This is a talk for primary school teacher education students in Guangzhou, China. It begins with an analysis of the question about motivation and then considers to theoretical approaches to answering the question.
The document describes the author's four loves in their life. The first love was a broadcaster, the second a teacher, the third a writer, and a secret love that is not described. It then provides percentages for each love - 3.2% for the first, 8.2% for the second, 1.4% for the third, and 0.75% for the secret love. Overall it outlines the different people the author had romantic relationships with.
Towards the improvement of students’ motivation in learning physics, Marina P...Brussels, Belgium
This document discusses ways to improve student motivation for learning physics. It identifies that motivation and interest in physics declines for many students. Several approaches are proposed to enhance motivation, including cooperative learning, real-world experiments and simulations, visits to institutions that apply physics, and assignments that allow student choice and research. A survey of 40 students found that hands-on activities, group work, and relating content to applications increased interest and understanding, while lectures alone made physics seem difficult. The document recommends teachers consider different motivational approaches and tailor their methods to sustain student engagement in physics.
The document discusses motivation in the classroom. It defines motivation as a goal-directed behavior that arouses and maintains action. Motivation is important because it allows students to learn faster and better, facilitates the learning process, and creates a desire to learn. There are two types of motivation: intrinsic from internal interests and extrinsic from external pressures. Teachers can motivate students by dividing them into groups, pairing high and low ability students, using supportive feedback, role-playing activities, and incorporating real-world materials and audio/visual aids into lessons.
This document provides strategies for teachers to motivate students and maximize engagement in the classroom. It suggests creating a positive learning environment through varied instructional techniques like role plays, discussions, and small group work. Some specific motivational strategies mentioned include using stimulating materials adapted to students' interests and levels, incorporating local news in class discussions, rewarding student performance, and showing enthusiasm as a teacher. The document concludes by thanking readers.
The document discusses five variables that influence student motivation - interest, success, level of concern, feeling tone, and knowledge of results - and provides techniques teachers can use to enhance each one, such as using visual aids to build interest, ensuring assignments are at appropriate difficulty levels to promote success, and providing timely feedback to give knowledge of results. It emphasizes the importance of creating a positive feeling tone in the classroom and using extrinsic motivators strategically to help students develop intrinsic motivation.
This is a workshop to demonstrate how riveting motivating students in the interlearning process is. Just some aspects to be considered in the classroom management
The document discusses strategies for motivating students in the classroom. It suggests capitalizing on students' existing needs and interests, setting achievable goals, providing feedback, and emphasizing mastery of material over grades. The document also recommends being enthusiastic about the subject, varying teaching methods, and assigning reading well in advance with study questions to promote student motivation and engagement.
The document describes the author's four loves in their life. The first love was a broadcaster, the second a teacher, the third a writer, and a secret love that is not described. It then provides percentages for each love - 3.2% for the first, 8.2% for the second, 1.4% for the third, and 0.75% for the secret love. Overall it outlines the different people the author had romantic relationships with.
Towards the improvement of students’ motivation in learning physics, Marina P...Brussels, Belgium
This document discusses ways to improve student motivation for learning physics. It identifies that motivation and interest in physics declines for many students. Several approaches are proposed to enhance motivation, including cooperative learning, real-world experiments and simulations, visits to institutions that apply physics, and assignments that allow student choice and research. A survey of 40 students found that hands-on activities, group work, and relating content to applications increased interest and understanding, while lectures alone made physics seem difficult. The document recommends teachers consider different motivational approaches and tailor their methods to sustain student engagement in physics.
The document discusses motivation in the classroom. It defines motivation as a goal-directed behavior that arouses and maintains action. Motivation is important because it allows students to learn faster and better, facilitates the learning process, and creates a desire to learn. There are two types of motivation: intrinsic from internal interests and extrinsic from external pressures. Teachers can motivate students by dividing them into groups, pairing high and low ability students, using supportive feedback, role-playing activities, and incorporating real-world materials and audio/visual aids into lessons.
This document provides strategies for teachers to motivate students and maximize engagement in the classroom. It suggests creating a positive learning environment through varied instructional techniques like role plays, discussions, and small group work. Some specific motivational strategies mentioned include using stimulating materials adapted to students' interests and levels, incorporating local news in class discussions, rewarding student performance, and showing enthusiasm as a teacher. The document concludes by thanking readers.
The document discusses five variables that influence student motivation - interest, success, level of concern, feeling tone, and knowledge of results - and provides techniques teachers can use to enhance each one, such as using visual aids to build interest, ensuring assignments are at appropriate difficulty levels to promote success, and providing timely feedback to give knowledge of results. It emphasizes the importance of creating a positive feeling tone in the classroom and using extrinsic motivators strategically to help students develop intrinsic motivation.
This is a workshop to demonstrate how riveting motivating students in the interlearning process is. Just some aspects to be considered in the classroom management
The document discusses strategies for motivating students in the classroom. It suggests capitalizing on students' existing needs and interests, setting achievable goals, providing feedback, and emphasizing mastery of material over grades. The document also recommends being enthusiastic about the subject, varying teaching methods, and assigning reading well in advance with study questions to promote student motivation and engagement.
The document provides tips for motivating students and getting them engaged in class discussions. It suggests that teachers ask students questions about their personal interests and lives to get them talking about meaningful topics. As students begin to openly discuss things they care about, they will become more invested in class. The teacher's role is then to guide discussions and keep feeding students topics of interest to build confidence and a friendly atmosphere where students are actively involved.
This document outlines strategies for increasing student motivation in the classroom. It discusses establishing a conducive learning environment, varying teaching methods, incorporating positive competition, and the importance of motivation for student learning. Effective approaches include setting goals, developing student skills, making content relevant, and providing feedback. The presenter draws on research and experience to suggest ways for instructors to maximize student motivation.
