This document discusses several methods for promoting student effort in learning, including: 1. Enhancing students' self-belief in their ability to learn and overcome challenges. 2. Providing opportunities for students to work autonomously and with others to develop competence and intrinsic motivation. 3. Recognizing the central role of teachers in student engagement when they are approachable, well-prepared, and sensitive to student needs. It also discusses specific techniques like collaborative learning, where students work together to solve problems or create products, drawing on each other's skills, and co-operative learning, where students work in groups to achieve shared learning goals.

1. ONLINE ASSIGNMENT
TOPIC: HOW TO PROMOTE STUDENTS
EFFORTS IN LEARNING
ASHA B
REG.NO.16514300003
G.C.T.E,THYCAUD.

2. INTRODUCTION
It is important for us to remember that what students believe about learning and themselves as
learners plays a key role in determining their success as learners. Research evidence is very clear
on this issue. If a student believes that no matter what they do, they won’t succeed in a course,
even being in a course with a highly rated effective teacher does not change the effects of those
beliefs.
Because their beliefs matter so much, we must show students that their efforts do make a
difference and explain why we propose they use certain strategies. I don’t think we’re always as
diligent about this as we should be. A lot of times when we use a learning strategy, whether its
concept maps, a reading preparation assignment, or a think-pair-share activity, we don’t explain
to students why we’ve chosen this strategy. We don’t tell them that research has shown that
when students taking courses like theirs used this strategy, it improved their performance in the
course or it developed necessary learning skills like critical thinking and problem solving.
Most faculties don’t know as much as they should about learning, but most students know even
less. Even without that knowledge, students still have beliefs about their abilities as learners, and
those beliefs affect their motivation to learn and the success of their efforts. We can help students
by changing what they know about learning and by showing them how the strategies we propose
do help them learn.

3. WAYS TO PROMOTE STUDENT EFFORTS IN LEARNING
Several methods have been demonstrated to promote higher levels of student engagement.
Instructors can enhance student engagement by encouraging students to become more active
participants in their education through setting and achieving goals and by providing collaborative
opportunities for educational research, planning, teaching, evaluation, and decision-making.
Providing teachers with training on how to promote student autonomy was beneficial in
enhancing student engagement by providing students with a more autonomous environment,
rather than a controlling environment. Another method of promoting student engagement is
through the use of learning communities, a technique that has a group of students taking the
same classes together. By being part of a group taking the same classes, students show an
increase in academic performance and collaborative skills. Increasing student engagement is
especially important at the university level in increasing student persistence. It may also increase
students’ mastery of challenging material.
1. Enhance students’ self-belief — There is no agreement in the research literature as to what
motivates learners to engage, but the dominant view is that students engage when they act as
their own learning agents working to achieve goals meaningful to them. This means that what
students believe about themselves as learners is very important. They must believe they can
learn, including that they can overcome and learn from failure. Giving students some control
over learning processes helps develop this confidence and commitment to learning.
2. Enable students to work autonomously, enjoy learning relationships with others, and feel
they are competent to achieve their own objectives — When institutions provide opportunities
for students to learn both autonomously and with others, and to develop their sense of
competence, students are more likely to be motivated, to engage and succeed. Not unrelated to
the first recommendation, the focus here is on cultivating intrinsic motivation, which fosters the
self-determination that leads to engagement.

4. 3. Recognize that teaching and teachers are central to engagement — Much research places
teachers at the heart of engagement. For example, the teacher is perceived to be approachable,
well prepared, and sensitive to student needs, students are committed to work harder, get more
out of the session, and are more willing to express their opinion.
4. Create learning that is active, collaborative, and fosters learning relationships -- Active
learning in groups, peer relationships, and social skills are important in engaging learners.
5. Create educational experiences for students that are challenging and enriching and that
extend their academic abilities — Easy learning activities and assignments are not as effective
at engaging students as activities and assignments that challenge them. When students are
reflecting, questioning, conjecturing, evaluating, and making connections between ideas, they are
engaged. Teachers need to create rich educational experiences that challenge students’ ideas and
stretch them as far as they can go.
6. Ensure that institutional cultures are welcoming to students from diverse backgrounds
— To become engaged, students must feel they are accepted and affirmed. They must feel they
belong at an institution.
7. Invest in a variety of support services — Sometimes it seems as though students don’t take
advantage of support services like learning and advising centers, but a wide variety of research
findings confirms the importance of these support services. They are perceived as part of the
institutional culture, and students engage when that culture values and supports their efforts to
learn.
8. Adapt to changing student expectations — An institution should never be satisfied with
how it is promoting student engagement. As students change and new research evidence
emerges, institutional practices should be adjusted. Engagement cannot just be promoted, it must
also be maintained.
9. Enable students to become active citizens — What is needed is a democratic-critical
conception of engagement that goes beyond strategies, techniques, behaviours, and a conception
in which engagement is participatory, dialogic and leads not only to academic achievement but
to success as an active citizen.
10. Enable students to develop their social and cultural capital — This kind of capital derives
from a sense of belonging, from active relationships with others, and from knowing how things

