The Effects of Teacher-Student Relationships:
Lack of motivation is perhaps the biggest obstacle faced by teachers, counselors, school administrators, and parents. Behavioral problems in the classroom often, or always, seem to be linked to the Motivation to learn teacher student relationship of motivation.
Ruth Peters states that, "academic achievement is more a product of appropriate placement of priorities and responsible behavior than it is of intelligence. Intrinsic Motivation The main idea of motivation is to capture the child's attention and curiosity and channel their energy towards learning.
Intrinsic motivation is motivation from within the student Lumsden. The material is interesting, challenging and rewarding, and the student receives some kind of satisfaction from learning. I have one such student. She is a senior at my high school.
She never misses a homework, is always using her dictionary when a word comes up she doesn't know, and as a result of these kinds of habits she always does well on her tests. One time I just checked to see if the students had their homework done or not, and after class she asked me if she had any mistakes on her homework or not.
She prefers tasks that are moderately challenging. She demands more effort from herself and has a need for deep understanding. To have an intrinsically motivated student is the goal of all motivational development. Extrinsic Motivation An extrinsically motivated student studies and learns for other reasons.
Such a student performs in order to receive a reward, like graduating or passing a test or getting a new shirt from mom, or to avoid a penalty like a failing grade Lumsden.
She is a very good student, and actually shows signs of being intrinsically motivated, but in general she is inclined to put forth the minimal effort necessary to get the maximal reward.
When I give an assignment in class, she often tries to chat with her friends or fails to get started, but if I say this will be taken up and graded, she is often the first one finished. Her intrinsic motivation shows when the material is of great interest to her, or something she feels strongly about.
Also, if I can get her curious about something, without her being distracted, she works hard at it. She performs well, as with many of my students who are extrinsically motivated, if I give her a task where she has control, the task is very clear, and she is involved in the dynamics of the class.
It seems that when intrinsic motivation is low or absent, extrinsic motivation must be used. Although extrinsic motivation can, and should, be used with intrinsically motivated students, too. If students aren't given a reward or credit for their efforts, and no feedback is given to the student, then most students' intrinsic motivation would begin to decrease.
Becoming Intrinsically Motivated There are many ways teachers can help their students become intrinsically motivated. Krashen writes of a mild level of anxiety, or "low affective filter" in the classroom and in the whole learning environment Cerny.
A student will find it difficult to perform in a stressful environment. Proper Instruction Proper classroom explanation is needed by the teacher, so the students can well understand what is expected of them Harris.
In the ESL classroom this is more apt to create anxiety because the explanations are given in another language that takes even more effort by the students to comprehend than their own language. A well-planned lesson is essential.
The teacher must be creative and flexible. Depending on the nature of the class and the students' levels, the dynamics of the class must be appropriate.
I teach a first year high school class of 12 boys who are very energetic.The Relationship between Teacher and Student Kenya. Abstract- This study determined the relationship between teacher and student motivation and academic performance of students in secondary schools of Bungoma County.
The purpose of this study was to investigate the influence of teacher and student motivation on teaching and learning in sub. “The quality of the teacher–student relationship is the single most important factor to consider when rethinking classroom management.”.
The Effects of Teacher-Student Relationships: Social and Academic Outcomes of Low-Income Middle and High School Students In addition to positive teacher-student relationships, students’ motivation to learn is another factor that influences social and academic outcomes. Although there is extensive research on the positive effects of.
focuses on the importance of young children’s motivation to learn in their academic and social competencies, the effects of the quality of teacher-student relationships on their motivation to learn, and the implications for students who exhibit poor motivation in the early years at school.
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determine immediacy's relationship to student motivation and their combined impact on learning outcomes. This study focused on the possible relationship of teacher immediacy and student motivation to cognitive and affective learning outcomes. Threats can facilitate student motivation to learn.
Using threats only.