The document discusses motivation in teaching and learning. It defines intrinsic motivation as being fueled by curiosity and a desire to learn, while extrinsic motivation comes from external rewards. While extrinsic motivators can be used initially, the goal is to develop intrinsic motivation in students to love learning for its own sake. Effective strategies that motivate learning include engaging lessons connected to students' lives, allowing student ownership over learning, and accounting for individual preferences. The primary goal of schooling is developing intellectual capabilities rather than just focusing on academics.
1. Flashcards can be an effective resource for teachers to use in the classroom as they appeal to visual learners and help reinforce vocabulary, structures, and other concepts.
2. The document outlines various activities teachers can do with flashcards, such as drilling vocabulary, identification activities where students guess the word, and total physical response activities where students act out or point to the flashcard.
3. Flashcards are suggested as a way to warm up, present new material, practice, review, assess learning, and reinforce concepts throughout a lesson. When used correctly, they can be a fun and engaging tool.
First, teachers should attract students' attention using humor, engaging questions, and visual aids like pictures to make the learning more interesting. Second, teachers should provide achievable tasks and activities that allow students to feel a sense of accomplishment through positive feedback. Finally, relating lessons to students' experiences and allowing some freedom and fun can further increase motivation by meeting their needs and making the learning process more successful and long-lasting.
The document provides advice to students on life after high school and the importance of setting goals for their future. It discusses various post-secondary options including university, trade schools, and entering the workforce. It emphasizes the importance of mathematics and reading skills for all career paths. The document also aims to dispel common myths about university by explaining the benefits of higher education and importance of exploring opportunities to find the right fit. Students are encouraged to develop a plan with clear steps to achieve their goals.
Quantifying the Effects of an Active Learning Strategy on the Motivation of S...Zin Eddine Dadach
The main objective of this paper is to use performance of students in order to quantify the effects of an active learning strategy on their motivation.
In the first part of the investigation, the relative performance of students was used as a tool to gauge the effects of the active learning strategy on the motivation of students. The results indicate that the active learning strategy enhanced the performance of 38 (69%) students.
For the second part of this quantitative method, the Dadach Motivation Factor ‘DMF’ was introduced in order to measure the effects of the active learning strategy on the motivation of students. Based on the requirement of the analysis (DMF> 1), the final results suggest that the active learning strategy has enhanced the motivation and increased the performance of twenty-two (40%) students. On the other hand, motivation did not have a significant role for the other sixteen (29%) students whose performance in the process control course (FGP) was higher than their average performance in the department (CGPA).
The results of the quantitative approach were compared with the student survey.
The document outlines stages and aims of a speaking activity on shopping for English language learners. It includes 5 stages: 1) unjumbling sentences into questions with a partner, 2) checking answers, 3) asking questions of their partner and remembering answers, 4) finding a new partner, 5) telling the new partner about the previous partner's answers. The aims are to familiarize students with question forms and language, encourage thinking about the topic, build confidence, and recycle knowledge through communication with different partners. Effective motivation factors discussed include interesting topics, correct preparation, praise, personalization, a comfortable environment, varied activities and communication opportunities, clear learning aims, and an engaged teacher who uses students' names and nonverbal
The document discusses challenges in teaching shy students and provides solutions. One of the biggest problems in language learning is shyness, lack of self-confidence, and less talkativeness, as shy students never participate willingly and speak quietly. To address this, teachers should create a less threatening environment by having a clear time structure so students know when it's their turn, using group work so students don't have to perform in front of the whole class, giving students specific things to discuss to take the focus off themselves, and initially focusing on factual discussions about neutral topics like pictures and events before moving to personal opinions.
1) The document discusses techniques for motivating students as a teacher, including defining objectives, creating a threat-free environment, offering varied experiences, using positive competition and rewards, giving students responsibility and praise, setting high but attainable goals, and making the learning fun.
2) It provides tips for time management, such as understanding that time can be spent or wasted, and outlines stages of student evolution from addictions and lack of interest to purposeful study.
3) The document emphasizes the importance of motivating students through stories, activities, tracking progress, feedback, and opportunities for success to boost their performance and help them stay focused on their goals and potential.
This document discusses various strategies for motivating students in the classroom. It recommends showing excitement about the subject matter to engage students, providing positive encouragement and reinforcement for student work, taking a personal interest in students' lives outside of school, assigning classroom responsibilities, giving students choices in their learning activities, incorporating student teaching into lessons, challenging students academically, building relationships with students, and instilling a sense of responsibility and hope. The goal of these strategies is to create a supportive learning environment that encourages students to enjoy learning.
Purpose of asking question in the classroomShahid Khan
This document discusses the purpose and benefits of asking questions in the classroom. It states that asking questions enhances the teaching and learning process, helps motivate students to learn, develops students' thinking abilities, checks their understanding, and discovers their interests in the subject. The document provides guidelines for effective questioning techniques such as addressing the whole class, allowing time for students to think, nominating students to answer, and providing feedback.
This document discusses motivation in teaching and learning. It outlines that fostering students' intrinsic motivation is essential for creating a positive classroom environment. Motivation can come from natural interest, teachers, or success in tasks. Research shows that intrinsic motivation decreases over years in education, so teachers must be aware of how extrinsic methods can foster intrinsic motivation instead. Tasks should be appropriately challenging to elicit motivation. The document then discusses key elements of intrinsic motivation, extrinsic motivation, and expectations for success.
This document discusses characteristics of good learners and effective teaching strategies. It explains that while teachers are responsible for instruction, students must take ownership of their own learning. Good learners are willing to listen, experiment, ask questions, think about how to learn, and accept constructive criticism. The document also outlines different levels of language learners from beginners to advanced and recommends tailored teaching approaches for each, including a focus on pronunciation and gestures for beginners and more complex activities for advanced students. Overall, the key message is that learning results from a partnership between motivated students and supportive teachers.
