Lee Morganett
Social studies teachers are just as likely to experience student motivational problems as are teachers in other content areas. While it is not my purpose in this article to discuss the problems that lead to a lack of motivation, I would like to suggest a few of the reasons teachers may have more trouble now than before in motivating students.
One source of motivational problems stems from the problems in American society that are found in too many American families. Poverty, divorce, one-parent families, and dysfunctional families sometimes create situations that cause young people to focus their time and attention on dealing with personal problems rather than classroom subjects.
Another source of motivational problems may paradoxically stem from a success in the public school system. The effort to keep as many students as possible in school has been partially successful (Bracey 1991). This has resulted in students remaining in school who at one time would have either dropped out or have been removed. Although the goal of keeping as many students as possible in school is certainly worthy, it can lead to having more students in the classroom who lack a sense of direction and purpose, and hence a low level of motivation for learning.
The ten tips:
1. Get to know the students by name as quickly as possible.
Students will appreciate this. You may want to distribute an information sheet at the first class session. The sheet can ask students for their name, the name they prefer to be called by, where they live, interests or hobbies, a success experience, goals, places they have visited, part-time jobs held, etc.
2. Get to know some personal things about each student.
Using the survey described previously is one way to accomplish this. Another activity is to take advantage of the time at the beginning and end of class, after tests, before holidays, or after holidays just to talk with and listen to students. Ask students about their weekends, goals and aspirations, and opinions about local, national, and world events. What you talk about is probably less important than the fact that you were interested enough to ask and listen.
3. Conduct a values analysis discussion about some current event or topic.
In this activity, it is important that certain rules be followed. Make sure that when anyone is speaking, everyone listens to the speaker. Students may ask questions to help clarify what a student is saying, but they cannot challenge or disagree with the speaker. Other students can respond with their opinions and support it, but they cannot directly disagree with each other.
4. Provide positive comments when appropriate.
Sometimes we become so busy or frustrated by the problems that occur that we forget to notice and comment on the positive things students do. Teachers can recognize effort, cooperative behavior, and helping behavior. Positive comments can also be made about things like a new hair style, a shirt, a pair of shoes, or a good voice.
5. Be positive and enthusiastic when teaching.
Most students find it difficult to be motivated when the teacher is not. As we demonstrate our interest and joy in teaching, it shows that we enjoy being in the classroom and implies we enjoy being with the students. This should enhance teacher-student relationships.
6. Show students that you are not only interested in them but also that you care about them.
How can you do this? Take the time to talk individually with students. You could do this by setting a goal for talking individually with each student every week, or whatever is practical. You can ask about how they are doing with the content and skills in the course, or you may prefer to make the conversation a more personal one.
7. Avoid the use of threats and punishment.
If students do something that is disruptive, use a time-out procedure rather than punishment. After the time-out procedure has been used, be sure to sit down with students and talk with them. Practice active listening. That is, ask them how they feel about what occurred. Give them a chance to get out any frustrations and feelings.
8. Do not play favorites.
Some students are easy to like, while others are not. Yet we need to be sure that some students do not get special privileges and others harsher treatment because of our feelings toward them. When we have tasks or responsibilities to be carried out, be sure to give all students an opportunity to participate.
9. Create a supportive classroom environment.
Instead of having students compete with each other for grades, recognition, and/or success, have students work together cooperatively to carry out some task or project. In the evaluation process, base the grade on both individual and group achievement.ΕΎ
10. Create an environment where questions and answers-even wrong answers-are encouraged and valued.
Students learn more and participate more when they feel comfortable asking and answering questions. But students will not ask or answer questions if they think they will be embarrassed. Encourage and recognize students when they ask and answer questions.
These quick tips and techniques can be easily implemented by teachers in their classroom.
Teachers will learn new approaches or upgrade the existing ones, for easy bonding with students.
Students will recognize the teacher as a person of trust, which will be for them beneficial from the motivational aspect.
