus Test requirement based on my findings and school colleague’s feedback(Laureate Education, 2015b). According to Cabrera (2012), six important essentials that are proven to increase motivation are positive thinking, positive relationships, strengths, empowerment, meaning and well-being (Cabrera,2012). When the teacher provides a well conducive learning environment in the class, these essentials hae ot be observed in the classroom. Teachers have to provide a learning environment and implement motivational strategies using instructional games to engage students in their learning. According to Cinar & Bekcas (2011), teachers need to find the external and internal factors that are affecting students’ learning in the classroom.It was also emphasized that teachers need to acknowledge all these internal and external factors in the classroom in order for students to learn effective (Cinar & Bekcas, 2011). According to Cinar & Bekcas (2011), if

Motivation has been used to encourage teachers as well as students themselves to increase students' academic performance. Although research on motivation is extensive, few researchers have examined teachers' perceptions of teacher motivation and its impact on student achievement. The purpose of this phenomenological study was to identify how mathematics

Examining my teaching, I notice that I was lacking in cooperation among my students. I did ask my students a few higher order thinking questions, but I monopolized the introduction activity with my verbal instructions. I did not allow the students to explain how they would go about finishing the task that I assigned to them. I was more like a dictator rather than letting the students explore and explain their understanding of the task that I prompted them to complete. Without student cooperation, I am not aware of what misunderstandings my students have. Additionally, if student cooperation is lacking, my students could get easily bored and it will be harder to get them back into a learning mode. Also, I feel that students need to take control of their own learning, and this can be completed with student cooperation. If I had provided more opportunities for my students to communicate their understanding, I