The document discusses characteristics of good learners and teaching different student levels. Good learners are motivated, take responsibility for their learning, and are willing to listen, experiment, ask questions, think about learning, and accept correction. Teaching adults requires connecting lessons to their life experiences and explaining the purpose. When teaching different levels, activities should be tailored to abilities, with simpler language and techniques used for beginners.
Interview with a professional teacher of adult learnerstieshanstreet
The teacher interviewed has 17 years of teaching experience, starting with preschool and elementary school before teaching college students for 9 years. She decided to teach in higher education to prepare child development students for their careers by teaching them about educating young learners. While both children and adults present challenges, she finds ways to engage her students through group assignments and creating a positive learning environment. The most rewarding part of her job is seeing former students succeed after graduation.
This document discusses effective questioning techniques for teachers. It begins by defining questions and explaining why they are important teaching tools for engaging students and assessing understanding. It then categorizes questions according to Bloom's Taxonomy from basic recall questions to higher-order evaluation questions. Additional questioning strategies are presented, including convergent, divergent, reflective, and evaluative questions. Specific questioning techniques are outlined such as "no hands" and "question of the day." The document concludes by discussing how to properly frame questions using interrogative words.
Motivation PowerPoint Slides include topics such as: understanding needs vs. wants, factors for motivation, employee rewards, offering praise/recognition, types of motivation, job enrichment, the role of money and motivation, incentive programs, motivation ironies, boosting efficiency, 30 ways to motivate, Maslow's hierarchy, how to's and more. Slides can easily be tailored to your specific needs (make handouts, create overheads and use them with an LCD projector) and are available for license. 100+ PowerPoint presentation content slides. Each slide includes slide transitions, clipart and animation. System & Software Requirements: IBM or MAC and PowerPoint 97 or higher. You may use this product over and over again. Royalty Free - Use Them Over and Over Again. Once purchased, download instructions will be sent to you via email. (PC and MAC Compatible).
Motivation refers to factors that arouse, direct, and sustain human behavior. There are several theories of motivation, including drive theory which proposes that internal drives or needs push people towards goals, and incentive theory which suggests that external rewards or goals pull people to act. Maslow's hierarchy of needs theory also explains motivation and proposes that people are motivated to fulfill lower level basic needs before pursuing higher level growth needs. Managers can create a motivating work climate by setting clear expectations, being fair and consistent, developing teamwork, recognizing contributions, allowing autonomy and growth, and addressing individual needs and values.
The document provides tips for motivating students and getting them engaged in class discussions. It suggests that teachers ask students questions about their personal interests and lives to get them talking about meaningful topics. As students begin to openly discuss things they care about, they will become more invested in class. The teacher's role is then to guide discussions and keep feeding students topics of interest to build confidence and a friendly atmosphere where students are actively involved.
This document outlines strategies for increasing student motivation in the classroom. It discusses establishing a conducive learning environment, varying teaching methods, incorporating positive competition, and the importance of motivation for student learning. Effective approaches include setting goals, developing student skills, making content relevant, and providing feedback. The presenter draws on research and experience to suggest ways for instructors to maximize student motivation.
The document discusses motivation in teaching and learning. It defines intrinsic motivation as being fueled by curiosity and a desire to learn, while extrinsic motivation comes from external rewards. While extrinsic motivators can be used initially, the goal is to develop intrinsic motivation in students to love learning for its own sake. Effective strategies that motivate learning include engaging lessons connected to students' lives, allowing student ownership over learning, and accounting for individual preferences. The primary goal of schooling is developing intellectual capabilities rather than just focusing on academics.
1. Flashcards can be an effective resource for teachers to use in the classroom as they appeal to visual learners and help reinforce vocabulary, structures, and other concepts.
2. The document outlines various activities teachers can do with flashcards, such as drilling vocabulary, identification activities where students guess the word, and total physical response activities where students act out or point to the flashcard.
3. Flashcards are suggested as a way to warm up, present new material, practice, review, assess learning, and reinforce concepts throughout a lesson. When used correctly, they can be a fun and engaging tool.
First, teachers should attract students' attention using humor, engaging questions, and visual aids like pictures to make the learning more interesting. Second, teachers should provide achievable tasks and activities that allow students to feel a sense of accomplishment through positive feedback. Finally, relating lessons to students' experiences and allowing some freedom and fun can further increase motivation by meeting their needs and making the learning process more successful and long-lasting.
The document provides advice to students on life after high school and the importance of setting goals for their future. It discusses various post-secondary options including university, trade schools, and entering the workforce. It emphasizes the importance of mathematics and reading skills for all career paths. The document also aims to dispel common myths about university by explaining the benefits of higher education and importance of exploring opportunities to find the right fit. Students are encouraged to develop a plan with clear steps to achieve their goals.
Quantifying the Effects of an Active Learning Strategy on the Motivation of S...Zin Eddine Dadach
The main objective of this paper is to use performance of students in order to quantify the effects of an active learning strategy on their motivation.
In the first part of the investigation, the relative performance of students was used as a tool to gauge the effects of the active learning strategy on the motivation of students. The results indicate that the active learning strategy enhanced the performance of 38 (69%) students.
For the second part of this quantitative method, the Dadach Motivation Factor ‘DMF’ was introduced in order to measure the effects of the active learning strategy on the motivation of students. Based on the requirement of the analysis (DMF> 1), the final results suggest that the active learning strategy has enhanced the motivation and increased the performance of twenty-two (40%) students. On the other hand, motivation did not have a significant role for the other sixteen (29%) students whose performance in the process control course (FGP) was higher than their average performance in the department (CGPA).
The results of the quantitative approach were compared with the student survey.
