International Studies in Sociology of Education , 20 2 , — Australian Journal of Teacher Education , 39 6. Member Login Sign up for unlimited access to our ebooklets, resources, tools and more. Children who are motivated to learn generally attend school regularly, do better academically and display pro-social classroom behaviour.
Unfortunately, up to 20 per cent of students in any year are described as disengaged. Trajectories of classroom behaviour and academic … Continue reading Many do not catch up academically in later years. Trajectories of classroom behaviour and academic … Continue reading Unmotivated children tend to opt out, do the bare minimum required and can be difficult to teach.
Motivation in the classroom Teachers tend to attribute unproductive classroom behaviour to the student and non-school related factors home life, socio-economic, cultural, religious, health, trauma or personal relationships. Contemporary Educational … Continue reading E xtrinsic external motivation , is best described as when the student is driven to do something to gain an external reward, for example, good grades, praise, stars, prizes, entry into scholarship or accelerated programs.
Accordingly, an extrinsically motivated student is very conscious of relevance. Intrinsic internal motivation , is being used when the student is driven to do something because it is interesting or rewarding to them. It is driven by internal wishes or desires. Intrinsic motivation is underpinned by the following four psychological needs that combine to motivate individuals to behave in ways that help them learn and grow.
Extrinsic motivation , however, is not necessarily a bad thing. However, extrinsic rewards are most effective when used: for short periods of time [8] Ryan, R. Contemporary Educational … Continue reading with routine, everyday tasks — they may be detrimental in tasks involving creativity or higher-order thinking [9] Ryan, R.
Contemporary Educational … Continue reading such as reasoning and problem solving to stop a problematic behaviour quickly to help provide simple rewards or consequences. Contemporary Educational … Continue reading Why children might be disengaged or lack motivation at school? Poor sense of autonomy having some control Lacks agency or ownership of content being taught or types of learning activities engaged in Perceives an excessive or unreasonable workload Is subject to major stressors — caused by issues at school, home, or with friendships Is anxious — afraid to make mistakes, suffers from perfectionism, or other anxiety disorders Experiences sadness or depression Feels major discomfort — tired, hungry, cold, hot, or unwell.
When to seek further assistance Everyone experiences periods when they do not feel motivated. Strategies to support the child who is disengaged and lacks motivation There are several preliminary strategies you can do such as talking to previous teachers and parents about the child, reviewing attendance data, and continuing to build your own capacity as a teacher.
Structure your lessons to increase engagement Set a clear consistent routine in your lessons to create predictability and reduce the cognitive load on the child.
Refer to a daily displayed timetable to help students understand the flow of the day, and ensuring there is something to look forward to.
Students will be more engaged if they can see how the learning is relevant to them, how it incorporates or builds on something they have already learned, or how it is a higher skill they need to learn.
Assist students to list supports or strategies they can use if they need assistance, and demonstrate confidence that each child can meet expectations related to their personal best. This is helpful for all students, particularly those with learning difficulties, those who are anxious, or coping with significant issues in their lives, or those who are not getting enough sleep. More children play video games today. Reading is rarely thought of as an exciting activity.
Is it possible for parents to foster engaged or unengaged reading? Indeed, yes. A parent's perspective on engaging their child affects reading engagement.
For example, if a parent respects reading as an experience, their child will become more engaged. In addition, if a parent focuses too much on reading as a task, it could cause the child to become unengaged.
Three long term benefits of reading include; 1. Unlike goals and outcomes that are oriented toward the future, intentions are rooted in the present moment, offering ways to think differently today. By inviting attentiveness through clearly stated intentions, students and teachers have the chance to reflect, feel, adapt, and be the kind of readers who make time and space to read in a world filled with distractions.
It is through daily practice that intentions are realized. Each intention begins with a script that a teacher might use to activate mindfulness practices into children's reading lives. I know myself as a reader, and I do my best, sharpest reading and thinking about books in the morning. I even read a few pages in bed to wake up my brain in the morning.
Before I open up a good book, I take a big breath and focus to get into a compelling story. When will you make time to read, and how do you get your mind ready?
