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Submission Id: f5e9217c-5645-43d2-8b11-c5c7a671784d
46% SIMILARITY SCORE 21 CITATION ITEMS 15 GRAMMAR ISSUES 0 FEEDBACK COMMENT Int ernet Source 20% Inst it ut ion 26%
Arisleidy Green
motivation ppt.pptx
Summary 1424 Words
MOTIVATIONAL STRATEGIES
PROMOTING STUDENT SUCCESS AND ETHICAL EDUCATION
Arisleidy Green
Gcu- sec-505
Dr. alt hea walker
July 10, 2019
In ordinary experiences, it is generally recognized t hat mot ivat ion occupy a place
which is import ant in human learning.
Mot ivat ion is used as a st imulat ion means of a desire on t he learner’s part t o react t o
a sit uat ion or t o mast er t he subject mat t er (Ast ut i et al. 2016).
In adolescent learning, mot ivat ion denot es desires, drives, sat isfact ions or urges.
ROLE OF MOTIVATION IN ADOLESCENT LEARNING
Typical adolescent s st udent s can be mot ivat ed in a number of ways such as,
highlight ing t he posit ive. Your unmot ivat ed st udent has probably experienced failure
recent ly. Celebrat e t heir wins and help t hem see t he posit ives of t heir st udies:
increased vocabulary, more fluid speaking, increased reading abilit y, bet t er
pronunciat ion, leadership skills, grammar. Because fear isn’t an effect ive mot ivat or,
st udent s who worry about t he wrat h of t heir t eachers and parent s aren’t likely t o
t hrive. Support your most anxious st udent s and learn what has grown t heir anxiet y.
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CONTINUATION
Mot ivat ion t hus becomes effect ive in giving a ment al set t oward learning.
The learning effect iveness depends in t he part upon t he needs st rengt h and up on
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sat isfact ion brought about by learning.
Therefore, learning rat e depend on t he mot ive st rengt h t hus mot ivat ion becoming
t he heart of every learning process (Greiner et al. 2018).
The learning effect iveness depends in t he part upon t he needs st rengt h and up on
sat isfact ion brought about by learning. Adequat e mot ivat ion in adolescent learning
set in t he act ivit y mot ion result ing t o learning and also sust aining and direct ing it .
Adolescent learning must be mot ivat ed in a manner t hat t he lesson’s int erest t o be
learned is est ablished upon t he exist ing int erest of t he learner. Therefore, learning
rat e depend on t he mot ive st rengt h t hus mot ivat ion becoming t he heart of every
learning process.
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To have st udent s inspired and mot ivat ed, one should let t he st udent s know each
ot her at personal level which enables one t o predict t he st rat egies which might work.
Anot her st rat egies t o have st udent success promot ed t oget her wit h et hical
educat ion is t hrough growing a communit y of learners in a classroom (Shi et al. 2016).
A safe classroom environment is needed by st udent s where t hey are in a posit ion of
t aking t he risks and st ruggle.
STRATEGIES TO PROMOTE STUDENT SUCCESS AND ETHICAL EDUCATION
To promot e st udent success and also et hical educat ion one have t o develop
respect ful and meaningful relat ionship wit h t he st udent s. If we are going t o t ruly
inspire and mot ivat e all of our st udent s, we should know each of t hem on a personal
level. We need t o know t heir int erest s and hobbies, who t hey hang out wit h, t heir
family sit uat ions, and what get s t hem excit ed. Each st udent is going t o require
different mot ivat ional st rat egies, and we have t o know t hem t o be able t o predict
what st rat egies might work. A safe classroom environment is needed by st udent s
where t hey are in a posit ion of t aking t he risks and st ruggle.
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The ot her st rat egy is est ablishment of high expect at ions and also clear goals.
The support ing of st udent s when t hey st ruggle and high expect at ions are set allow
t hem t o rise and meet t he given expect at ions (Beshir et al. 2017).
Last ly, is t he st rat egy involving being inspirat ional.
CONTINUATION
Set t ing high expect at ions and support ing st udent s as t hey st ruggle allows learners
t o rise t o meet t hose expect at ions. When expect at ions are t ransparent , st udent s
know where t heir learning is headed and are mot ivat ed t o get t here because it seems
possible: t he pat h is visible. Working t owards daily, weekly, and yearly goals gives
st udent s a purpose and a meaning for t he hard work t hat t hey do.
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STRATEGIES THAT HELP MOTIVATE TYPICAL ADOLESCENT STUDENTS
Typical adolescent s st udent s can be mot ivat ed in a number of ways such as,
highlight ing t he posit ive.
Also, fost ering a classroom which is t hreat -free is a st rat egy which help mot ivat e
t ypical adolescent st udent s (Madikiza et al. 2018).
Fear is not an effect ive mot ivat or as learners who worry t he t eacher’s wrat h are not
likely t o t hrive.
Typical adolescent s st udent s can be mot ivat ed in a number of ways such as,
highlight ing t he posit ive. Your unmot ivat ed st udent has probably experienced failure
recent ly. Celebrat e t heir wins and help t hem see t he posit ives of t heir st udies:
increased vocabulary, more fluid speaking, increased reading abilit y, bet t er
pronunciat ion, leadership skills, grammar. Because fear isn’t an effect ive mot ivat or,
st udent s who worry about t he wrat h of t heir t eachers and parent s aren’t likely t o
t hrive. Support your most anxious st udent s and learn what has grown t heir anxiet y.
