ENCOURAGING POSITIVE CLASSROOM ENGAGEMENT AND STUDENT MOTIVATION

HAYDEE D. AGUILAR

In my experience as a teacher, I’ve seen that student enthusiasm in the classroom hinges on multiple factors, including perceptions about the lesson’s usefulness, students’confidence and self-esteem and how patient they are.

Different students have different levels of motivation, and us, teachers, play a pivotal role by providing an open and friendly environment for learni ng.

So, how can we create a positive and friendly environment so the students become self-motivated to learn? For me, the first step is to become a role model for student interest. As teachers, we must deliver our presentations with energy and enthusiasm. As a display of our motivation, our passion motivates our students. Make the course personal, showing why you are interested in the material.

Furthermore, it is also important to get to know your students. You will be able to better tailor your instruction to the students’concerns and backgrounds, and your personal interest in them will inspire their personal loyalty to you. Display a strong interest in students’learning and a faith in their abilities.

Another integral step is to use a variety of student-active teaching activities. These activities directly engage students in the material and give them opportunities to achieve a level of mastery.

Also, in my experience, teaching by discovery is very effective. Students find as satisfying as reasoning through a problem and discovering the underlying principle on their own. Cooperative learning activities are particularly effective as they also provide positive social pressure. Along with this, we must then set realistic performance goals and help students achieve them by encouraging them to set their own reasonable goals. Design assignments that are appropriately challenging in view of the experience and aptitude of the cl ass.

Lastly, as educators, we must be free with praise and constructive in criticism. Negative comments should pertain to particular performances, not the performer. Offer nonjudgmental feedback on students’work, stress opportunities to improve, look for ways to stimulate advancement, and avoid dividing students into sheep and goats.

Indeed, our role as their second parent is to let them have as much control over their own education as possible. It is only us who will lead and guide them in the right way.

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The author is Teacher III at Cabetican Elementary School, Bacolor South District