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motivating learners in the classroom ideas and strategies gavin reid paul chapman publishing[close]
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© gavin reid 2007 first published 2007 apart from any fair dealing for the purposes of research or private study or criticism or review as permitted under the copyright designs and patents act 1988 this publication may be reproduced stored or transmitted in any form or by any means only with the prior permission in writing of the publishers or in the case of reprographic reproduction in accordance with the terms of licences issued by the copyright licensing agency enquiries concerning reproduction outside those terms should be sent to the publishers paul chapman publishing a sage publications company 1 oliver s yard 55 city road london ec1y 1sp sage publications inc 2455 teller road thousand oaks california 91320 sage publications india pvt ltd b1/i1 mohan cooperative industrial area mathura road new delhi 110 044 sage publications asia-pacific pte ltd 33 pekin street #02-01 far east square singapore 048763 library of congress control number 2007928711 british library cataloguing in publication data a catalogue record for this book is available from the british library isbn 978-1-4129-3096-3 isbn 978-1-4129-3097-0 pbk typeset by pantek arts ltd maidstone kent printed in great britain by cromwell press ltd trowbridge wiltshire printed on paper from sustainable resources[close]
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contents acknowledgements about the author introduction how to use this book 1 the foundations of learning planning for learning g developing effective learning g developing independent learning g dependence and independence the role of the system g individual differences and diversity g the importance of theory g learning theory the zone of proximal development g ix x 1 2 4 2 motivation to learn 14 g motivation by task g motivation by reward g social motivation the influence of peer groups g motivation by feedback g motivation by achievement g the motivating environment g the motivated school g twenty four strategies for motivation self-knowledge the role of learning styles g managing learning styles in the classroom g the learning environment g models of learning styles g whole-school planning g self-knowledge the learning environment g classroom design g environmental preferences g 20 key factors in the learning environment memory recognise revise review recall and reflect g setting goals g tips for setting goals g organisation memory tips 26 3 4 38 5 45 g note taking g top ten 6 tasks and expectations g task development g structure g questions g reflection g learning style and task development g monitoring g assessment g expectations g using previous knowledge g success social and emotional factors g social learning g principles for developing social learning g emotional factors in learning g ascertaining readiness g preparing for learning developing emotions g emotional literacy and emotional intelligence g stress and learning g dealing with stress 58 7 73 v[close]
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contents 8 managing learning classroom management g top 20 key principles for classroom management g motivation and stimulation g questioning and responding g feedback g developing independence g behaviour management g classroom control g classroom organisation g individual education plans g additional and special needs g meeting the needs of all developing a core of common concerns g 89 9 the effective school g school climate g school ethos g school policies and the effective school g school management five signposts for effective school management g student autonomy reflection g key points 104 10 112 appendix useful resources g sources and support g sources of information g learning styles/thinking styles models g multiple intelligence g music g an overview of weblinks references index cd rom g 25 activities to try out g effective learning staff development powerpoint slide presentation 117 130 131 vi[close]
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cd rom the first section of the cd rom contains practical guidance on some of the key points from the book these will be found via a number of practical activities based on specific chapters of the book although most of the activities are based on specific chapters some of the more general strategies are based on the book as a whole wherever the cd rom icon appears the reader should go to the cd rom for an electronic version of the material the second part of the cd rom is a powerpoint presentation based on the book and can be contextualised for staff development activities section 1 activities activity 1 activity 2 activity 3 activity 4 activity 5 activity 6 activity 7 activity 8 activity 9 activity 10 activity 11 activity 12 activity 13 activity 14 activity 15 activity 16 activity 17 activity 18 activity 19 activity 20 activity 21 activity 22 activity 23 activity 24 activity 25 developing independence in learning based on chapter 1 student motivation checklist based on chapter 2 self-knowledge the role of learning styles based on chapter 3 the motivational environment based on chapter 4 the interactive observational styles index based on chapters 37 quick learning styles summary the learning environment an audit based on chapters 4 8 and 9 revision strategy 1 organisation based on chapter 5 revision strategy 2 mind mapping based on chapter 5 framework for background knowledge based on chapter 6 social learning preferences based on chapter 7 classroom management based on chapter 8 action plan for special needs school ethos checklist based on chapter 9 stress proofing the school based on chapter 9 stress proofing the teacher based on chapter 9 six steps to good time management personal stress audit stress proofing the student based on chapters 8 and 9 snapshot for learning reflection based on chapter 10 my personal learning profile plp 1 my personal learning plan plp 2 my supports my study plan vii[close]