The document outlines stages and aims of a speaking activity on shopping for English language learners. It includes 5 stages: 1) unjumbling sentences into questions with a partner, 2) checking answers, 3) asking questions of their partner and remembering answers, 4) finding a new partner, 5) telling the new partner about the previous partner's answers. The aims are to familiarize students with question forms and language, encourage thinking about the topic, build confidence, and recycle knowledge through communication with different partners. Effective motivation factors discussed include interesting topics, correct preparation, praise, personalization, a comfortable environment, varied activities and communication opportunities, clear learning aims, and an engaged teacher who uses students' names and nonverbal
The document discusses challenges in teaching shy students and provides solutions. One of the biggest problems in language learning is shyness, lack of self-confidence, and less talkativeness, as shy students never participate willingly and speak quietly. To address this, teachers should create a less threatening environment by having a clear time structure so students know when it's their turn, using group work so students don't have to perform in front of the whole class, giving students specific things to discuss to take the focus off themselves, and initially focusing on factual discussions about neutral topics like pictures and events before moving to personal opinions.
1) The document discusses techniques for motivating students as a teacher, including defining objectives, creating a threat-free environment, offering varied experiences, using positive competition and rewards, giving students responsibility and praise, setting high but attainable goals, and making the learning fun.
2) It provides tips for time management, such as understanding that time can be spent or wasted, and outlines stages of student evolution from addictions and lack of interest to purposeful study.
3) The document emphasizes the importance of motivating students through stories, activities, tracking progress, feedback, and opportunities for success to boost their performance and help them stay focused on their goals and potential.
This document discusses various strategies for motivating students in the classroom. It recommends showing excitement about the subject matter to engage students, providing positive encouragement and reinforcement for student work, taking a personal interest in students' lives outside of school, assigning classroom responsibilities, giving students choices in their learning activities, incorporating student teaching into lessons, challenging students academically, building relationships with students, and instilling a sense of responsibility and hope. The goal of these strategies is to create a supportive learning environment that encourages students to enjoy learning.
Purpose of asking question in the classroomShahid Khan
This document discusses the purpose and benefits of asking questions in the classroom. It states that asking questions enhances the teaching and learning process, helps motivate students to learn, develops students' thinking abilities, checks their understanding, and discovers their interests in the subject. The document provides guidelines for effective questioning techniques such as addressing the whole class, allowing time for students to think, nominating students to answer, and providing feedback.
This document discusses motivation in teaching and learning. It outlines that fostering students' intrinsic motivation is essential for creating a positive classroom environment. Motivation can come from natural interest, teachers, or success in tasks. Research shows that intrinsic motivation decreases over years in education, so teachers must be aware of how extrinsic methods can foster intrinsic motivation instead. Tasks should be appropriately challenging to elicit motivation. The document then discusses key elements of intrinsic motivation, extrinsic motivation, and expectations for success.
This document discusses characteristics of good learners and effective teaching strategies. It explains that while teachers are responsible for instruction, students must take ownership of their own learning. Good learners are willing to listen, experiment, ask questions, think about how to learn, and accept constructive criticism. The document also outlines different levels of language learners from beginners to advanced and recommends tailored teaching approaches for each, including a focus on pronunciation and gestures for beginners and more complex activities for advanced students. Overall, the key message is that learning results from a partnership between motivated students and supportive teachers.
The document discusses characteristics of good learners and teaching different student levels. Good learners are motivated, take responsibility for their learning, and are willing to listen, experiment, ask questions, think about learning, and accept correction. Teaching adults requires connecting lessons to their life experiences and explaining the purpose. When teaching different levels, activities should be tailored to abilities, with simpler language and techniques used for beginners.
Interview with a professional teacher of adult learnerstieshanstreet
The teacher interviewed has 17 years of teaching experience, starting with preschool and elementary school before teaching college students for 9 years. She decided to teach in higher education to prepare child development students for their careers by teaching them about educating young learners. While both children and adults present challenges, she finds ways to engage her students through group assignments and creating a positive learning environment. The most rewarding part of her job is seeing former students succeed after graduation.
This document discusses effective questioning techniques for teachers. It begins by defining questions and explaining why they are important teaching tools for engaging students and assessing understanding. It then categorizes questions according to Bloom's Taxonomy from basic recall questions to higher-order evaluation questions. Additional questioning strategies are presented, including convergent, divergent, reflective, and evaluative questions. Specific questioning techniques are outlined such as "no hands" and "question of the day." The document concludes by discussing how to properly frame questions using interrogative words.
Motivation PowerPoint Slides include topics such as: understanding needs vs. wants, factors for motivation, employee rewards, offering praise/recognition, types of motivation, job enrichment, the role of money and motivation, incentive programs, motivation ironies, boosting efficiency, 30 ways to motivate, Maslow's hierarchy, how to's and more. Slides can easily be tailored to your specific needs (make handouts, create overheads and use them with an LCD projector) and are available for license. 100+ PowerPoint presentation content slides. Each slide includes slide transitions, clipart and animation. System & Software Requirements: IBM or MAC and PowerPoint 97 or higher. You may use this product over and over again. Royalty Free - Use Them Over and Over Again. Once purchased, download instructions will be sent to you via email. (PC and MAC Compatible).
Motivation refers to factors that arouse, direct, and sustain human behavior. There are several theories of motivation, including drive theory which proposes that internal drives or needs push people towards goals, and incentive theory which suggests that external rewards or goals pull people to act. Maslow's hierarchy of needs theory also explains motivation and proposes that people are motivated to fulfill lower level basic needs before pursuing higher level growth needs. Managers can create a motivating work climate by setting clear expectations, being fair and consistent, developing teamwork, recognizing contributions, allowing autonomy and growth, and addressing individual needs and values.
