Motivating Reluctant Learners & Effective Communication © Dr. Douglas Gosse, 2009 Faculty of Education, Methods Nipissing University, North Bay, ON

2 "You cannot teach people anything. You can only help them discover it within themselves." Galileo

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4 Why are students “Reluctant to Learn??” Not interested in school at all? Not interested in school at all? Not interested in what you are teaching? Not interested in what you are teaching? Other things on their mind? Other things on their mind? Not able to learn in the time-frame or manner of presentation? Not able to learn in the time-frame or manner of presentation?

5 SEVEN Motivating Techniques will follow

6 #1: The first five minutes are crucial – Present a Challenge – Use a HOOK or Introduction Activity  Get the students involved as soon as they enter the class  Use meaningful subject-oriented activities or get right into lesson  Avoid letting them sit and chat while taking attendance  By engaging students right away will be easier to keep them focused for the lesson.  Great care must be taken to select the challenge or hook  Hook must be short and not complex  Hook leads into the lesson, must not detract from lesson  Hook must be within students’ ability

7 #2: Don’t forget the last five minutes Have something planned. Have something planned. Consolidation activity, HW. Consolidation activity, HW. Keep their interest rather than idle chat. Keep their interest rather than idle chat.

8 #3: Use Games/Puzzles/Cartoons Puzzles, games, Jeopardy, etc. Puzzles, games, Jeopardy, etc. Brief and Simple Brief and Simple Use cartoon as a hook or on a worksheet Use cartoon as a hook or on a worksheet

9 #4: Recognize that the student needs to feel a sense of belonging  Hook the student; set up special responsibilities  Student-centered class – choices  student-initiated activities  Set up peer-tutors, buddies  Encourage participation  Be available for extra-help

10 #5: Recognize that the student is employing coping strategies to protect him/herself. Avoid confrontation Avoid confrontation Focus on identifying learning gaps Focus on identifying learning gaps Show interest, encourage the student to feel competent Show interest, encourage the student to feel competent Give one-on-one feedback Give one-on-one feedback Concentrate on strengths Concentrate on strengths Help the student to see cause/effect relationships Help the student to see cause/effect relationships

11 #6: Emphasize and Encourage Effort Give a reason for effort Give a reason for effort Allow the 3 R’s – redo, retake, revise Allow the 3 R’s – redo, retake, revise Separate effort from achievement Separate effort from achievement Encourage each student to improve one thing each day Encourage each student to improve one thing each day Ask for small things first Ask for small things first Develop plans in writing Develop plans in writing

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13 #6: Creating Hope Show how achievement benefits Show how achievement benefits Create challenges that can be mastered Create challenges that can be mastered Help students develop goals Help students develop goals Help them to get organized Help them to get organized Focus on success Focus on success Focus on the learning process Focus on the learning process Make homework a bonus Make homework a bonus Encourage/support positive affirmations Encourage/support positive affirmations

14 Hope & Community

15 #7: Involve Guardians/Parents Phone Phone Face to face Face to face Helpers Helpers Donators Donators Resources/experts Resources/experts Guest speakers Guest speakers Coaches, tutors, volunteers Coaches, tutors, volunteers

16 Motivating Students (a) Write a reflexive paragraph on possible ways you might actively involve guardians/parents in your pedagogy. Use examples and analogies. (b) Accordingly, revise your newsletter to incorporate some aspect of your altered philosophy. Be prepared to share both. (a) Write a reflexive paragraph on possible ways you might actively involve guardians/parents in your pedagogy. Use examples and analogies. (b) Accordingly, revise your newsletter to incorporate some aspect of your altered philosophy. Be prepared to share both. Refer to what you consider to be a successful lesson from your last practicum. Revise the ‘Pre-assessment of learners’ section to include more details/strategies on accommodations for (a) a student or students who may lack motivation or (b) have a literacy or numeracy problem. Refer to what you consider to be a successful lesson from your last practicum. Revise the ‘Pre-assessment of learners’ section to include more details/strategies on accommodations for (a) a student or students who may lack motivation or (b) have a literacy or numeracy problem.