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motivating learners in the classroom section 2 staff development powerpoint presentation contents i motivation ii learning styles iii learning environment iv memory v tasks and expectations vi social and emotional factors vii effective schools viii reflection the cd-rom content for this title is included at the end of this book viii[close]
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acknowledgements i wish to acknowledge a number of people and organisations that provided assistance with this book dr sionah lannen and colin lannen of the red rose school in st annes on sea lancashire uk for providing a model of effective practice fil came of learning works for practical examples of motivation and effective learning shannon green for assistance with the visual summaries at the end of each chapter and for reading and commenting on drafts and to both shannon green and corey zylestra at reach learning center in north vancouver canada for advice support and encouragement also to gad elbeheri of the ccet in kuwait for his insights into managing a motivating learning environment i also wish to acknowledge the appreciation and the interaction i have experienced with audiences i have spoken to all over the world i have presented talks and seminars to thousands of teachers school management professionals and parents in over 40 countries this interaction has done a great deal to shape my thinking it is always heartening for authors to receive positive responses from readers and i feel fortunate in this respect as it is these responses which have motivated and stimulated me into writing this book i hope it helps to fulfil the need among teachers to learn more about motivation and effective learning and to ensure that all students everywhere realise their potential to become effective and motivated learners dr gavin reid edinburgh scotland uk ix[close]
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about the author dr gavin reid is a prolific author and his work has won and been nominated for a number of educational awards he has written 18 books and has lectured to thousands of professionals and parents in 40 countries he has also had books published in polish italian arabic hebrew and slovak he is an experienced teacher author and educational psychologist he is currently a senior lecturer in educational studies at moray house school of education university of edinburgh a director of the red rose school in lancashire uk consultant psychologist at reach learning center in vancouver canada project consultant to the centre for child evaluation and teaching ccet in kuwait and a trainer and educational consultant for learning works international he is also an advisor to the board of the canadian academy of therapeutic tutors catt and on two editorial boards for international journals on dyslexia and on reading he has been external examiner to 14 universities world wide x[close]
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introduction this book is directed to all those concerned with the experience of learning and demonstrates how teachers in particular can make learning more efficient and effective for all students the key message of this book is that motivation is crucial for effective learning and this develops from an understanding of the learning process that process relates to the complete learning experience the learner s preferences the expectations placed on the learner the task the teaching process learning strategies the resources and the learning environment the role of management and school ethos are also considered in this book as school systems can have implications for motivation and effective learning this book is about learning and principally about helping teachers to help learners build a solid foundation for learning a foundation that will assist in the development of motivation and effective learning and promote learner independence the book is not a `pick and mix collection of ideas on learning but is about planning for learning developing the foundations for learning and learner autonomy the book lays the foundations for lifelong learning the foundations of learning the learning plans the emotional and cognitive factors and how learning is presented and assessed as well as the fundamental issue of motivation are all crucial elements of this book 1[close]
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how to use this book some key points are highlighted throughout the book ideas to try in the classroom that will allow the reader to have a complete matrix of the processes involved in independent and effective learning additionally the cd rom included with this book will provide many tried and tested strategies related to each of the chapters a visual overview is included at the end of each chapter this supplies a global and visual picture for visual learners the key points of a chapter can be found at the start of each chapter the key message of this book the cd rom attached to this book provides practical activities related to key points in each chapter of the book this is important as whilst the reader can contextualise each of the ideas in this book to their own practice it is important to receive some examples and guidance on how this might be achieved the key message of this book is encapsulated in the statement that learners need every opportunity to take responsibility for their own learning and that effective learning is not only an individual responsibility but a whole-school responsibility learning should be fun it should be social and interactive it is hoped that the messages contained in this book promote that fun in learning and encourage a climate of success amongst learners which importantly is shared between all the staff in all learning establishments an overview of