5. work around the institution. It is especially essential for minority students who need to be
successful not only in the classroom but beyond it as well.
There are some other methods in our curriculum to promote student efforts in learning. Some of
the are collaborative learning, co-operative learning, interactive sessions, dealing with
heterogeneous groups, project work, work shop, seminar, symposia, debates, anchoring, event
management,etc.
1. COLLABORATIVE LEARNING
Collaborative learning is a situation in which two or more people learn or attempt to learn
something together. Unlike individual learning, people engaged in collaborative learning
capitalize on one another’s resources and skills (asking one another for information, evaluating
one another’s ideas, monitoring one another’s work, etc.). More specifically, collaborative
learning is based on the model that knowledge can be created within a population where
members actively interact by sharing experiences and take on asymmetry roles. Put
differently, collaborative learning refers to methodologies and environments in which learners
engage in a common task where each individual depends on and is accountable to each other.
These include both face-to-face conversations and computer discussions (online forums, chat
rooms, etc.). Methods for examining collaborative learning processes include conversation
analysis and statistical discourse analysis.
Collaborative learning is an educational approach to teaching and learning that involves groups
of students working together to solve a problem, complete a task, or create a product.
Collaborative learning is based on the idea that learning is a naturally social act in which the
participants talk among themselves. It is through the talk that learning occurs.
There are many approaches to collaborative learning.
1. Learning is an active process whereby students assimilate the information and relate this
new knowledge to a framework of prior knowledge.
2. Learning requires a challenge that opens the door for the learner to actively engage
his/her peers, and to process and synthesize information rather than simply memorize and
regurgitate it.
3. Learners benefit when exposed to diverse viewpoints from people with varied
backgrounds.
4. Learning flourishes in a social environment where conversation between learners takes
place. During this intellectual gymnastics, the learner creates a framework and meaning
to the discourse.
5. In the collaborative learning environment, the learners are challenged both socially and
emotionally as they listen to different perspectives, and are required to articulate and
defend their ideas. In so doing, the learners begin to create their own unique conceptual

6. frameworks and not rely solely on an expert's or a text's framework. Thus, in a
collaborative learning setting, learners have the opportunity to converse with peers,
present and defend ideas, exchange diverse beliefs, question other conceptual
frameworks, and are actively engaged.
Collaborative learning processes can be incorporated into a typical 50-minute class in a
variety of ways. Some require a thorough preparation, such as a long-term project, while
others require less preparation, such as posing a question during lecture and asking
students to discuss their ideas with their neighbors. In collaborative classrooms, the
lecturing/listening/note-taking process may not disappear entirely, but it lives alongside
other processes that are based in students' discussion and active work with the course
material. Regardless of the specific approach taken or how much of the ubiquitous
lecture-based course is replaced, the goal is the same: to shift learning from a teacher-
centered to a student-centered model.
2. CO-OPERATIVE LEARNING
Cooperative learning is a successful teaching strategy in which small teams, each with
students of different levels of ability, use a variety of learning activities to improve their
understanding of a subject. Cooperative Learning is an instructional strategy that simultaneously
addresses academic and social skill learning by students. It is an instructional strategy and has
been reported to be highly successful in the classroom because of its increasing need for
interdependence in all levels, providing students with the tools to effectively learn from each
other. Students work towards fulfilling academic and social skill goals that are clearly stated. It is
a team approach where the success of the group depends upon everyone pulling his or her
weight. Students receive training in small group social skills. Activities are structured with each
student having a specific role. The teacher observes, listens and intervenes in a group when
necessary. Students submit work at the end of class for evaluation. Students assess individual and
group performance.
Cooperative learning, which will be the primary focus of this workshop, is a specific kind of
collaborative learning. In cooperative learning, students work together in small groups on a
structured activity. They are individually accountable for their work, and the work of the group
as a whole is also assessed. Cooperative groups work face-to-face and learn to work as a team.
In small groups, students can share strengths and also develop their weaker skills. They develop
their interpersonal skills. They learn to deal with conflict. When cooperative groups are guided
by clear objectives, students engage in numerous activities that improve their understanding of
subjects explored.