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Also, encouraging a friendly compet it ion is a st rat egy which can help mot ivat e t ypical
adolescent s st udent s.
Allowing choice where possible is also a st rat egy which help mot ivat e adolescent
st udent s as it provides more decision making opport unit ies (Waddingt on et al. 2017).
Last ly, giving responsibilit ies also serves as st rat egy of mot ivat ing t ypical adolescent
st udent s.
CONTINUATION
Also, encouraging a friendly compet it ion is a st rat egy which can help mot ivat e t ypical
adolescent s st udent s. When used well, compet it ion is a powerful mot ivat or. Use
games t o review vocabulary and grammar point s—but always encourage
light heart edness: t his will keep st udent s “wit h you for t he ride” and work t o keep t he
at mosphere posit ive. Whet her choosing bet ween complet ing a list ening or reading
act ivit y; select ing an assignment t opic, or which problems t o t ackle first , some
unmot ivat ed st udent s will dig int o t he chance t o own t heir class experience. Last ly,
giving responsibilit ies also serves as st rat egy of mot ivat ing t ypical adolescent
st udent s.
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Offering rewards is an example of a t echnique which help mot ivat e st udent s wit h
issues of st ruggling like t hose wit h learning disabilit y.
A st udent wit h learning disabilit y can be mot ivat ed t hrough giving praise earned.
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Encouragement is a form of mot ivat ion which works well as many crave for praise and
recognit ion (Nichols Hess et al. 2015).
SUPPORTING STRUGGLING STUDENTS
Offering rewards is an example of a t echnique which help mot ivat e st udent s wit h
issues of st ruggling like t hose wit h learning disabilit y. Everyone likes get t ing rewards,
and offering your st udent s t he chance t o earn t hem is an excellent source of
mot ivat ion. Things like pizza part ies, wat ching movies, or even somet hing as simple as
a st icker on a paper can make st udent s work harder and really aim t o
achieve. Encouragement is a form of mot ivat ion which works well as many crave for
praise and recognit ion.
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Padlet is among t he digit al t ools t hat can support t he mot ivat ion and learning of
st udent s.
It is a virt ual wall which st udent s can use it in t he expressing of t heir t hought s on t he
given t opic (Ast ashova et al. 2017).
Anot her digit al t ool able t o support mot ivat ion and learning is known as recap.
It is format ive assessment t ool which is video-based and allows a t eacher t o pose a
quest ions and t he st udent s expect ed t o respond wit h a video which is short by
recording on t heir phones t o provide feedback.
Zapt ion is also a digit al t ool which allow one t o t ake videos which are already-made
which help publish lessons which are int eract ive and one can t ract t he underst anding
of t he st udent
DIGITAL TOOLS AND RESOURCES TO SUPPORT LEARNING AND MOTIVATION
Pallet is a virt ual wall t hat st udent s use t o express t heir t hought s on a t opic. In
addit ion t o writ t en expression, you can embed audio and video and have st udent s
respond in t he form of a t hreaded discussion. Wit h password prot ect ion, you can use
different padlet s for different classes or groups of st udent s. Anot her digit al t ool able
t o support mot ivat ion and learning is known as recap. It is a video-based format ive
assessment t ool t hat allows you t o pose a quest ion, have st udent s respond wit h a
short video t hey've recorded on t heir cell phone, t hen provide t hem wit h feedback.
Zapt ion is also a digit al t ool which allow one t o t ake videos which are already-made
which help publish lessons which are int eract ive and one can t ract t he underst anding
of t he st udent .
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REFERENCES
Ast ashova, N. A., Bondyreva, S. K., & Malkina, O. V. (2017). St rat egic guidelines of t he
educat ional int eract ive environment as a basis t o develop t he axiosphere of a fut ure
t eacher. Journal of Fundament al and Applied Sciences, 9(7S), 1392-1418.
Ast ut i, S. P. (2016). Exploring mot ivat ional st rat egies of successful t eachers. Teflin
Journal, 27(1), 1-22.
Beshir, H. (2017). Assessing English Language Teachers’ Awareness and
Implement at ion of Mot ivat ional St rat egies in EFL Class: Chilalo and Tokuma High
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Schools in Oromia Region Arsi Zone in Focus, Et hiopia. Int ernat ional Journal of
Mult icult ural and Mult ireligious Underst anding, 5(3), 203-210.
Greiner, J. M. (2018). Mot ivat ional Programs and Product ivit y Improvement in Times of
Limit ed Resources. In Public Sect or Performance (pp. 175-196). Rout ledge.
Madikiza, N., Cekiso, M. P., Tshot sho, B. P., & Landa, N. (2018). Analysing English First
Addit ional Language t eachers' underst anding and implement at ion of reading
st rat egies. Reading & Writ ing, 9(1), 1-10.
Nichols Hess, A. (2015). Mot ivat ional design in informat ion lit eracy
inst ruct ion. Communicat ions in Informat ion Lit eracy, 9(1), 3.
Shi, L., & Crist ea, A. I. (2016, June). Mot ivat ional gamificat ion st rat egies root ed in self-
det erminat ion t heory for social adapt ive e-learning. In Int ernat ional Conference on
Int elligent Tut oring Syst ems (pp. 294-300). Springer, Cham.
Waddingt on, J. (2017). Teacher underst anding and implement at ion of mot ivat ional
st rat egies in ELT. ELT Journal, 72(2), 162-174.
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