Setting aside intentional time for immersive reading each day during literacy block signals its importance to children. This means treating immersive reading time as a sacred priority not to be skipped or shoved aside. Quality of time, not quantity, is what counts. Time can be bracketed intentionally for children, so it's not just "— a. In the classroom , time for reading can be used intentionally in a variety of ways. First, scheduling: we all have a time of day when we do our best reading. For example, children's "peaks" and "slumps" fluctuate predictably during the day according to their circadian rhythms.
Knowing this is key to knowing our students as readers-writers-thinkers. In his book When: The Scientific Secrets of Perfect Timing , Daniel Pink suggests that being intentional about beginnings and endings is important to segmenting time meaningfully.
Put immersive reading in the morning—during the peak—when most children's minds are sharper. Intentional beginnings might also mean starting with a quiet pause to focus on the one thing to accomplish now: getting deep into a book. At the close of immersive reading, include meaningful endings: integrate reflection, a silent pause, and time to place a bookmark, and children will be more likely to jump right in next time.
Readers, every day I'm going to spend time sharing a book that really touches my heart … making me joyful, sad, or a combination of feelings. While I'm reading, I want you to pay attention to words and sentences that spark feelings for you. That is often a clue that you should pay extra attention, because books that make us feel are often books that are teaching us something important.
Emotions are key to immersive reading. Mindfulness teaches the importance of paying attention to the range of emotions that wash over us, with distance and nonjudgement that is often not associated with experiencing emotions Cameron, By being present with, but not captive to, the emotions that situations, interactions, and a range of texts evoke, young people are able to metacognitively make sense of how particular situations and texts might trigger moments of growth, new understandings, and richer, fuller lives.
In the classroom , create a virtual or physical "wall of joy," a space to capture sentences and words that students encounter in texts that bring them aesthetic or intellectual pleasure. Find ways to integrate socioemotional curriculum into your literacy block. For example, if you are teaching about how to manage feelings of anger productively, have students share moments in books that have sparked a sense of injustice or anger for them.
Help them make sense of how anger might be productive rather than destructive. What might it teach them? When they feel sad, what kinds of books are they drawn to? Readers, look at our classroom library: books are surrounding us on all sides, they're hugging us. This spot really inspires me to read, so I'm going to choose this spot for my reading time. Where are some other places that inspire you to slow down and give reading your full attention? Where are some places you can think of where you might snuggle up with a book at home?
While immersive reading might happen anywhere, creating an environment that engages the senses to slow down is important—sensory-based and place-based memories are the "stickiest. Model assessing good-fit reading spots at the start of the year.
Invite children to identify places outside of school they'll plan to read and share examples of children successfully creating their own reading spots, like under a table at home, under a tree in the yard, or in the children's section at the local library. In the classroom , consider integrating rituals for the physical environment—sound, lighting, scent, and where-to-sit—that signal, this is our reading time.
Ring a chime or breathe in and out slowly to start and close slow reading time, dim the lights or invest in alternative lighting, click on a small oil diffuser with lavender or peppermint scent—all are options for stepping into an immersive reading mind-set. Sitting up straight at a desk isn't always the best option for focus: Allow children to select and stick to a reading spot around the room or school! Add a reading tent, loft, or cave cardboard box and rotate rights to rest inside with a book, pillow, and lantern.
I love getting book recommendations from my sister: we text each other titles all the time. Today she recommended Hunger Games. I picked up the whole series from the library so we can read together!
You can share books like that, too. Who are some friends you know who you can rely on for great book recommendations or discussions? There is often a sense of wanting—no, needing—to talk with another person about a book, article, or recipe. Reading is both intensely personal and fundamentally social as we work through books collaboratively in book clubs, email message boards, and even chat back and forth in text messages.
Similarly, classrooms need to provide students with opportunities both to explore texts on their own and to talk about those experiences. In the classroom , create opportunities for students to talk about books with their peers and adults. Set students up with skills to engage with others around text, both informally—in a book club, for instance—and more formally. Students should be equipped to write about their reading, and to share their likes, dislikes, and wonderings about books.
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