How might we find out ways to motivate students and enable them to start up w...Yordanka Dimitrova Ivanova
The document proposes various ideas to motivate and enable students to transition from school to work. Some of the key ideas proposed include: 1) Creating a platform for tech companies to hire students as beta testers to gain work experience from home; 2) Designing a program for employers to mentor high school students for a week to expose them to the working environment; 3) Organizing monthly "First Friday" networking parties for young entrepreneurs and students to make professional contacts. The document explores many approaches focused on hands-on learning opportunities and connecting students directly with potential employers.
This document discusses student motivation and how to motivate students. It begins with an introduction that defines motivation as being influenced by personality, abilities, and tasks, and impacted by incentives, settings, and teacher behaviors. It then explains intrinsic motivation comes from within and includes needs, attitudes, and goals, while extrinsic motivation comes from outside sources like social factors. Finally, it provides several ways for teachers to motivate students such as understanding learning goals, engaging students in active learning, responding to different learning styles, promoting success, feedback, and discussing multiple intelligences.
Motivation, Level of Aspiration, Group Dynamics, Transaction AnalysisVijayalakshmi Murugesan
This document provides an overview of motivation and group dynamics. It defines motivation and discusses different theories of motivation including Maslow's hierarchy of needs and McClelland's achievement motivation theory. It also covers factors that influence motivation and educational implications. For group dynamics, it defines the concept and discusses characteristics, types of groups, patterns of relationships, and transactional analysis theory. The key points covered in 3 sentences are: This document defines motivation and discusses major motivation theories like Maslow and McClelland, covering needs, drives, and factors that influence motivation. It also defines group dynamics and discusses characteristics of groups, types of groups and relationships, and introduces transactional analysis theory. Transactional analysis examines personality and social interactions in terms of ego states and
This document discusses strategies for motivating students in the classroom. It begins by defining motivation and explaining its importance for learning. It then outlines several theories of motivation and development, including Freud's psychoanalytical theory, Vygotsky's social development theory, Maslow's hierarchy of needs, and Krashen's affective filter hypothesis. The document provides tips for motivating students of different ages, such as using games and movement for young learners, incorporating pop culture and technology for teens, and addressing job and social needs for adults. It also offers general strategies like varying activities, incorporating culture, reducing anxiety, and getting to know students. Projects are highlighted as a way to increase intrinsic motivation. The document concludes by discussing teacher
Richard Branson found success despite academic struggles. Although he left school at age 16 having passed only one exam and struggled with dyslexia, he went on to create the highly successful Virgin Group business empire worth $2.5 billion. The document provides tips for achieving goals such as focusing 100% on your goals, gaining inspiration from life's lessons, determining your values and using obstacles to build the life you want, and designing your own life plan rather than falling into someone else's plan for you.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms for those who already suffer from conditions like depression and anxiety.
Motivation PowerPoint PPT Content Modern SampleAndrew Schwartz
142 slides include: understanding needs vs. wants, factors for motivation, employee rewards, offering praise/recognition, types of motivation, job enrichment, the role of money and motivation, incentive programs, motivation ironies, boosting efficiency, 30 ways to motivate, Maslow's hierarchy, how to's and more.
This document provides motivational messages and advice. It contains the following key points in 3 sentences:
Do not compare yourself to others as it will only insult you. Life presents problems but also solutions, so accept difficulties as they lead to success. While the past cannot change, one can always start now and work towards a better future.
This document discusses traditional and modern approaches to education in Western schools. The traditional approach emphasized textbooks, examinations, and desks arranged in rows facing the teacher. Key figures like William James promoted this model. The modern approach advocated by John Dewey focused on internal motivation, thinking skills, and making education relevant to students' lives. Dewey believed external rewards and punishments undermined learning. The document analyzes how traditional curriculum, evaluations, and teaching methods can damage motivation and creativity. It suggests teachers encourage thinking, base projects on student interests, and reward learning intrinsically rather than relying on exams.
This document summarizes a presentation given by Robert Shaw on teaching problems, opportunities, and methods in management education. It identifies three main problems: confusion about goals, the nature of management as a discipline, and issues with how curriculum, evaluation, and pedagogy are currently approached. It then discusses opportunities provided by student abilities, support from the Chinese government prioritizing quality education, and new technologies. Robert Shaw proposes experimenting with techniques like using video lectures, online course platforms like Blackboard, and co-teaching with a colleague to address problems and better utilize opportunities. The overall aim is to develop high-quality, skills-focused graduates who can provide critical and constructive perspectives.
This document discusses the key attributes and skills of effective teachers. It emphasizes that effective teachers have high levels of knowledge in the subjects they teach, strong pedagogical skills, and positive dispositions. They employ tools like structure, motivation, questioning, and high expectations. The document also examines different teaching styles on a spectrum from authoritarian to constructivist, and the importance of reflection, content and pedagogical knowledge, classroom management skills, and developing an educational philosophy.
This document contains 12 multiple choice questions related to teacher qualities. The questions address various important qualities of effective teachers such as having sound knowledge of subject matter, being good motivators, creating a good learning environment, being reflective in their teaching practice, and using innovative training. Overall, the questions emphasize that skilled, trained teachers who inspire thinking and answer student questions are most important for the success of education.
This document discusses issues related to how teachers ask questions in English classes at ethnic secondary schools in Laos. It aims to understand the types of questions teachers ask, problems students face in answering questions, and ways to address these issues. A literature review covers learning theories and question types. A study was conducted surveying 50 students and 6 English teachers about question types, causes of student problems, how students respond, and techniques to motivate responses. Key findings include students being afraid of ridicule and needing time to think. The conclusion recommends teachers ask clearer questions and allow time for students to respond without embarrassment. Addressing question techniques could help improve English teaching and learning.