7. In order to create an environment in which cooperative learning can take place, three things are
necessary. First, students need to feel safe, but also challenged. Second, groups need to be small
enough that everyone can contribute. Third, the task students’ work together on must be clearly
defined. The cooperative and collaborative learning techniques presented here should help make
this possible for teachers.
Also, in cooperative learning small groups provide a place where:
 learners actively participate;
 teachers become learners at times, and learners sometimes teach;
 respect is given to every member;
 projects and questions interest and challenge students;
 diversity is celebrated, and all contributions are valued;
 students learn skills for resolving conflicts when they arise;
 members draw upon their past experience and knowledge;
 goals are clearly identified and used as a guide;
 research tools such as Internet access are made available;
 Students are invested in their own learning.
3. INTERACTIVE SESSIONS
Interactive sessions are a way for students to engage with energy professionals and get hands-on
experience or pitch in their own innovative ideas, work in teams to solve critical problems and
learn new ways of communication!
Interactive sessions are designed to transfer the focus from teacher-based lectures to learner
centric participation. Interactive sessions engage and encourage the participant to be active in
their learning. They allow the learner to process new knowledge by connecting what they have
just learned to their existing knowledge base. The average adult attention span is approximately
20 minutes. However, allowing the brain to break from lecture by participating in experiential
learning extends concentration through practical application of new knowledge.
4. DEALING WITH HETEROGENEOUS GROUPS
Heterogeneous Groups are groups that include students with a wide variety of instructional
levels. Heterogeneous Groups stem from the education precept that a positive interdependence
can arise from students with varied learning levels working together and helping each other to
reach an instructional goal. Heterogeneous grouping is a type of distribution of students among
various classrooms of a certain grade within a school. In this method, children of approximately
the same age are placed in different classrooms in order to create a relatively even distribution of
students of different abilities as well as different educational and emotional needs. Gifted
children will be scattered throughout the various grade level classrooms, rather than all together
in one classroom.

8. Heterogeneous or nongraded education is the practice of teaching children of different ages and
ability levels together in the same classroom, without dividing them or the curriculum into steps
labeled by "grade" designations. The practice is also known by several other terms which
basically designate the same concept; ungraded education, multi-age grouping, mixed age
grouping, open education, vertical grouping and family grouping.
Multi aged grouping does away with grade levels, and combines younger and older students
together. Adherence to chronological age/grade groupings or ability groupings is disregarded.
Children progress at their own rates, making continuous progress rather than being "promoted"
to the next grade. This eliminates the necessity of retaining students and the stigma many low
performing children face. Usually students in this program keep the same teacher or team of
teachers for more than one year. Students move from group to group, classroom to classroom,
based on their individual needs and interests. School becomes a fluid environment, where
coursework may change weekly, even daily, depending on a student’s progress. The structure for
play and projects is more closely linked to real life in which children spontaneously group
themselves. Individuals are allowed to learn at their own pace in their own ways. The approach is
child-centered, with an emphasis on recognition and honoring of individual differences. The
approach to nongraded groupings encourages spontantey and better reflects naturalistic settings
such as family groupings.
Once we expand our definition on success, we come to the conclusion that research strongly
supports the positive effects of heterogeneous groupings of students because of its noticeable
effects on; attitude toward school, increase of self-concepts as learners, relationships with peers,
reduction of anxiety, and future aspirations. Students in a nongraded setting increased their
interactions with other students and their teachers. The increased interactions as a result of
pairing older/younger students were even noticeable in pre-school children. Leadership skills
increased in older children, prosocial behaviors increased while aggression among students
lessened. Unfortunately, the idea of grouping students heterogeneously is not without its’
criticisms. One concern voiced by teachers and parents of gifted students is that the advantages
of high-achieving students would be compromised. Parents criticize schools for not offering
separate enrichment classes. It is interesting to note that in most cases, parents’ criticisms are not
concerned with the quality of the curriculum, but rather with that fact that their children are no
longer singled out and treated differently. For the teacher, the increased time spent for lesson
preparation is also a drawback. Even though children interact better with others older and
younger than themselves, they often experience difficulties in making same sex/same age friends
since they do not have a pool of peers to draw from, as students in graded classrooms have.
The results of the studies mentioned here indicate that educators cannot assume that students
who are in multi-age classrooms will perform better academically, but they can safely conclude
that students probably will do no worse. Multi-age grouping can be an effective way of dealing
with different rates of development so that instruction is appropriate for all students, not just
those who happen to be on grade level. As we enter the new millennium, we must work even
harder to ensure that no student is left behind. Multi-age classrooms can help make this goal a
reality.

