Few teachers would deny that motivated students are easier to teach, or that students who are interested in learning do, in fact, learn more. Science appears to provoke a "D" approach. A critical number of students simply need to pass the class and get to their graduation and they do it with as good effort as could be allowed.
For example, a student named Evelyn, a student in my science class. Evelyn is an energy full young woman, she didn't consider science to be important to her present or future, so she kept her head low, didn't take part as a physical being in the class, she already have missed around 20 percent of the class already, and seemed to focus on an assessment of 60 percent. That was toward the start of the class.
Before the end of the term, Evelyn was always sitting on the front line, offering to show how to take care of issues, and getting disappointed with herself when she see scored the last grade in the class. Evelyn's assessment had gone from a 60 percent to an 85 percent.
If there is one thing we know about students, it's that they have short attention spans and prefer now to later. This is especially true at the beginning of the year. Teachers, more than any district or schoolwide programs, have the most power to know how to motivate students because they're on the front lines. They can influence students in a way that kids can actually understand.
Numerous students will abstain from buckling down in a class that they see as trying due to the danger included. In the event that they buckle down and come up short, then they've demonstrated their insufficiency. Be that as it may, in the event that they don't buckle down and figure out how to get a "D," then their pride stays in place and they haven't lost anything. That is the motivation behind why, in my class, I make falling flat harder work than passing.
Draw Connection's to real life"When will I ever need this?" This question, too often heard in the classroom, indicates that a student is not engaged. If a student does not believe that what they're learning is important, they won't want to learn, so it's important to demonstrate how the subject relates to them. If you're teaching algebra, take some time to research how it is utilized practically for example, in engineering and share your findings with your students. Really amaze them by telling them that they may use it in their career. Showing them that a subject is used every day by "real" people gives it new importance. They may never be excited about algebra but if they see how it applies to them, they may be motivated to learn attentively.
Turning "I Can't" Into "I Can"
1. Give the students a target of learning for the unit. The target is short, compact, and worded as "I can" declarations
2. Encourage students to share their ideas and comments, even if they are incorrect. You'll never know what students don't understand unless you ask them.
3. Return assignments and tests to students as soon as reasonably possible. Provide constructive feedback.
4. Make sure that your exams are current, valid, and reliable. Tie your assessment to your course objectives.
5. Maintain eye contact and move toward your students as you interact with them. Nod your head to show that you are listening to them.
6. Encourage students to share their ideas and comments, even if they are incorrect. You'll never know what students don't understand unless you ask them.
7. Pay attention to the strengths and limitations of each of your students. Reward their strengths and strengthen their weaknesses.
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