This document discusses the nature of effective teaching. It states that effective teachers have high levels of knowledge in the subjects they teach, strong teaching skills, and positive dispositions. They employ tools like structure, motivation, high expectations, and questioning. Effective teachers also have pedagogical content knowledge, understand how students learn and develop, and know their students and communities. The document explores different teaching styles and the importance of reflection for teacher development.
This document discusses the nature of effective teaching. It states that effective teachers have high levels of knowledge in the subjects they teach, strong teaching skills, and positive dispositions. They employ tools like structure, motivation, high expectations, and questioning. Effective teachers also have pedagogical content knowledge, understand how students learn and develop, and know their students and communities. The document explores different teaching styles and the importance of reflection for teacher development.
This document discusses the nature of effective teaching. It states that effective teachers have high levels of knowledge in the subjects they teach, strong teaching skills, and positive dispositions. They employ tools like structure, motivation, high expectations, and questioning. Effective teachers also have pedagogical content knowledge, understand how students learn and develop, and know their students and communities. The document explores different teaching styles and the importance of reflection for teacher development.
This document discusses the nature of effective teaching. It states that effective teachers have high levels of knowledge in the subjects they teach, strong teaching skills, and positive dispositions. They employ tools like structure, motivation, high expectations, and questioning. Effective teachers also have pedagogical content knowledge, understand how students learn and develop, and know their students and communities. The document explores different teaching styles and the importance of reflection for teacher development.
This presentation is about teaching business and management at a university in China. It sets out the legal base for university education and the goals for the subjects as indicated by Xi Jinping. It talks about the three evils of Chinese education. The talk was delivered to my colleagues at Guangdong University of Foreign Studies. More information at www.gdufs.biz
This presentation explores outside class learning (OCL) among university students. It aims to understand the nature and effectiveness of OCL, as well as challenges students face. Research questions ask about challenges of OCL and its impact on academic study. OCL is defined as learning relating to academics that occurs outside formal classes. It benefits learners by making subjects more vivid and interesting, and enhancing understanding. For students surveyed, OCL involves group learning, libraries, computers, and discussing with friends. While helpful for exams, some learn outside class due to personal preference. Students face challenges like a lack of structure and motivation from the informal environment. Overall, OCL allows students to learn in diverse settings and develop skills applicable to their education.
This study examined how physical education teachers and undergraduate majors conceptualize success in teaching. Two studies were conducted: 1) Observations of 4 PE teachers' planning which found they prioritized student enjoyment, participation, and behavior management. 2) A questionnaire with 47 PE majors and 29 teachers which found they viewed success as students being happy, learning, and high participation levels. The findings suggest teachers view success differently than researchers, prioritizing immediate observable factors over student learning. The implication is teacher education should focus on both student learning and enjoyment.
Dr. Priti Sonar has over 14 years of teaching experience and 7 years of administrative experience. She has an M.A., M.Com, M.Ed., NET (Education), NET (Commerce), DSM, CCG, CCVE, and is pursuing an MBA. She was formerly a Board of Studies member at SNDT Women's University.
This document discusses strategies to help a student named Jeremy learn effectively despite challenges at home and school. It examines how classroom management, parental support, and learning styles affect learning. Poor classroom management and authoritarian parenting have negatively impacted Jeremy, while improving teacher-student relationships, recognizing effort, and identifying Jeremy's visual learning style may help him learn better. The document also references several learning theories to support improving Jeremy's situation.
Getting Started on classroom action researchND Arisanti
This document discusses constraints, impediments, and ethical considerations for teachers conducting classroom research. It notes that common constraints include lack of time, resources, and research skills. Key ethical principles are responsibility, confidentiality, and negotiation. Researchers must protect participants' identities, allow them to refuse participation or withdraw, and gain permission before publication. Strategies for addressing language barriers when explaining research to ESL students include simplified explanations, written information, translations, and consent forms. Overall the document emphasizes the importance of considering constraints, focusing the research question, using theory to inform practice, and protecting participants.
The document summarizes two studies that examined how physical education teachers and undergraduate majors conceptualize success in teaching. The first study observed teachers' planning processes and found they prioritized student enjoyment, participation, and minimizing misbehavior. The second study used critical incident interviews and identified three categories of success: students being happy, learning occurring, and high participation. Together, the studies suggest teachers view success as related to immediate, observable factors like busy and happy students rather than measurable learning. The authors argue teacher education should promote concepts of success that include both student enjoyment and learning.
This document discusses questioning and how to craft better questions. It provides guidance on understanding goals of questioning, different types of questions, and how to structure a Question Formulation Technique (QFT) to help students learn to ask their own questions. The QFT is a rigorous process that helps students produce questions, improve questions, prioritize questions, and develop next steps. Implementing the QFT shifts practice by having students, rather than teachers, be the primary askers of questions. This change in role is meant to lead to cognitive, affective, and behavioral changes in students as they learn to think, feel, and act differently through self-questioning.
Inquiry instruction is good by Dadan and 施懿軒.pptxDadan Sumardani
Inquiry instruction represents a pedagogical approach that emphasizes the role of the learner in the learning process, where students are encouraged to explore, ask questions, and investigate topics to construct their own understanding and knowledge. This method stands in contrast to traditional forms of instruction that often rely on direct teaching, where information is primarily delivered by the teacher to the student. Inquiry instruction is grounded in constructivist theories of learning, which argue that learners construct new knowledge by building upon their existing knowledge and experiences through interaction with the world around them.
At the heart of inquiry instruction is the cultivation of curiosity and the development of skills necessary for students to become independent learners. This involves engaging students in authentic, complex problems that do not have straightforward answers, thereby encouraging critical thinking, problem-solving, and decision-making skills. Students are guided through a process of formulating questions, gathering and analyzing data, drawing conclusions, and reflecting on their findings. The role of the teacher in this approach shifts from being a source of knowledge to a facilitator of learning, providing support and scaffolding to students as they navigate their inquiries.