9. 5. PROJECT WORK
Too often we hear from middle school students that school is boring and that they cannot relate
to nor understand the material that is presented to them each day in class. To those of us who
teach and love our subjects, it seems incomprehensible that students are not passionate about
them. Rather than feel disheartened, we need to understand that we have before us both a
challenge and an opportunity. Project-based learning experiences will help us figure out how to
make learning come alive for our middle school students. Imagine what a classroom would look
and sound like when students are actively engaged in inquiry work, where they are reading,
talking, questioning, analyzing and creating products, in large groups, small groups,
independently – toward the goal of demonstrating their learning based on self-selected
compelling questions and topics. The purpose of project-based learning is to provide a structure
through which students can demonstrate mastery of a subject by creating, and presenting, a
research-based project that is driven by their own interest in a topic and allows them to work
within the same parameters as real researchers. While the projects can assess the students’
knowledge of content, concepts and skills and the level of depth and complexity to which
students have understood them, they also allow students to think deeply and analytically and to
question a topic which has particular resonance and meaning for them.
The use of project-based learning results in increased student engagement for several reasons.
First, students thrive when they have the opportunity to become experts with what some
researchers call “exportable knowledge.” Students who work on in-depth projects tend to learn
even more about the subject than they demonstrate within the confines of their final product.
They translate the information they discover to real knowledge and then share (or “export” into
conversations) with others. Second, projects usually present opportunities for authentic
investigations and presentations. There is a real reason for students to learn something and for
them to present their learning. Students identify real problems to pursue and they investigate
them through real-world sources of information (e.g., interviews, Internet sites, magazine
articles, primary sources). Because students are doing their own research, they find connections
to their own (real) interests. Third, learning is social. Projects lend themselves to students’
working and learning collaboratively. Students are highly motivated when they have frequent
opportunities to talk over ideas with their peers. Lastly, projects enable students to be active
learners. They take charge, question, make decisions, analyze, think critically, create, present –
they become independent thinkers. Nothing is more engaging to a middle scholar than that.
6. WORKSHOP
In education, a workshop is a brief intensive course, a seminar or a series of meetings
emphasizing interaction and exchange of information among a (usually small) number of
participants.
The workshop itself:

10. 1. Create a relaxed atmosphere for learning. If this is your first class, introduce yourself and
have the class get to know each other. Open yourself up to questions and suggestions.
2. Outline your objectives for the workshop. Explain to the class what you hope to accomplish
in the available time. Outline what is expected of them and the purpose behind all the tasks.
Provide a schedule setting benchmarks that they can aim for. Get feedback on where the class
stands and be prepared to make some changes to best meet the needs of the students.
3. Encourage active participation and allow for problem solving and/or skill acquisition. Involve
the group in all phases of the workshop. Invite questions, group discussion, and debate.
Encourage the students to learn from each other – if a problem is presented, allow the class to
offer their solutions rather than giving them the answer.
4. Provide relevant and practical information. Although active participation and interaction are
essential to a successful workshop, students must also feel that they have learned something.
Begin class with a mini-lecture setting the tone for the activities, covering the required
knowledge, and ensuring a common ground for all students.
5. Vary your activities and your style. Keep the workshops flowing at a pace that keeps
participants’ attention, leaving room for the group to slow down or speed up.
6. Summarize your workshop and request feedback from the class. Leave time at the end to
restate the learning objectives and what you hoped to achieve, synthesize the main points and tie
the activities in to concrete learning goals for the course. Ask students to summarize what they
have learned during the workshop and if they found the method helpful.
7.SEMINAR
The most important first step in planning a seminar programme is to ensure that activities
complement the lecture programme. In contrast to lectures, seminars offer good opportunities for
interaction between the tutor and students, and the key function of a seminar is to exploit these
opportunities. Tutors are able to diagnose students’ difficulties and present challenges that
should focus students’ efforts on the more critical ideas to understand and techniques to master.
Students are able to check their understanding and seek advice when they recognize that their
understanding is incomplete. Through these interactions, students should be able to deepen their
understanding, recognize the relevance of ideas introduced in the lecture and make connections
between ideas and evidence presented in different lectures. If a seminar begins to resemble a
mini-lecture, it has completely lost its way.
A seminar is a group meeting led by an expert that focuses on a specific topic or discipline, such
as business, job searches or a university field such as literature. Seminars typically take place

