Motivation and Encouragement
Motivation
Always consider the diversity in your classroom and incorporate a wide variety of instructional methods to make lessons engaging and interesting (i.e. small group work, pairs, teacher-led, student-centred, movement, visual aids etc.).
For lower Primary students ensure lessons are broken into small 'chunks', with a maximum of 8-10 minutes of instruction before moving to the next activity or location. (Whittle, 2011). Designing engaging lessons that cater to a variety of learning styles and personalities is a good way to ensure the student group remains motivated.
Students also need to relate what is being taught to their own lives in some way – and to see classroom tasks and activities as worthwhile and relevant.
'Try to make all tasks purposeful - no matter how small. For example, when working through guided reading exercises, ask the students a question and ask them to find the answer in the text. In this way they are reading for a purpose'. (Whittle, 2011)
Encouraging the individual and the class
Stage and Quiroz’s meta-analysis (1997) as cited in Marzano (2003) shows the importance of a balance between teacher actions that provide clear consequences for unacceptable behaviour and actions that recognise and reward acceptable behaviour.
Fair treatment of all students not only reinforces the classroom rules and behavioural expectations; it also helps encourage students who are making the right choices and motivates others to rise to the occasion. Many teachers use a system of rewards for good work and behaviour. Here are some examples of effective reward structures:
Student ‘passports’ - with stamps given as students achieve learning outcomes, behavioural outcomes or observe the school rules. A benefit of this approach is that it’s simple and can be adapted to reward each student based upon their own unique achievements. Once students achieve 10 stamps in their ‘passport’ they can choose a prize, e.g. stationery, special pens, stickers and the like.(Whittle, 2011)
Note: It is important to check the school policy on the use of ‘food’ rewards. I believe it is best to avoid ‘food’ rewards as it may inadvertently encourage unhealthy eating habits.
Positive/encouraging comments – directed toward those individuals who are seen to be following school or classroom rules, achieving learning outcomes or exhibiting desired behaviour. Benefits include motivating the student and others to also achieve. Provides a way to recognise even the smallest of improvements, e.g. ‘David, that’s really neat writing’ or ‘Phoenix you are being a really good listener today’.
Rewards and Recognition - noticing small achievements each day and making positive comments can help maintain interest and motivation. Two successful strategies are classroom 'Buzz Awards' (Buderim Mountain State School) and 'Beastie Vouchers' (Matthew Flinder's Anglican College). These awards are given out on a daily basis to students who display positive characteristics relating to the class rules, e.g. being a learner or being helpful. The awards go into a weekly/fortnighly prize draw - presented at school assembly. The more awards you have received during the week, the more opportunity you have to receive a prize. They appear to be very motivating!
Class Feedback, Circle Time or Class Meetings – the teacher can acknowledge and share the good work of students with the rest of the class. This provides students with reward and recognition and reinforces desired behaviour and outcomes. Disadvantages – some students don’t like public praise (upper primary),, could de-motivate others who feel they can’t compete or achieve the same result. Benefits – praise can be individualised so that all students receive praise for ‘personal bests’ not just those who are academically inclined; and verbal sharing further reinforces teacher expectations, e.g. ‘Jayden you have greatly improved your writing from last week and I can see that you have used our editing chart’.
Class Meetings and 'Circle Time' can be used to address classroom issues like bullying. (Rogers 2006; Woolfolk 2007).
Quiet, personal feedback given in a one-on-one meeting. Everyone likes to feel they are valued, important and special. Making an effort to sit quietly and give students positive personal feedback on a weekly or fortnightly basis is a great way to build the student-teacher relationship and encourage the student to continue with positive behaviours. Choose a time when you are working one-on-one, (e.g. completing a Running Record) and take the opportunity to reward and recognise student effort and achievements (e.g. a special sticker works wonders!)
When encouraging the whole class to work well, focus on the positives, e.g. 'you are all working so quietly at the moment - what excellent learners!'