Inquiry instruction can be implemented in various forms, ranging from structured to open inquiry, depending on the level of guidance provided by the teacher and the degree of autonomy granted to the students. Structured inquiry involves more teacher guidance in leading students through the inquiry process, while open inquiry allows students more freedom to pursue their own questions and methods. Regardless of the level of structure, effective inquiry instruction requires careful planning to ensure that activities are meaningful and aligned with learning objectives.
The benefits of inquiry instruction include not only the development of critical thinking and research skills but also the promotion of a deeper understanding of content. By actively engaging with material, students are more likely to make meaningful connections and apply their learning to new situations. Furthermore, inquiry instruction supports the development of lifelong learning skills, preparing students to navigate an increasingly complex and information-rich world.
However, implementing inquiry instruction poses challenges, including the need for significant teacher preparation, the development of appropriate assessment strategies, and the provision of adequate resources and support. Despite these challenges, inquiry instruction offers a powerful framework for fostering an engaging and student-centered learning environment that encourages exploration, curiosity, and a love of learning.
Similar to How to motivate primary and middle school students (20)
These are the slides from a talk I gave to the Business Association in Opuanke, Taranaki, New Zealand.
They begin with an introduction to China (where I work). Then they provide a theoretical framework to advance discussions about the marketing of towns and small cities in New Zealand. There are stages that locations must go through as they seek to develop their economic base. The final part is about suggestions specifically for Opuanke.
This document provides suggestions to improve teaching in the School of Business at Guangdong University of Foreign Studies. It outlines both good existing aspects, such as supportive deans and staff, and areas needing improvement. These include making little use of teaching technology, restricting information, and not utilizing the library. The document advocates for a student-centered approach where students are given responsibility for their own learning through skills-focused curriculum, facilitated independent study using resources like online videos and tests, and assessment of higher-order thinking like research papers. Overall it recommends strategies for teachers like saving time through video lectures and online exercises and for the school like requiring objective assessment and research papers in all courses.
These slides support a paper entitled "A distinctive Chinese MBA brand for global leadership". The authors are Denghua Yuan & Robert Shaw both from the School of Business at Guangdong University of Foreign Studies. The presentation was given at the University of Waikato. Philosophy of Education Society of Australasia conference, 2014.
This was a conference presentation for teachers and students at Guangdong University of Foreign Studies.
Nowadays, in clinical practice, existential psychotherapy involves diverse groups of patients, methods and theories. It is a formulation of procedures which are loosely linked to some common themes (which I will describe to you shortly). The unifying notion for these themes is that existential psychotherapy is a philosophical method
of therapy (strictly speaking it is the content and not the method which is philosophical) that is founded on the belief that the inner conflict within a person is due to the individual person’s confrontation with the universal omnipresent predicaments of human existence.
Introduction to managerial research for masters students. This is their first talk on correlation and causation. It also deals with Kuhn and the notion of a paradigm.
This talk is about the kinds of research that students in business subjects encounter. It is an introduction for the students who have yet to conduct their first project.
This is a lecture for MBA students in China on marketing ethics. It is an introduction to the subject, which attempts to relate theory to practice. The latter half concentrates on the nature of ethics itself. It draws upon Kant. The contrast between ethics and science is made at some length because this is the first step students must take if they are to discover ethics. Hence, the slides deal with the nature of evidence and the aims of questioning.
Collective intentionality provides insights into understanding public organizations. Public institutions like schools and universities are expressions of human collective intentionality. They emerge from our evolutionary history as cooperative animals and display features of cooperation. Understanding public organizations requires examining them through the lens of social ontology, phenomenology, and collective intentionality rather than just psychological or cultural theories.
There is dissatisfaction with the dominance of science in management education and practice. Husserl's phenomenological method aims to make sense of phenomena by having practitioners bracket out preconceptions and focus on the essence of experiences, in order to develop practical insights rather than scientific theories. This method involves eliminating thoughts to perceive the core nature of a topic, such as local government, through reflection on personal experiences and struggles.
This document introduces the concept of using phenomenology to study union decision-making. Phenomenology provides a new lens that can provide insights into how unions function. The relevant theory is Edmund Husserl's work on phenomenology, which provides a practical method for inquiring into the real world. Husserl's technique of phenomenological reduction has previously been applied to study local government decision-making, and some of those findings may be relevant to studying union decision-making as well. The authors propose using phenomenology to better understand the essence and imperatives of union decision-making.
These slides introduced a discussion at the Philosophy of Education Society of Australasia conference in Hawaii. They raise the issue of what is science and consider the optics of Newton.
Social ontology – particularly its leading concept, collective intentionality –provides helpful insights into public organisations. The paper sets out the some of the limitations of cultural theories and takes as its example of these the group-grid theory of Douglas and Hood.
It then draws upon Brentano, Husserl and Searle to show the ontological character of public management. Modern public institutions – such as advisory organisations and service delivery agencies, including schools and universities – are expressions of human collective intentionality.
Public institutions are natural structures that emerge from our evolutionary ancestry as cooperative animals and enduringly display all the features of that ancestry.
The central concept within these institutions, as a phenomenology reveals, is cooperation.
The presentation was for science teachers at a conference. It introduces some philosophy of science showing the philosophical origins of key ideas. It raises the issue of truth in science teaching.
This document outlines Dr. Robert Shaw's presentation on university teaching methods from a Western perspective. The presentation covers 4 topics: 1) Dr. Shaw's approach to teaching, which focuses on curriculum, evaluation, and pedagogy. 2) Trends in Western university education such as neoliberalism, credentials over wisdom, and distance education. 3) How Dr. Shaw teaches, including course objectives, assessments, lectures, tutorials and online resources. 4) The future of education, including becoming a reflective teacher and the role of teacher development centers.
