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Motivating Students to Want to Learn

Motivating Students to Want to Learn. You can drag a horse to water…. So what about motivation?. What is it? How does it manifest itself? What factors affect motivation? Difference between constructive and restrictive So how do I motivate??. What Is Motivation?.

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Motivating Students to Want to Learn

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  1. Motivating Students to Want to Learn You can drag a horse to water….

  2. So what about motivation? • What is it? • How does it manifest itself? • What factors affect motivation? • Difference between constructive and restrictive • So how do I motivate??

  3. What Is Motivation? It is the desire to want to do something; it is CHOICE

  4. Some thoughts... • We make assumptions • They can’t learn • They don’t want to learn • They’ll never learn • We make mistakes • Lack of attention is not lack of motivation

  5. Principles of Motivation: • We are motivated differently at different times. • We are motivated by different factors. • We are not always motivated. • Each of us is motivated differently.

  6. Factors affecting motivation • Physical • Social • Intake • Personal • Past experience

  7. “I want to because…I enjoy; I like…” “I like the reward: $, *, privilege, etc” “I like to be accountable, confident, take initiative” “I have to or else…” Fear or threats that are physical, psychological Lack of initiative, blames another, lack of accountability. Constructive vs. Restrictive

  8. Basic Human Motivators • Personal Gain • Prestige • Pleasure • Security • Convenience • Avoidance of punishment

  9. Motivators • Teacher behaviors • Wait time • Answers vs. understanding • Use of : • Declaratives • Reflective statements • Invitations to elaborate • silence

  10. Make the benefits of trying more desirable than the benefits of not trying • 1. Make sure that assigned tasks are realistic so that all students can complete them if they really try. • Small groups • Different assignments • Different assessments • Self-monitoring

  11. 2. Focus students’ attention on their own progress, not on others’ • Base rewards on improvement • Use individual improvement charts • Use short-term goals

  12. 3. Reward effort apart from outcome • Use a separate system of grades or rewards • Have students reflect on their effort • Help them learn from their mistakes • Praise diligence apart from brilliance

  13. 4. Give every student opportunities to demonstrate competence in class • Set time aside for demonstration in non-academic areas • Give everyone a job

  14. Allow students to set goals • Make sure they are realistic and challenging • Record the goals and track their progress • Give each student a picture of his/her “status”

  15. REMEMBER: MADNESS IS DEFINED AS DOING THINGS SAME WAY OVER ANDOVER AND EXPECTING A DIFFERENT OUTCOME EACH TIME.

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