Tips to become an effective teacher

Copyright 2001 by Allyn and Bacon

Teaching for Academic Learning

Professor Bill Bauer

EDUC 202

Marietta College

Chapter 12


Reflection Questions

Think of a teacher that was particularly encouraging for you. What motivation strategies did that teacher employ?

Do you have any biases or behaviors that may send messages to students that they lack competence?

How will you monitor possible biases that you may have?


Strategies to Encourage Motivation and Thoughtful Learning


Organized classroom

Free from interruptions

Safe-to-fail environment

Challenging but reasonable work

Authentic, worthwhile tasks

Necessary Classroom Conditions


Critical Student Questions

Can I do it? Do I want to do it? What do I need to

do to succeed?


Building Confidence & Positive Expectations

Match tasks to student ability level Move in small steps Clear, specific, attainable learning goals Stress self-comparison Communicate that academic ability can be

improved Model good problem solving


Seeing the Value of Learning

Younger students: intrinsic/interest value Older students: utility value Attainment value: achievable Intrinsic value

Tie class activities to student interests Arouse curiosity Make learning fun Use novelty and familiarity


Seeing the Value of Learning: Instrumental

Explain connections Provide incentives

and rewards if needed Authentic tasks:

Ill-structured Real world problems


Staying Focused on the Task

Frequent opportunities to respond Have students create finished products Avoid heavy emphasis on grades and

competition Reduce task risk without oversimplifying

the task Model motivation to learn Teach particular learning tactics


Beginning Teachers & Motivation Approaches by Rank

Reward/punishment Attention-focusing Relevance Confidence-building

See Figure 11.5, Woolfolk, p. 425


Beginning Teachers’ Motivation Strategies

Reward/Punish

Build Confidence

Focus Attention

Relevance


Student Views of Motivation Know YOUR

students Expect developmental

differences Expect individual

differences Use TARGETT to

help meet the needs of YOUR students


Honest Enthusiasm Is Contagious

Western Michigan University Men’s Basketball Coach, 1975


Scenarios The next three slides

highlight three scenarios

based on real students.

Reflect on each scenario.

How will you apply the

principles of motivation

to help each student

succeed?


Heidi : 1st Grade

Very quiet: shy Will not speak out loud in class Will not maintain eye contact Poor reading skills Draws beautifully Writes poetry


Josh : 4th Grade

ADHD Child of divorce Monday depression Dad is ex-Marine drill sergeant 15% homework handed in Loves class discussions


Adam : Junior High

Low grades Physically big & athletic Vandalism with police record Interview: honest, intelligent, & witty Helpful with other students No homework handed in


Reflection Questions

What are ways of soliciting information about what motivates your students?

If several members of the French Club are in your math class, how could you tie their interests in French with your math content?

In your discipline, how will you connect content with real world, authentic tasks?


Summary

Motivation to Learn in School

On TARGETT for Learning

Teacher Expectations Strategies to Encourage Motivation and

Thoughtful Learning


Review Questions Define motivation to learn. What does TARGETT stand for? How do tasks affect motivation? What does it mean for students to

“negotiate a task”? What are the three kinds of task value? Distinguish between bounded and

unbounded choices.


Review Questions How can recognition undermine

motivation and a sense of self-efficacy? What determines whether a goal structure

is cooperative, competitive, or individualistic?

How does evaluative climate affect goal-setting?

What are some effects of time on motivation?


Review Questions What are some sources of teacher

expectations? What are the two kinds of expectation

effects and how do they happen? What are the different avenues for

communicating teacher expectations? What are four conditions that must exist in

a classroom before any motivational strategies can be successful?


Review Questions What else can teachers do to motivate

students? What are the most commonly used

motivational strategies of beginning teachers?

What can we learn from students about motivation?


End Chapter 11

Education

Tips to become an effective teacher