Accountable Talk 

Accountability talks stimulate higher-order thinking—helping students to learn, reflect on their learning, and communicate their knowledge and understanding. I think by sitting down one-on-one with students and talking to them about their education helps the student to understand that you are working hard in order for them to succeed. 


COLLABORATION

 

AND

 

COOPERATIVE

 

LEARNING

 

GROUPS

 

 

 

 

 

 

 

 

Collaboration can be a strong motivator. Most pre- school children are highly cooperative and extremely willing to help their fellow classmates. Collaborative learning activities promote positive social interaction where students share ideas, initiate discussions, teach each other, and learn tolerance, patience, acceptance, and generosity 

It is important that every student knows and under- stand the rules of the classroom. Schools have policies and classrooms should as well. A teacher should not ask anything of a student that he or she would not ask of him- or herself. Be explicit about what constitutes the desired behavior. Consistently monitor compliance with classroom rules and intervene to correct inappropriate behavior 

 

 

USE CLEAR 

 

DIRECTIVES

 

  • For long-term projects, provide students with check- lists so they have a step-by-step list to follow and to check off as work is completed. Once students under- stand how your checklists work, ask them to create their own. 
  • Students also need to learn how to structure extensive content in order to be able to study it before a test. Teach them to note the main idea or objective, divide content into clusters or sequences, and take notes that support understanding  When a child learns good study skills and develops appropriate study habits, the basis for self-control and frustration tolerance are set 

 

Organizing Materials

 

and Assignments 

 

Set Learning

 

Goals 

To prepare students to learn efficiently, introduce activities by stating the learning goals and the bene ts that will result from engaging in the accompanying tasks. Then guide students in establishing their own long-term and short-term goals that will help them focus on what they need in order to achieve 

 

Conferencing and

 

Coaching One-on-One 

Meeting with students one-on-one is a proactive measure to prevent problems from occurring. These meetings should take place regularly and provide the teacher with opportunities to support praise, and motivate. Communication is a two-part process, so teachers have to employ effective listening skills, as well as speaking skills, in the exchange. 

Structure your activities as learning experiences rather than tests. Highly qualified teachers will judge the success of a class not by how well students learned but by how well students were taught. The ultimate goal for any teacher should be to help students master the objectives and skills of the subject being taught. The focus should be on mastery, not evaluation. If a student doesn’t understand the lesson, re-teach it in

a way that is more compatible with the child’s learn- ing style. 

Focus on Mastery 

Intrinsic motivation functions on the theory that students learn best when they have a choice in what they are learning and nd the material interesting. Intrinsic motivation can best be applied in the classroom by teachers helping students identify their long-term goals and building lessons to reach those goals. 

 

Capitalize on

 

Intrinsic Motivation 

Many teachers think “learning” and “fun” are mutually exclusive, but they don’t have to be. A little creativity can make drills and memorization tasks more enjoyable. Many students consider lessons to be fun when interaction is involved—with the teacher, other students, or materials. 
Active Learning 

As educators, teachers should be involved in a constant state of learning along with their students. Teachers do their students a great service by modeling their own curiosity and the satisfaction that comes with learning. Modeling means working through the steps by sharing your thoughts. This helps students to see how educated people think, act, solve problems, and respond to everyday life experiences 

 

Modeling Motivation