11. over the course of a few days and involve cooperative discussion, multiple speakers and
opportunities to share perspectives and issues related to the topic. Attending a seminar has
numerous benefits, including improving communication skills, gaining expert knowledge,
networking with others and renewing motivation and confidence.
8. SYMPOSIA
A symposium is a public meeting about a topic in which people give presentations. If your
knitting club holds a symposium, various knitters will give presentations about anything
having to do with knitting.
A symposium can be a one-time conference or a regular meeting, but it will probably include
some amount of discussion or public speeches on a particular subject. Many people who
attend symposiums will be part of the audience for many of the presentations, but during the
course of the event, give their own presentation or be part of a panel discussion.
9. DEBATES
The core of competitivehighschool debateistoexamine everyside of importantandcontroversial
issuesinanatmosphere of reasonedargumentandrespectful discourse.The enormouseffortthat
studentsputforthto succeedinthisintellectuallyexcitingactivityistrulyinspiring.Theydevotea
huge numberof hoursto research,discussion,case writing,andpracticingforcompetitions.They
spendcountlesseveningsandweekendsattournamentscompetingfortheirschoolsand
teammates.The benefitstheyaccrue asa resultof all their hard workare numerous.Here are justa
few:
Rigorous and Critical Thinking
Perhaps the most important skill debaters learn is the ability to think rigorously and critically.
A number of studies have reported that participation in debate increasing the critical thinking
of debate students. Debate participation promotes problem solving and innovative thinking,
and helps students to build links between words and ideas that make concepts more
meaningful. Debate students are taught to synthesize wide bodies of complex information,
and to exercise creativity and implement different ways of knowing. Learning to think well
has far reaching effects into every aspect of a student’s life.
Academic Skills

12. Many studies show marked improvement in a wide variety of academic skills as a result of
participation in competitive debate. Debate students excel in written and oral communication,
and greatly improve their reading comprehension (sometimes 25% more than their peers). 4
Students become comfortable with new concepts and unfamiliar language, and gain access to
a wide array of new information such as college-level philosophy, history, public policy and
current events.5 Perhaps most importantly, debaters become self-directed learners, allowing
them to take control of their education experience and continue to learn throughout their
lives.6 This makes competitive debate a particularly affective vehicle for gifted and talented
education.
Mental and Emotional Maturity
Debate requires students to engage serious subject matter in a mature and professional
environment. Debate students show more maturity in the face of adversity and tend to
develop stronger relationships with peers and mentors than the average student. Debate
teaches students to recognize how others think, which improves their ability to cooperate and
resolve conflicts. This makes debate one of the most successful vehicles for providing
affective education to at-risk students. Ultimately, debate increases students’ self-confidence
by helping to teach them the skills necessary to become competent adults.
Academic and Occupational Achievement
All of these skills ultimately lead debate students to notable academic achievement. Debate
students consistently receive impressive grades throughout high school and college. The
average debate team has a GPA of 3.75 (and it is often higher), and the average debate
student is in the top 10% of his or her high school class. Improvement in academic
performance is common to all debate students, regardless of their level of academic
achievement prior to joining the activity. Debate students also score better on the ACT and
SAT than their peers, and are consistently admitted to prestigious post-secondary institutions.
A stunning 98.58% of debate students attend college, and debate participation increases the
chances of being offered college scholarships. Many debate students go on to earn advanced
degrees. Beyond their academic careers, debaters tend to enjoy success in the world of work.
Many top corporate executives and high-ranking officials in all branches of government are
former high school debaters.Debate students tend to become leaders in their schools and
communities because they develop strong listening skills, tact, self-confidence, and often
take on strong leadership roles within their teams. Finally, debate students tend to be
politically active and have high levels of civic engagement. This is particularly true for
women and students of color, because debate skills help to break down traditional barriers to
civic engagement. All considered, it is not surprising that many students report that
participation in competitive debate was the most educational and rewarding aspect of their
high school careers.

