Motivation: The Key to Academic Success
|languages||English, Hindi, Kannada|
I have completed my BE graduation and i have worked as a Human Resource Managener .I used to teach students through online from 2 years.
Experience: 5 years
As the new school year begins the most common problem that teachers and parents face is lack of student motivation. Motivation can either come from within the student (intrinsic) or from outside (extrinsic). A child who is intrinsically motivated performs a task because of the joy that comes from learning new materials. A child who performs in school to gain parent approval, grades, or rewards is externally motivated. While research shows that those children with internal motivation may achieve greater success, teachers and parents often find that many children seek external reinforcers. Parents who ask questions that lead to more questions for a child are more successful in developing intrinsic motivation. For example, a parent that gives a child a special toy as a "reward" for reading a lesson about how an airplane works and for completing the related homework that requires answers to questions about the parts of an airplane will stimulate less motivation than the parent who helps a child discover how planes work by building a balsam plane and letting the child practice flying it. This parent can ask what changes the plane’s flight pattern. The child can then experiment, discover and generate new questions and new discoveries.
Motivation, as parents and teachers know, often varies depending on the setting, the people involved, the task and the situation. A child with a learning disability may be a very reluctant reader who resists reading a science assignment or writing the homework assignment but eagerly absorb all the teacher shows about vaporization of water in a science class. The key for each learner is to find that which motivates.
Unfortunately, other factors often intervene to lessen a student’s motivation. Some of these factors are:
Fear of failure
Lack of Challenge
Lack of Meaning
Desire for Attention
Simple Practices to Nurture the Motivation to Read
- Self-selection: "honoring" books
- Read aloud: share the excitement!
- Book collection: balance it
- Make your passions public
- Incentives: demonstrate the value of reading
Self-selection: "Honoring" books!
Highlight individual books as special just by choosing them for displays or to be included in book baskets.
Provide a quick introduction to the books being "honored." Show children a book and then introduce — and endorse— it by reading a few pages or asking students questions to pique their interest. When you introduce books by instilling in children a desire to find out what's in them, those books fly off the shelves. They can become so popular that you night need a waiting list!
Read aloud: Share the excitement!
Reading aloud a wide variety of text. Include informational books, newspapers, and magazines in your read-alouds.
Encouraging interaction during the teacher read aloud by inviting discussion. This "give and take" conversation around a shared text engages children in predicting, inferring, and thinking and reasoning.
Book collection: Balance it!
Be sure to include a wide variety of informational books for reading instruction and in classroom libraries.
Honor all print for instruction and self-selection. This should include reading and learning from fiction, non-fiction, newspapers, magazines, and electronic sources.
Make your passions public
Arranging and maintaining a "Wall of Fame." This bulletin board can be an everchanging display of reading passions including student favorites (e.g., books, magazines, series.), teacher favorites, family favorites, and the principal's choices.
Publish your Top 10. Everyone stays up late to enjoy Letterman's Top 10. Vote periodically and publish your classrooms Top 10 reading passions. The Top 10 can be a year-long activity by including the top 10 favorite fiction books, information titles, poems, magazines, and websites.
Incentives: Demonstrate the value of reading
If your reading program uses incentives, consider using rewards that are proximal to reading. The importance of reading-related rewards may go beyond recognizing the relationship between reward proximity and the desired behavior. It could be that the real value of reading-related rewards is that both the desired behavior (reading) and the reward (books, self-selection, time) define a classroom culture that supports and nurtures the intrinsic motivation to read. Rewards that demonstrate the value of reading include:
increased read-aloud time
increased time for self-selected reading
increased library time
time to talk about books