Always consider the diversity in your classroom and incorporate a wide variety of instructional methods to make lessons engaging and interesting (i.e. small group work, pairs, teacher-led, student-centred, movement, visual aids etc.).
For lower Primary students ensure lessons are broken into small 'chunks', with a maximum of 8-10 minutes of instruction before moving to the next activity or location. (Whittle, 2011). Designing engaging lessons that cater to a variety of learning styles and personalities is a good way to ensure the student group remains motivated.
Students also need to relate what is being taught to their own lives in some way – and to see classroom tasks and activities as worthwhile and relevant.
'Try to make all tasks purposeful - no matter how small. For example, when working through guided reading exercises, ask the students a question and ask them to find the answer in the text. In this way they are reading for a purpose'. (Whittle, 2011)
Encouraging the individual and the class
Stage and Quiroz’s meta-analysis (1997) as cited in Marzano (2003) shows the importance of a balance between teacher actions that provide clear consequences for unacceptable behaviour and actions that recognise and reward acceptable behaviour.
Fair treatment of all students not only reinforces the classroom rules and behavioural expectations; it also helps encourage students who are making the right choices and motivates others to rise to the occasion. Many teachers use a system of rewards for good work and behaviour. Here are some examples of effective reward structures:
Student ‘passports’ - with stamps given as students achieve learning outcomes, behavioural outcomes or observe the school rules. A benefit of this approach is that it’s simple and can be adapted to reward each student based upon their own unique achievements. Once students achieve 10 stamps in their ‘passport’ they can choose a prize, e.g. stationery, special pens, stickers and the like.(Whittle, 2011)
Note: It is important to check the school policy on the use of ‘food’ rewards. I believe it is best to avoid ‘food’ rewards as it may inadvertently encourage unhealthy eating habits.
Positive/encouraging comments – directed toward those individuals who are seen to be following school or classroom rules, achieving learning outcomes or exhibiting desired behaviour. Benefits include motivating the student and others to also achieve. Provides a way to recognise even the smallest of improvements, e.g. ‘David, that’s really neat writing’ or ‘Phoenix you are being a really good listener today’.
Rewards and Recognition - noticing small achievements each day and making positive comments can help maintain interest and motivation. Two successful strategies are classroom 'Buzz Awards' (Buderim Mountain State School) and 'Beastie Vouchers' (Matthew Flinder's Anglican College). These awards are given out on a daily basis to students who display positive characteristics relating to the class rules, e.g. being a learner or being helpful. The awards go into a weekly/fortnighly prize draw - presented at school assembly. The more awards you have received during the week, the more opportunity you have to receive a prize. They appear to be very motivating!
Class Feedback, Circle Time or Class Meetings – the teacher can acknowledge and share the good work of students with the rest of the class. This provides students with reward and recognition and reinforces desired behaviour and outcomes. Disadvantages – some students don’t like public praise (upper primary),, could de-motivate others who feel they can’t compete or achieve the same result. Benefits – praise can be individualised so that all students receive praise for ‘personal bests’ not just those who are academically inclined; and verbal sharing further reinforces teacher expectations, e.g. ‘Jayden you have greatly improved your writing from last week and I can see that you have used our editing chart’.
Class Meetings and 'Circle Time' can be used to address classroom issues like bullying. (Rogers 2006; Woolfolk 2007).
Quiet, personal feedback given in a one-on-one meeting. Everyone likes to feel they are valued, important and special. Making an effort to sit quietly and give students positive personal feedback on a weekly or fortnightly basis is a great way to build the student-teacher relationship and encourage the student to continue with positive behaviours. Choose a time when you are working one-on-one, (e.g. completing a Running Record) and take the opportunity to reward and recognise student effort and achievements (e.g. a special sticker works wonders!)
When encouraging the whole class to work well, focus on the positives, e.g. 'you are all working so quietly at the moment - what excellent learners!'
