الموضوع: Motivation in the Classroom
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قديم 08-11-2010, 10:57 PM
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تاريخ التسجيل: Aug 2010
الدولة: "بـ قلـب بـوابة العـرب"
المشاركات: 6,442
افتراضي Motivation in the Classroom

relates to your goals, you will not care about that thing
If an adult cannot see the relevance of the material covered
in a meeting, and has no desire to score political points, he will
tune out or drop out. If a child does not understand how
knowing the elements of the periodic table will help to address
the concerns of his life, and he is not particularly interested in
pleasing the teacher, he will do the same

Because we do not want our children to be motivated solely
by a desire to please the teacher, what we need to address is
how to make the content of the curriculum fit into the concerns
of the child. Sometimes, this is easy. The child who wants to
design a roof for the family doghouse will gladly sit through
a lesson on the Pythagorean theorem if he understands
that the lesson will teach him how to calculate the dimensions of the
roof he needs. If a piece of content addresses a particular concern
of a student, or even a general area of interest, that student will not tune it out

Most children, as they work through their years of school do, in fact
find areas of study they genuinely enjoy. But these areas are different
for different people. The general problem of matching individual interests
to fixed curricula is one that is impossible to solve. People obviously
have different backgrounds, beliefs, and goals. What is relevant for
one will not be relevant to another. Of course, we can force something
to be relevant to students--we can put it on the test. But this only
makes it have the appearance of significance, it does not make it interesting

Some children decide not to play the game this system offers. Instead,
they continue to search for ways in which what is taught makes sense
in their day-to-day lives, becoming frustrated as they realize that much
of what is covered is irrelevant to them. If children are unwilling
to believe that their own questions do not matter, then they can
easily conclude that it is the material covered in class that does not matter

What is left, then, if the content has no intrinsic value to a student?
Any teacher knows the answer to this question. Tests. Grades.
When students don't care about what they are learning, tests and
grades force them to learn what they don't care about knowing
Of course, students can win this game in the long run by instantly
forgetting the material they crammed into their heads the night

before the test. Unfortunately, this happens nearly every time
What is the point of a system that teaches students to temporarily
memorize facts? The only facts that stay are the ones we were
forced to memorize again and again, and those we were not forced
to memorize at all but that we learned because we truly needed to
know them, because we were motivated to know them. Motivation
can be induced artificially, but its effects then are temporary
There is no substitute for the real thing

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