The key to supporting children’s and young people’s learning is motivation, even if this is one to one with a pupil, in a small group or as a whole class, whether you are supporting the teacher or taking the class. Approaches to motivation include behavioural, cognitive, physiological and social. Therefore, when setting goals for pupils to achieve it is a crucial element. A pupil’s behaviour and the persistence and strength of their behaviour is all affected by motivation. Lesson plans often incorporate activities which are fun and interesting but linked to the learning objective, therefore hooking the children’s imagination so they become motivated to take part.
It should provide them with feedback on their skill progression, motivate them to improve and contribute greatly to their overall development. It also guides the teacher, showing them both how and what the children are learning. This, in turn, enables them to adjust their lessons to account for all students in the classroom and self-reflect on their teaching practices for future planning. Given the wide
And That’s Okay,” that the stigma of kids being able to grow up and be whatever they want to is wrong and hurts the kids instead. She summarizes this by quoting Daniel Kahneman as he says that “Success = Talent + Luck. Great success = A little more talent + A Lot of Luck.” Kid’s books usually show the main character being anything they want which shouldn’t be ingrained into kids. Most of the time there is a minimal role played in their own success which causes “overly-ambitious goals … [to] be harmful” (Reischer). Everyone’s destiny doesn’t reflect their internal qualities, Reischer uses her own experience, data, and word choice to explain how society affects kids.
“Leaders are not born, they are made. And they are made just like anything else, through hard work”. This quote by Vince Lombardi reminds me of my childhood days when I used to argue with my sister by saying how much natural talent she had. Without seeing her hard work and dedication behind her success, I estimated her talent as an inborn quality which helped her score satisfying marks on each school exam. When I grew up, I found myself totally wrong about my view toward my sister, which enhances me to support and appreciate the ideas given by Geoffrey Colvin in his article, “What It Takes To Be Great” about how greatness is achieved.
I have gained patience when working with children and I believe it is a skill that is required in order for children to exceed their needs and to help a child during transitions to reach their full potential. Timing is key and with support the children will be able to emotionally adapt to attending school but also embrace new surroundings. Encouragement while children are taking part in activities in school allows children to gain self-esteem and confidence as they are being motivated which can give them a sense of achievement. Being a role model to the children is a personal skill as it gives me pride knowing the children are inspired by me and that they can learn from me by using their own initiative, being helpful to others and allowing the children to give suggestions on what they would like to do can keep them
Giving Praise to Encourage Students’ Motivation is Fundamental Introduction In recent decades, one of the problems faced by students is how to build up their motivation. Encouraging students’ motivation is essential to increase their performance and involvement in classroom activities. Academic performance, inappropriate behaviour and unproductive classrooms are all related to motivation issues. Motivation is needed to promote students’ interest and attitude in order to help them realize their potential and improve their desire to study hard. To deal with this problem, praise is examined as a useful instrument to encourage students’ spirit when it is implemented appropriately in a classroom.
In order to learn more productively, children should be encourage to work with each other and with the teachers, so that their language skills and learning styles become more rooted in a positive and capable way and that they grow to understand that unity can be rewarding in itself. Also strong ties with the local community or ‘community cohesion’ should be demonstrated by the school family. The links the school has with the local community and partnerships made with people and organisations from that community will allow pupils more opportunities to advance their learning and skill
Positive Reinforcement Parents use positive reinforcement to develop their children's behavior in school, home or anywhere. Parents give their children rewards, praise or merits to show that the behavior they have exhibited is pleasant towards them causing the child to re-enact their behavior. Using positive reinforcement may help the child to be mature and dispel bad behavior. It also help the child to excel more in their academic performance and achieve better grades and test scores. Showing positive comments and feedback to the child may encourage the child to do more.The purpose of this paper was to explore behavior modification by using rewards to encourage positive, observable behavior changes in students (Diedrich,2010).
In the most general sense, it usually means encouraging students to use active techniques (experiments, real-world problem solving) to create more knowledge and then to reflect on and talk about what they are doing and how their understanding is changing. The teacher makes sure he/she understands the students ' preexisting conceptions, and guides the activity to address them and then build on them. Constructivism has many benefits namely: Children learn more, and enjoy learning more when they are actively involved; students learn how to think and understand and transfer learning; students create organizing principles that they can take with them to other learning settings; it gives students ownership of what they learn, since learning is based on students ' questions and explorations, and often the students have a hand in designing the assessments as well; it engages the students ' initiatives and personal investments in their journals, research reports, physical models, and artistic representations; and it promotes social and communication skills by creating a classroom environment that emphasizes collaboration and exchange of
EI is an emerging science and an important branch of managerial psychology. For many individuals, their teachers are the role models. Teachers who are in possession of these competencies are able to make the experience of teaching and learning more memorable, enjoyable and intellectually stimulating, both for themselves and for the students. Experiencing the right emotions at the right times help in improving the motivation and energy in teachers. By perceiving and regulating emotions teachers can increase workplace engagement, reduce burnout, and maintain their physical and mental health.
Empowering students to have a say in their education is a great idea. It will actually make some students feel a connection to the material they 're learning. Ellen Glanz was not wrong in her conclusion about why students do the bare minimum to scrape by. Students will be more excited and interested in their classes if the curriculum is made more interesting for
To be developmentally appropriate, teaching practices must be successful, especially in producing a favorable impression on children—they must promote to children’s ongoing development and learning. Children who are interested and engaged in the classroom activities and lessons learn more. By stimulating active interest and engagement, I guarantee that children will get the most out of the instructional opportunities demonstrated in the classroom. I present information using a variety of learning formats, including large and small groups, choice time (in interest areas), and routines. Routines such as eating snacks and transitioning from one activity to another are all possibly valuable learning situations if teachers use these activities as chances for one-on-one conversations with children or to support a learning objective through singing a song or reciting a rhyme.
This demonstrates my understanding of effective learning though appropriate instructional strategies because is displays how I implemented a variety of materials and technological resources to support my instructional strategies and reinforce student learning. It also conveys my ability to assess student’s through both formal (activity sheet) and informal (thumbs up) assessment techniques. These techniques help me evaluate the student’s strengths/weaknesses and the effectiveness of my instructional strategies. This particular skill outcome is important to early childhood education because implementing instructional strategies that reach the diversity of our students is going to promote overall student success. We, as early childhood educators, have to use a variety of strategies to discover more about the student’s developmental process and adjust our instruction in a way that will promote students to become self-directed
Outstanding educators must possess many important qualities. They must be knowledgeable and enthusiastic about the subjects that they teach. If a teacher is knowledgeable and enthusiastic, their students will be more excited about what they need to learn, and see the teacher as a valuable resource. These educators must continue to pursue learning opportunities and use this new knowledge to improve their instruction. Students come to school at different academic levels.