How teachers and parents can motivate students in the classroom

An old saying goes: “When the student is ready, the teacher will appear.” While that is true, I think we can speed up the process. The following are 12 suggestions that both teachers and parents can implement to motivate children this coming school year.

1. Create curiosity

Curiosity is perhaps the greatest of all motivators. Here’s the difference between American and Japanese teaching styles: In Japanese schools, students are immediately introduced to a problem or challenge. They struggle with it. Curiosity is generated naturally. In contrast, in American schools, the main ideas are presented, the solution is taught, and then the students practice. Where is curiosity generated with this approach?

2. Teach students to ask themselves questions

Encourage students to ask themselves questions. The questioning process initiates the thought process. When students begin to ask “Why?” And how?” you ask, both alertness and interest heightened. There are only three things we’re more likely to answer than a question: the phone, the doorbell, and email.

3. Create desire

Students are constantly asking, “What’s in it for me?” Since they are tuned in to that radio station, WII-FM, spend some time at the beginning to talk about what the lesson has in store for them, long range and/or short range. Consider asking why the lesson would be worthwhile, how students can benefit from it, and how they can make use of it. In fact, start by asking yourself these questions. Stuck? Put it on the table for the students to tackle. You’ll be surprised at (1) how resourceful they will be and (2) how it helps them accept the lesson.

4. Structure experiences to apply to life outside of school

Theory is important, but the more you tie it into practice, showing how learning makes life easier and better will increase in interest. Share how the content will help students make better decisions, solve more problems, get along better with others, and become more effective.

5. Develop a sense of personal responsibility

Remember the fundamental principle of motivation: consciously or unconsciously, people motivate themselves. Each individual is responsible for learning, but it is the responsibility of the teacher to create the best possible climate in which that learning can take place. An effective way to do this is to give students the opportunity to state at the beginning of class:

• What expectations do you have?
• What results do you expect?
• What they are willing to do to achieve those results.

6. Use acknowledgment and acknowledgment

Acknowledgment/acknowledgment/validation simply asserted. “I see you did your homework” encourages reflection and feelings of self-competence. Also, consider repeating a comment you’ve heard or someone has said to you. “Evelyn made an interesting comment, one that applies to what we’ve been exploring. I think it’s worth repeating.”

What has been achieved using this simple technique?

• You gave recognition.
• It not only encouraged Evelyn, but encouraged others to get more involved.
• He showed that he is open to feedback and that students’ comments can contribute to his own learning.

7. Encourage

One of the most effective techniques is to let the student know that you believe they can do the task. A word of encouragement during a failure is worth more than a lot of praise after a success.

Emphasize that learning is a process and that no one can learn something and be perfect at the same time. Doing something one way and not being successful is another thing you learn; do not consider it a failure.

8. Use collaboration

Competition improves performance, not learning. Yes, some students will practice for hours fueled by the competitive spirit, whether in music, athletics, or performing arts. But these students are motivated to compete.

And competition can be fun for short periods, but competing with others is devastating to the youngster who is never in the winner’s circle. Instead of competing, the student drops out and gives up.

Every time a teacher asks a group a question, the students compete for the teacher’s attention, and usually only one student wins. A better approach is to establish learning partners. Even a very shy student will share with another person. So instead of asking a question, ask the question. Asking implies a correct answer, while posing invites you to think. Ask students to discuss the answer among themselves. Using this approach, all students participate.

9. Get excited

You should not expect others to be enthusiastic about what you are teaching if you are not yourself. Show your enthusiasm for the lesson. When you read, use a little more enthusiasm than when you’re conversing, facilitating, or revising.

10. Intensify interpersonal relationships

Connecting with your students individually is extremely valuable, but helping them connect with each other individually can be even more valuable. Give students the opportunity to socialize for short periods before learning activities begin. Building relationships is extremely important for young people.

11. Offer Options

Regardless of age, everyone likes to feel in control of their own life. When we can make decisions, we feel like we have that control. Offer a variety of activities, and that includes chores around the house. By providing two, three, or even four activities and letting students choose between them, you give them the opportunity to select something that is motivating.

12. Use variety

A myriad of visual techniques can be employed, including graphics; Cartoon; selected parts of films, video cassettes and/or DVDs; PowerPoint creations; and transparency in general expenses. Dressing the part of a character (teacher and/or student) qualifies.

A wide variety of audio techniques can be used, such as playing music, recording music, rapping, creating verses, or anything that has rhythm. Do you remember how you learned the alphabet? “Twinkle, Twinkle Little Star” is the melody of “the alphabet song”.

A myriad of kinesthetic techniques can be used. Examples are drawing the spelling of a word in the air, standing in a small group swaying together to feel seasick on the boat crossing the Atlantic Ocean as immigrants, and simply giving a high-five for attention (two eyes on the teacher, two ears listening, one mouth closed).

Other approaches include large group discussions, case studies, and personal experiences related to a learning partner on the topic.

Another technique is to use handouts for students to fill out during the presentation. This activity keeps them engaged and also gives them something to refer to later. This simple technique also allows you to cover more material in less time.

conclusion

It is a wonderful experience to have anxious young people in our classrooms who are there because they want to be, not because they have to be. Unfortunately, this is not the case in many classrooms today. However, by focusing on these suggestions, we can create lessons that produce better results for both students and teachers.