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Motivated Teaching: Harnessing the science of motivation to boost attention and effort in the classroom: 3 (High Impact Teaching)

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Set realistic performance goals and help students achieve them by encouraging them to set their own reasonable goals.

I was impressed and reassured by the first section, which laid out the scientific understanding we have of motivation and the brain, and led convincingly to the strategies recommended in the subsequent chapters.

However, as well as the overall environment making a difference, having a motivated teacher is also crucial. Yet there is a disconnect between our understanding of these factors and ways in which we broach them with our students. Most of my teaching currently serves students in our thesis-based Master of Environmental Studies (MES) program.

These are books which are both modest and ambitious: the former because they are short, tight, controlled, and the latter because they also deal with big ideas about learning, absorbing, compressing and then expressing them very clearly. It doesn’t have to be all the time, as then it will come to be expected and will hold less value when you do praise them. Guay suggests that educators should encourage children to express their emotions, and share their experiences towards learning. Design assignments that are appropriately challenging in view of the experience and aptitude of the class.This may be particularly effective for students with particular needs, or disaffected learners, whose background, relationships, or previous experience of education has resulted in a lack of faith in the system. Children who are motivated are also more likely to find pleasure in satisfying their academic curiosity. Some studies suggest that if there is no genuine desire that steers individuals to engage in the activity, then deep learning must be limited. It not only yields more positive behaviour in students, but it also contributes to a greater sense of wellbeing.

There are many mistakes I might make in the classroom – I might forget something or I might poorly explain an idea. You could even consider creating professional learning communities within your school to create a more formal structure for collaboration.

If students have been revising effectively in the manner I have taught them, they will experience success. To make instruction responsive to the power motive, provide opportunities for responsibility, authority, and interpersonal influence.

Getting students engaged in a lesson or unit of work is something a talented teacher can achieve, but motivating them to become better learners, who strive to achieve their true potential, can be incredibly challenging, especially as our experience of motivation is often unconscious. Mccrea’s book has refocused and sharpened my understanding of what this could look like, and that is a very warming prospect. A child’s past experience in a subject is a contributing factor in how much they will invest in their lessons in the future.He and his officers then tuck into roast lamb, generously provided by Mary Maloney, who giggles in the other room.

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