Presentation as the basis of a discussion on the business ethics curriculum in China. The audience were largely teachers of business ethics from Chinese universities.
This document discusses teaching business ethics in China and the influence of Immanuel Kant and the German Enlightenment. It provides an agenda that covers business ethics skills, Kant and the German Enlightenment, and Kant's relevance to China. The abstract notes that Kant's works on ethics, morality, freedom and reason are fundamental to modern Western ethics and applied in business ethics courses globally. It argues that there is congruence between the rationality of the German Enlightenment and aspects of modern China, as reflected in the ethical reasoning of Kant and the Chinese people.
Guangzhou University of Chinese Medicine: This presentation was a part of a series of invited lectures on Western philosophy as the foundation of Western medicine.
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Pride Month Slides 2024 David Douglas School District
How to motivate primary and middle school students
1. How to motivate students
(primary & middle school)
Dr Robert Shaw
School of Management
Guangdong University of Foreign Studies
Wednesday 21 May 2014, 2 pm
2. Teachers’ Law of the People’s
Republic of China
Article 7
Teachers shall enjoy the following rights:
(1) to conduct educational and teaching activities and
carry out reform and experiment in education and
teaching;
(2) to engage in scientific research and academic
exchanges, join professional academic societies and
fully express their views in academic activities …
3. Today
1. The question asked
2. Teaching-learning in the west
3. William James
4. Traditional teaching methods & motivation
5. John Dewey & China
6. Modern education & motivation
4. Question asked
How should teachers motivate primary and
middle school students to learn English
effectively?
5. Questions asked
The question suggests:
1. Precision: middle students, English, effectively
2. Motivation is separate aspect of pedagogy
3. A model of teaching-learning
4. A silver bullet
10. The silver bullet
1. Simple questions do not have simple answers
2. Teachers sometimes look for “tips” that will help
them in the classroom tomorrow
3. China needs teachers who are both:
a. Trained in practical skills
b. Educated
11. What de-motivates students?
1. Rote learning (drills, memorising)
2. Meaningless material
3. Learning without a goal
4. Fatigue
17. Teaching-learning in the west:
two approaches to education
1. Traditional approach
2. Modern way
3. .
4. .
5. .
18. Teaching-learning in the west:
two approaches to education
1. Traditional approach
2. Modern way
3. These ideas apply to all student grades/levels
4. Different theorists and teachers develop these
two approaches in various ways
5. William James (traditional)
& John Dewey (modern)
19. Traditional approach
1. Ideas about schooling came from the family and
the army
2. Professional teachers
3. Scientific approach
4. Needs of mass education
5. William James was influential
25. How do we motivate students?
Traditional approach
1. Positive reinforcement
a. Rewards for success, rubber stamps
b. Kind comments
c. Stars, certificates, notes to parents
2. Negative reinforcement
a. Punishments
b. Negative comments
26. Two kinds of motivation
1. External motivation
a. Motivation based on something external to the
task itself
b. Operant rewards & punishments
c. Examination learning is an example
2. Internal motivation
a. Motivation that comes from within the student’s
relationship to the task
b. Learning because you love to learn
c. Learning incidental to some activity
27. Modern approach
1. New goals: thinking, creativity, originality
2. Education as a way of life
3. Humanistic approach
4. Needs of the individual
5. John Dewey was influential
28. John Dewey
1. American
2. 1859-1952
3. Philosopher,
psychologist,
educational reformer
4. Advocate for
pragmatism &
liberalism
29.
30.
31. 1. Thinking is like
breathing
2. Reflective
thinking is what
is important
3. We cannot
require it of
students
4. All we can do is
set up the right
conditions
32. The On-going Dance of
John Dewey and
China: A Western
Philosopher becomes a
Second Confucius
西风东渐化孔子,今世
前缘谈杜威
35. American children are
taught the list of ‘modern’
inventions that originated
in China.
They are not taught,
however, that China
invented the boycott, the
general strike and guild
organization as means of
controlling public affairs.
36. Modern approach - motivation
1. Motivation relates to curriculum, pedagogy and
evaluation
2. Internal motivation best
3. Let them learn
4. Child centred
5. Encourage and support
40. The three evils of teaching
40
1. Curriculum
2. Evaluation
3. Pedagogy
41. The three evils of teaching
41
1. Curriculum
Textbooks
2. Evaluation
Examinations
3. Pedagogy
Desks
42. The harm done by textbooks
42
Textbooks
1. Kill student motivation
2. Stop the teacher from developing
3. Freeze the curriculum
4. Give a foreign view of what is important
43. 43
Artwork by Qiu Ying 仇英 c.1540
Civil service examination candidates
wait for officials to post their marks
45. The harm done by examinations
45
Examinations
1. Kill long-term student motivation
2. Reinforce external motivation
3. Make education unjust for students
4. Waste time and energy
5. Focus on low order skills (next slides)
49. The harm done by desks
49
Desk layouts
1. Say who is in control – teacher centred
2. Limit the forms of motivation available
3. Levels the student experience
53. 53
1. Reinforces the idea the teacher is the authority
2. Undermines student confidence
3. Make us teach classes & not individuals
4. Limit our teaching methods (tutorials)
54.
55.
56.
57. Pedagogy for motivation
1. Be a creative thinker yourself
2. Do not teach English
Set up the conditions for thinking and encourage
the students to work in English
3. Projects based on the students’ interests
4. Ask students to keep a personal glossary
5. Reward, reward, reward ……
58. Curriculum for motivation
1. Enquiries / research in English
2. The safety poster
3. The nature walk
4. Teach an elder or a friend
5. Personal communications
- blog, Skype, email