Motivating Reluctant Motivating Reluctant Learners & Effective Learners & Effective

CommunicationCommunication

© Dr. Douglas Gosse, 2009© Dr. Douglas Gosse, 2009

douglasg@nipissingu.cadouglasg@nipissingu.ca

Faculty of Education, Methods Faculty of Education, Methods

Nipissing University, North Bay, ONNipissing University, North Bay, ON

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"You cannot teach people anything. "You cannot teach people anything.

You can only help them discover it You can only help them discover it within themselves."within themselves."

Galileo Galileo

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Why are students “Reluctant Why are students “Reluctant to Learn??”to Learn??”

Not interested in school at all?Not interested in school at all?Not interested in what you are Not interested in what you are

teaching?teaching?Other things on their mind?Other things on their mind?Not able to learn in the time-frame or Not able to learn in the time-frame or

manner of presentation?manner of presentation?

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SEVEN Motivating SEVEN Motivating Techniques will followTechniques will follow

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#1: #1: The first five minutes are crucial – Present a The first five minutes are crucial – Present a Challenge – Use a HOOK or Introduction ActivityChallenge – Use a HOOK or Introduction Activity

Get the students involved as soon as they enter the Get the students involved as soon as they enter the classclass

Use meaningful subject-oriented activities or get right Use meaningful subject-oriented activities or get right into lessoninto lesson

Avoid letting them sit and chat while taking attendanceAvoid letting them sit and chat while taking attendance By engaging students right away will be easier to keep By engaging students right away will be easier to keep

them focused for the lesson.them focused for the lesson. Great care must be taken to select the challenge or Great care must be taken to select the challenge or

hook hook Hook must be short and not complex Hook must be short and not complex Hook leads into the lesson, must not detract from Hook leads into the lesson, must not detract from

lessonlesson Hook must be within students’ abilityHook must be within students’ ability

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#2: #2: Don’t forget the last five Don’t forget the last five minutesminutes

Have something planned.Have something planned.Consolidation activity, HW.Consolidation activity, HW.Keep their interest rather than idle Keep their interest rather than idle

chat.chat.

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#3: #3: Use Use Games/Puzzles/CartoonsGames/Puzzles/Cartoons

Puzzles, games, Jeopardy, etc.Puzzles, games, Jeopardy, etc.Brief and SimpleBrief and SimpleUse cartoon as a hook or on a Use cartoon as a hook or on a

worksheetworksheet

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#4: #4: Recognize that the student needs to feel a sense Recognize that the student needs to feel a sense

of belongingof belonging Hook the student; set up special responsibilitiesHook the student; set up special responsibilities Student-centered class – choices Student-centered class – choices student-initiated activitiesstudent-initiated activities Set up peer-tutors, buddiesSet up peer-tutors, buddies Encourage participationEncourage participation Be available for extra-help Be available for extra-help

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#5: #5: Recognize that the student is employing coping Recognize that the student is employing coping

strategies to protect him/herself.strategies to protect him/herself.

Avoid confrontation Avoid confrontation Focus on identifying learning gapsFocus on identifying learning gapsShow interest, encourage the student Show interest, encourage the student

to feel competentto feel competentGive one-on-one feedbackGive one-on-one feedbackConcentrate on strengthsConcentrate on strengthsHelp the student to see cause/effect Help the student to see cause/effect

relationships relationships

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#6: #6: Emphasize and Emphasize and Encourage EffortEncourage Effort

Give a reason for effortGive a reason for effort Allow the 3 R’s – redo, retake, reviseAllow the 3 R’s – redo, retake, revise Separate effort from achievementSeparate effort from achievement Encourage each student to improve one thing Encourage each student to improve one thing

each dayeach day Ask for small things firstAsk for small things first Develop plans in writing Develop plans in writing

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#6: Creating Hope#6: Creating Hope

Show how achievement benefitsShow how achievement benefits Create challenges that can be masteredCreate challenges that can be mastered Help students develop goalsHelp students develop goals Help them to get organizedHelp them to get organized Focus on successFocus on success Focus on the learning processFocus on the learning process Make homework a bonusMake homework a bonus Encourage/support positive affirmations Encourage/support positive affirmations

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Hope & CommunityHope & Community

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#7: Involve #7: Involve Guardians/ParentsGuardians/Parents

PhonePhone EmailEmail Face to faceFace to face HelpersHelpers DonatorsDonators Resources/expertsResources/experts Guest speakers Guest speakers Coaches, tutors, volunteersCoaches, tutors, volunteers

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Motivating StudentsMotivating Students

(a) Write a reflexive paragraph on possible ways (a) Write a reflexive paragraph on possible ways you might actively involve guardians/parents in you might actively involve guardians/parents in your pedagogy. Use examples and analogies. (b) your pedagogy. Use examples and analogies. (b) Accordingly, revise your newsletter to incorporate Accordingly, revise your newsletter to incorporate some aspect of your altered philosophy. Be some aspect of your altered philosophy. Be prepared to share both. prepared to share both.

Refer to what you consider to be a successful Refer to what you consider to be a successful lesson from your last practicum. Revise the ‘Pre-lesson from your last practicum. Revise the ‘Pre-assessment of learners’ section to include more assessment of learners’ section to include more details/strategies on accommodations for (a) a details/strategies on accommodations for (a) a student or students who may lack motivation or student or students who may lack motivation or (b) have a literacy or numeracy problem. (b) have a literacy or numeracy problem.