In the section, "Work with Interesting Content" (page 203), I agree that it is important to observe and watch for opportunities to incorporate interesting content. Students will be willing to participate and get involved when the lesson is related to their real life in some way or form. The book gives an example of a Langauge Arts curriculum standard, which in my opinion, is too complicated and boring for certain grade levels. Students want to learn about things that are interesting and fun, not boring and dull.
In order to gets the students attention it is important to present what is being taught in an interesting and motivating way. This can include the teacher being excited about reading a story related to the lesson or the teacher could have pictures or other artifacts in the classroom related to the lesson to get the students attention and get them motivated to want to learn more about the artifact.
It is also important that the teacher set high expectations. When the students see that their teacher wants them to do their best, then they are willing to go above and beyond to do their best and then some to "make their teacher proud". By doing this the teacher is letting her students know that she does care whether are not they are struggling or they do understand what she expects from them. If the studnets feel that their teacher is not concerned about their learning then they are less likely to participate in class activities or answering questions because they feel like unimportant.
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Hi Kathy, good post. I appreciate that you reference p. 203 and the notion of "Work with Interesting Content," something I fear we gloss over as teachers trying to cover standards effectively. You make a good point to balance those efforts. Also, you mention "high expectations," how do set these? What does it "look" like in a classroom? John
ReplyDeleteSetting expectations that are high, fair, and reachable is essential for students to feel successful. When setting expectations and providing motivation so students will want to reach those expectations, how could a teacher motivate a student to reach exceptations for one that seems to be giving up? Also, how could a teacher go about providing motivation outside of school, like in the home? This reminds me of how important teacher-parent realtionships really are. So much for us to think about even though motivation seems like such a simply task to achieve!
ReplyDeleteHow would you make something like learning about cells motivating and interesting to a student who hates science? In addition, how would you motivate a student who cannot read to want to read some type of literature such as McBeth by Shakespeare? How would you explain to this student that is important to read this particular peice of literature? I agree with you on the aspect of setting high standards; however, I am concerned that I may set the bar too high for some students and ultimately set them up for failure because they cannot reach my goal. One way I have thought about to not do this to a student is to let them be involved with setting goals, but in the end the teacher has the final say so.
ReplyDeleteI like how you talked about teachers setting high expectations for her/his students. When students feel that the teacher cares about them, they will try to do their best in school. The teacher may be the only positive and caring person the child sees during the day. It seems hard right now to think of ways that a teacher can always be motivating to her students, but I feel that we will learn as we go about teaching. How will you respond to the student that never responds to your positive motivation and caring? Will you keep trying to reach him/her or just decide that he/she is unteachable?
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