the book the first chapter provides an outline and a rationale for the book in order to establish the importance of the foundations of learning and of the learning experience for developing effective learning chapter 2 focuses on motivation the simple reality is that effective learning will not take place if the learner does not want to learn quite often a teacher has to think of ways of motivating learners but learning is more effective if a learner can develop selfmotivation this is discussed further in chapter 2 chapter 3 highlights the importance of self-knowledge it is crucial that learners develop their own way of tackling problems certainly they will need guidance but a teacher s method of learning may not be the same as their students it is important to recognise diversity in learning and to acknowledge that no two learners will learn in the same way it is also important to recognise that there is no `right way to learn learning is very much an individual preference this chapter will examine different learning styles and show how learning styles and learning preferences can be used to develop effective learning skills there will also be a focus on the need for learning styles to be seen within a whole-school context 2[close]
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how to use this book chapter 4 looks at the learning environment it is important to recognise that the learning environment plays a crucial part in effective learning learners have to be aware of the impact different environments can have on their learning chapter 5 focuses on memory and looks at aspects of recalling revising reviewing and reflecting the emphasis will be on using information to enhance understanding this latter point understanding is crucial as this is the key to an efficient and effective memory chapter 6 looks at the type of tasks that can be developed to help learners and will provide examples of tasks for different types of learners some learners such as those with dyslexia or attention difficulties will require a highly structured task they will need a framework to follow if they do not have this they may miss the point of the task go off track and therefore will not display their full understanding of the task an important point to consider is that a structure can usually benefit all learners learning should be fun if you observe children in a nursery school the excitement and the enjoyment of learning are very obvious yet when you look at the same children ten years down the line they are quite different for many the excitement will have gone out of learning and they will often perceive learning in a stressful and disaffected manner the research indicates that learners function more effectively in a stress-free environment it is important therefore to consider the social and emotional aspects of learning and to ensure that learners benefit from rewarding and stress-free learning experiences this is the key theme of chapter 7 which focuses on preparing the `whole school emotionally for the learning experiences this can be done through emotional literacy programmes and through social leaning activities there will also be an emphasis on managing stress both organisational stress and individual stress in this chapter chapter 8 looks carefully at managing learning in the classroom situation this chapter will include suggestions for behaviour management the need to be proactive and the type of support that can be beneficial for students with additional needs this chapter will also suggest 20 key principles for classroom management this is followed by chapter 9 which highlights key aspects of an effective school this chapter takes a whole-school approach and looks at learning from this perspective the implication is that classroom learning will be more effective if the school itself is an effective school this is an institutional responsibility and this chapter will discuss the role of school climate school ethos and school management chapter 10 will provide some reflections on the key issues and strategies contained in the book this also emphasises the importance of reflection in learning the appendix will provide information on sources of support and further reading it is important that readers can contextualise the messages of this book for their own learning context and the last chapter on `reflection will encourage readers to translate some of these into their own teaching and learning situations 3[close]
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the foundations of learning 1 this chapter will describe some of the basic principles of learning and will provide a foundation for the book it will comment on i i the importance of developing independent learning the need to consider the whole child including the social and environmental aspects as well as cognitive factors the need to recognise individual differences amongst learners the importance for learners to develop their own learning strategies and to be able to adapt these to different learning situations a recognition of the diversity among learners in relation to cognitive differences and learning experiences the role of learning styles in the classroom the theoretical background underpinning learning strategies including the metacognitive aspects of learning and particularly based on the work of vygotsky and bruner iiiii planning for learning one of the most discouraging and disappointing comments teachers often hear from students is `i have been up every night for months studying and i still failed the exam this happens so often and teachers and of course parents immediately sympathise with the student and so they should there is nothing more demoralising than not obtaining a fair reward for your efforts and it is for that reason i have written this book its aim is to inform teachers on learning habits and strategies based on individual needs and preferences 4[close]
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