The Difficulty Of Teaching Adolescent Learners

Since adolescence in the fifth grade are developing their social and emotional skills, it is imperative to use teaching strategies that promote healthy communications between students, and teachers. “Techniques that are easy to integrate into your everyday interactions with students that support the discipline plan are: communicating positive expectations, correcting students in a positive way, developing classroom pride, demonstrating caring, and preventing and reducing your own frustration and stress (Boynton, 2005)”. By following the mentioned techniques, I can envision a classroom that will be self-controlled, where students can take pride in knowing that they contributed to the success of their education. “Self- control levels the playing field, and puts the keys to achievement in students’ hands (Nathan DeWall, 2014)”.

Another important point is the collaboration from parents if they want to their child to be success in school and in their future they are supposed to correct their child. Sometimes parents think that their children are angels and it is impossible for them to misbehave, but unfortunately when they misbehave and the teacher tells the parent, some of them don’t believe the teacher and this creates more work for the teacher because she is the one who is dealing with the kid. In the other hand the collaboration of the children it is important too, because it helps to the teacher to have a calm classroom. For example: if Jonnie started to jump up and down from the chair and the teacher said if you sit for ten minutes I will give you a surprise. The child will do it because of his curiosity, and that positive reinforcement, encouragement, offering choices, redirection, limiting setting, and joint problem solving are the most effective tools of

Teachers make students motivated by used many teaching strategies. Also by using scaffolding and making sure the challenges are achievable to the student. Lastly, experience shapes motivation to learn. We are not realizing it is more important to focus on, “how,” the student is learning, rather than, “what,” they are learning. Students more eager to learn perform higher in reading a math. A teacher can help motivate students by forming a rapport with them, working with families, and using various teaching methods.

However in the teacher centered approaches do not give much attention to the learners needs. The teacher carries out the lesson as a lecture and there is not much interaction between the two parties and the students remain as passive recipients of the knowledge (Kavanoz,

understand the content they are being taught to a further extent. This is because when given a

I believe using the goal setting theory could increase teacher motivation. Setting specific and difficult goals, could result in higher performance among teachers. If students are expected to be at a certain academic level half way through the school year, this is a specific goal set and teachers have this to work towards. Difficult goals will help teachers to work their hardest to meet their task

It is important for teachers to motivate their students whenever possible. Unmotivated students are more likely to not participate, act out/misbehave, or be involved with the school. Terrell Bell, former Secretary of the U.S. Department of Education said, "There are three important things to remember about education. The first one is motivation, the second is motivation, and the third is motivation." In order to strengthen classroom motivation, teachers should create success through praise, encouragement, and intrinsic rewards. With teacher guidance, students can learn that a completed project, whether perfect or not, is a reward in itself (Badolato, 1998). As teachers recognize students' accomplishments, they encourage students to attempt and risk new things (Katz,

Every student has the right to learn and succeed, to expect a fair treatment and be respected. I believe education must help students develop physically, intellectually, socially, and morally. I believe we as teachers should only guide and help students though the learning process. Learning takes place in many different circumstances and contexts. Although everyone is capable of learning, a student's desire to learn is a vital pre-condition to effectively mastering new concepts and skills. Accommodating different learning styles creates an atmosphere that is conducive to learning because not all students learn in the same way. It is important for a teacher to develop a consistent, fair, and inviting environment for all their students.

Motivating students is a crucial element in teacher. Depending on the grade and students different strategies will be used. Having motivated learners is essential. If the learners are engaged in the material and eager to learn, educators will be greatly successful. Children love learning. They want to learn. I teach the 3rd grade; therefore my learners get bored very easily. I work in an inclusion classroom, so I have learners who are on different levels. Typically, I use a reward system for both regular ed. and ASD students. For my ASD students, they each have a sticker board. These 6 students earn a sticker by either volunteering, helping a classmate, making eye contact, and if they are able to make a choice when asked. Once he/she

The purpose of the FBE is for me to become aware of the variety of strategies that can be used to motivate students to engage in learning activities. I have observed the types of motivational strategies used by the classroom teacher and the effect of the strategy on student behavior. The different motivational strategies described in the article Classroom motivation: Strategies for first-year teachers by Timothy Newby are, attention-focusing, relevance, and confidence building. Attention-focusing strategies are those that not only focus attention, but also sustain it by responding to the sensation-seeking needs of students. Relevance strategies emphasize answering questions that make the task seem relevant to the students’ lives. Confidence-building strategies focus on helping the students view the task as challenging but accomplishable. All three strategies mostly concentrate on a specific task indicating intrinsic motivational orientation.

Students are placed in the responsibility of their own learning and understanding while the teachers encourage students to be more independent and more exploratory. The teachers will foster a sense of autonomy in the learning process as they act as a source of experiences. In addition, as the students watch their teacher makes mistakes, they will learn those failures are part of the learning process. The students will soon realize that mistakes are natural in life and it will serve as stepping stones to

Students are faced with the reality of should I do my homework later and just stay up all night? Or I’ll do it now and risk having a huge argument with my parents, students are faced with those questions every day but if they do what they think is best they end up in a huge argument whether it is with their family about not doing the chores or it’s with the teacher because they didn't complete their

A random group of 42 students from a public school participated in the study. The study included various subjects and was valuable for teachers who were struggling to motivate students to complete

Improving student performance has long been an issue contemplated and researched by educational professionals and psychologists. Nowadays, an even greater burden has been placed on the shoulders of teachers, whose livelihoods are being determined by how well their students perform on standardized tests and other academic evaluations. With this increased amount of pressure, teachers are desperate to find ways to improve student success. As Hidi and Harackiewicz point out, the aspect of student learning that teachers have the most influence over is the amount of effort put in by students (Hidi & Harackiewicz, 2000). Research has shown that students’ motivation to meet these academic demands begins steadily declining around the third grade (Anderman & Maehr, 1987; Harter, 1981) which means teachers must take proactive approaches in their classrooms to stimulate and maintain the motivation of their students.

Learning is best for students whenever their teacher applies emotion, gives them the requisite support and challenges them. It is through such process that students gain in-depth learning and thus discover their values, abilities, passions as well as responsibilities in learning situations that provide adventure. In most school lessons, students undertake tasks that require them to use their creativity, self-discipline and craftsmanship. It is thus the work of the teacher to assist the students discover their hidden abilities and overcome their fears in applying their knowledge to classroom and job problems through in-depth teaching practice.