Teachers Can Promote Motivation Among Students

Every year teachers in the school tried making reading fun by incorporating fun games or activities that introduced a book of choice. They would go as far as creating activities that continued all week or until the book was finished.

In the past, knowing that motivation was one of the primary concerns for teachers when teaching them to read (Veenamn, 1984) but today it deals more with finding a way to interest students in reading (O’Flahavan, Gambrell, Guthrie, Stahl, & Alvermann, 1992), Gambrell, Palmer, Codling, & Mazzoni developed a tool to assess student motivation in reading. The Motivation to Read Profile includes a reading survey and a conversational interview. The survey gathers information on reading motivation as it relates to self-concept as a reader and the value of reading. The interview gathers information on books students find most interesting, favorite authors, and where and how students find books. After administering the survey and interview, teachers

Michael Henry’s article “Whats with This Summer Reading” has readers pondering why summer reading has students “moving one step further from reading.” Michael Henry explains that one day he saw a teenager becoming very frustrated with the book he was reading. He asked why the young man was reading the book and the boy said, because it was a summer reading assignment. This made Henry think and he began to research summer reading assignments. He wanted to find out what was causing so much frustration.

With reading being the cornerstone of society it is expected that children begin learning about literature in their most formative years. With children reading younger and younger it should come as no surprise that something as loved and personal as reading should be turned into a competition among children (more personal). This unfortunate truth has followed me through the majority of my academic career turning literature into a job and annoyance. Much like many schools, my primary education required the logging of reading to ensure the students were spending some of their time enriching themselves rather than wasting it, according to the faculty. Being the competitive natured children we were, seeing who could read the most soon became the

Most of the other students in her 2nd grade classroom are able to read classroom text and complete work independently. They also read books for enjoyment on their own. The reading time in her classroom consists of a block during which the teacher works with small groups and the children are expected to work quite independently when they are not working directly with the teacher. The class uses a trade book format and this is utilized across the curriculum. Students are provided with short skills building lessons in large and small groups. Most of the time spent during explicit reading instruction is targeted to helping students develop reading fluency.

The majority of ASCC’s course offerings are Associate of Arts and Associate of Science degrees. However, the college offers only a Bachelor in Education Degree, BED program, in 2006, under the Teacher Education Department. The BED program provides theoretical and practical experiences for pre-service and in-service elementary education majors. One of the major challenges of the program since its inception is the low enrollment from the general student population. A slow but significant climb in enrollment was noticeable when a new platform was required for the program in 2008 – the introduction of MOODLE in addition to the face-to-face format of the teacher education program.

The importance of knowing the child’s reading interests is emphasised within Hill’s textbook (2012 p.429). As a teacher, one must know and acknowledge the student 's interests. This helps in being able to plan topics and ensure that the activities and content are engaging. Integrated learning such as this enables the children to understand and draw upon their own experiences. The reading survey (Appendix 4), assisted in getting to know what Child A was interested in. Throughout the interview, it was found that she enjoys exciting stories with a focus on fictitious characters and plots (Appendix

True motivation comes from deep within our psyche. Using rewards in the classroom is something I always thought was teaching, or in some cases reinforcing, bad habits for our students. I firmly believe the motivation must be intrinsic to be sustainable. Extrinsic motivation is great in the short term, but my concern for students is what happens when that external motivator is inevitably removed. After observing two teachers, both of whom use some type of reward system in their respective classrooms, I have come to realize my view was quite narrow and that in small doses, extrinsic motivation has it merits. Using rewards does not instantly erase all forms of internal motivation if used properly, and can even bolster a student’s internal motivation over time as the rewards are gradually reduced.

Gamification is an important and useful tool used today across many disciplines including education, health and research. It combines play and game design with systems or programs using rules, challenges, and rewards motivating users to engage in traditionally non-gaming environments. This essay discusses the definition of gamification, how it is used in education, health and research to increase motivation, and the limitations of this use. Gamification can benefit many in society to increase motivation, although some caution is advised.

Most of the students in the world of education have a bad perspective towards the

Learning is so important to every people in the world. Learning is very important because when, we learn we get new knowledge in order we can know about everything that we do not know. There are adage that said learn until the grave, that is means if we can learn whenever from born to die. The formal educations where place we can learn are preschool, kindergarten, elementary school, junior high school, senior high school, and university.

On October 4, 2017, I had the decency to observe Mrs.Patino`s fifth grade class. I erudite many aspects on by what means children absorb knowledge. Mrs. Patino was a great mentor all so helpful, enough to go out of her way to elucidate to me what strategies she uses to direct her classroom. Correspondingly, she presented to me a brief explanation on exactly how to input grades, planning, and school requirements expected from the teacher. As I perceived her classroom, I took cautioning into the organization of the classroom, classroom environment, teaching strategies, classroom management, and learner motivation. Consequently, going into Mrs. Patino`s class made me realize that teaching truly is a gift, plus her passion for teaching inspired me to be as prodigious as she is.

On October 4, 2017, I had the honor to observe Mrs.Patino`s fifth grade class. I erudite many aspects on by what means children absorb knowledge. Mrs. Patino was a great mentor all so helpful, enough to go out of her way to explain to me what strategies she uses to direct her classroom. Correspondingly, she presented me a brief explanation on exactly how to input grades, planning, and school requirements expected from the teacher. As I perceived her classroom, I took warning into the organization of the classroom, classroom environment, teaching strategies, classroom management, and learner motivation. Consequently, going into Mrs. Patino`s class made me realize that teaching truly is a gift, plus her passion for teaching inspired me to be as prodigious as she is.

Teachers support students learning through discussion before, during and after reading. Teachers use repeated reading of favorite books to build on students retelling and memory.

Education is the key to eliminate gender discrimination, to decrease poverty, to foster social peace in our communities and to create a sustainable development. But, how can we encourage our children to study effectively? In other words, how can we prepare them for success? Motivation is the secret behind student success. Motivation helps to explain why some children get impressive education results despite poverty, while others get ordinary results despite highly sophisticated teaching methods. Which factors affecting students' motivation? And how it works in the lives of girls and boys? Despite the fact that girls outperform their male peers, and hyper-control of girls acts as a kind of motivator which makes them study harder than boys, boys are not defective. Motivation is the main factor which is shaped by parents and teachers. In many Middle Eastern public schools; elements have cooperated together to create an educational system which is not appropriate for anyone but particularly not for boys. Boys feel like their teachers do not care about them, and they had experienced a worse relationship with their teachers. Also, they reported physical punishment which had been occurred at school. Moreover, boys have their own society which aims to enforce their masculinity away from classrooms and academic goals that is why they lose their motivation to study hard. This is the topic that "Amanda Ripley" (2017) focuses on in her article "Boys are not defective". In her article "Ripley" (2017) discusses that male teachers practices have a negative effect on boys motivation. They do not care about boys' well performance, tend to punish them physically and shout at them. In addition, the notions of masculinity among boys make them feel like schools will not help them to reach manhood. My firm conviction is those worse relationships between boys and teachers, insulting and corporal punishment and the internal desire of students to achieve their manhood outside classrooms; this would affect badly on their motivation, and would decrease their academic performance.