13. 10. ANCHORING
Anchoring or focalism is a cognitive bias that describes the common human tendency to rely too
heavily on the first piece of information offered (the "anchor") when making decisions.
During decision making, anchoring occurs when individuals use an initial piece of information to
make subsequent judgments. Once an anchor is set, other judgments are made by adjusting away
from that anchor, and there is a bias toward interpreting other information around the anchor. For
example, the initial price offered for a used car sets the standard for the rest of the negotiations,
so that prices lower than the initial price seem more reasonable even if they are still higher than
what the car is really worth.
Anchoring is a technique used to manage emotional states in Neuro-Linguistic Programming. It
involves setting up an association with a desired mental state such as happiness or calm by
creating an anchor stimulus to that state. Anchoring is one of various NLP techniques which
have applications not only in terms of managing thinking and feeling but also as classroom
activities to support other learning aims.
Example
Hearing a song and remembering a sad experience, or smelling a particular food and recalling a
time in childhood, are both examples of anchors.
In the classroom
Anchoring can be used to reduce affective factors such as stress. Learners - and teachers in
stressful situations such as exams or observations - can be encouraged to make associations with
a previous, happier experience that they have created an anchor to.
11. EVENT MANAGEMENT
Event management is the application of project management to the creation and development of
large scale events such as festivals, conferences, ceremonies, formal parties, concerts,
or conventions. It involves studying the brand, identifying the target audience, devising the event
concept, planning the logistics and coordinating the technical aspects before actually launching
the event.
Event management is vital for the following purposes:

14. 1. Develops the theme of the Event: - The event management team develops the theme of the
event. The theme of the event should be linked to the purpose of the event. It should develop
team sprit or friendship between two clubs or states or nations. Therefore, the theme of the event
may be described as ‘The friendship Series’ or ‘The Good will Series’.
2. Provides Career Opportunities: - Event management Provides career opportunities. Apart
from event manager, there are several other job opportunities in the Event management such as:
1. Operation and Logistics managers.
2. Entertainment manager’s
3.Sponsorship managers.
4. Event coordinator
5.Event Designer
6.Security Coordinator, etc.
3. Develops leadership qualities: - Event management develops leadership qualities. To manage
an event, the managers require good leadership qualities to influence and motivate the
subordinates to work effectively in making the event more successful.
4. Develop Team sprit: - Event management helps to develops team spirit in the employees. The
success of the Event management largely depends upon the team effort. Therefore, there is need
for team work between managers and their subordinates, and between the various departments in
the organisation, so as to make the event more successful.
5. Enhances Corporate Image: -Proper Event management helps to develop corporate image of
an organisation. If the event is well managed, then there is a possibility of greater success.
6. Encourages Creativity: - Event management encourages and develops creativity in the
managers. Managers need to be dynamic or innovative in managing the event. The mangers have
to find out new and innovative ways in managing the event.
7. Ensures safety and security: - Event management team ensures safety and security of the
people during the event. The Event management team makes proper security and safety
arrangements. For instance, the event management team makes proper arrangement to deal with
the certain crisis such as occurrence of fire, failure of lighting or air conditioning, gas leaks, and
so on.

15. 8. Financial Management: -The Event management team may be responsible for the financial
management of the event. The event management team may be responsible for:
· Preparation of budget for the event.
· Determining break-even point
· Preparation of cash-flow analysis, and
. Preparation of profit and loss statement, etc.
CONCLUSION
Though they are still limited in scope, there are now a number of efforts to reshape the classroom
by altering the way academic support is provided, improving the usability of assessment and
feedback techniques, and restructuring patterns of student engagement in the curriculum and
classroom. Several of these deserve special attention, not only because of evidence that supports
their effectiveness, but also because of their capacity to reshape the nature of classroom learning,
and in turn enhance classroom success -- in particular, but not only, for those who enter college
academically underprepared. The best lessons, books, and materials in the world won’t get
students excited about learning and willing to work hard if they’re not motivated. Motivation,
both intrinsic and extrinsic, is a key factor in the success of students at all stages of their
education, and teachers can play a pivotal role in providing and encouraging that motivation in
their students. Of course that’s much easier said than done, as all students are motivated
differently and it takes time and a lot of effort to learn to get a classroom full of kids enthusiastic
about learning, working hard, and pushing themselves to excel. Even the most well-intentioned
and educated teachers sometimes lack the skills to keep kids on track, so whether you’re a new
teacher or an experienced one, try using these methods to motivate your students and to
encourage them to live up to their true potential