激励学生的艺术技巧

教育中的“定位、定位、定位”就是“激励、激励、激励”，因为激励几乎是教师提高学生学习的最有意义的因素。

教师们常常强调激励学生的重要性，抱怨学生能够轻易记住没完没了的说唱歌曲，却记不住教师要求的简单的作业内容。

尽管很重要，令人惊奇的是，在网络上几乎找不到激励学生的建议。最有帮助的网站就是对激励的讨论。Barbara McCombs说：“教师在课堂上做的每一件事几乎对学生都有激励作用——无论是积极的还是消极的，它包括信息的陈述方式、教师使用活动的类型、师生互动的方式、给予学生选择和控制的次数、学生单独工作和小组工作的机会。学生对教师个人、教师的行为和自身对课堂的舒适度都会有所反应。”

根据调查发现，我们现在知道，激励与教师能够满足学生需求的程度有关：

l        让学生感到是他们在控制自己的学习

l        让学生感到能胜任学习中的事情

l        让学生感到自己在与他人合作

如何给予学生更多的管理权

管理他们的学习就意味着给予他们更多的学习目标选择、活动选择和课堂纪律及过程选择。但是，学生需要在决定他们的学习情况时起重大作用，但是知道这一点并不能简化教学任务，需要将学生希望学什么、什么时候学、如何学和在哪里学与法定教学内容及科目、课表和教室分配紧密联系起来。

幸运的是，研究发现，如果学生认同一个决定，他们就会对这个决定有一些所有权，所以，要让学生接受为规定课程努力的理由。那么，无论何时，只要有可能，就应该允许学生参与制定班级纪律和流程、设置学习目标、选择学习活动和任务，以及决定是进行小组工作还是独立工作。

另外，人们发现，当学生不能在合作学习实践中表现最好时，允许他们选择学习搭档可以提高他们的学习动力。这样，在其它教学情况下，教师必须不断衡量“做自己喜欢的教学决定”和“给学生适当的选择以激励他们”的利弊。

如何帮助学生，让他们感到能够胜任学习

通过让学生参与和响应涉及

l        生存

l        生活质量

l        解决问题，和/或

l        真实环境

的事情，给予能够挑战他们的信念、行为和想象的任务。

学生对课程的兴趣越大，与课程的个人联系越多，他们的学习动力就越大。在这方面，“从学校到工作”项目特别成功，但是，与从班级工作到未来工作相关的事情、生活质量，和/或生活技巧也应该在传统的课堂出现。如果我们难以发现班级工作与学生生活有关的具有说服力的例子，也许我们就要考虑修改我们的教学大纲了。

培养能力，“学习体验应该包括创造性思维和批判思维”，要求学生：

l        规定任务

l        设定目标

l        制定标准

l        搜集信息

l        在教授知识之前激励学生

l        生成额外的想法和问题

l        组织

l        分析

l        整合这些信息

如何帮助学生感觉到与他人合作

第三个因素：感觉与他人合作的需要曾经成功地应用于咨询规划、合作学习和小范围的同龄人关系、同龄人咨询和社区服务。无论学生是否参与这些项目，他们都需要 “一个充满“信任、尊重、关爱、关心及集体意识的氛围或文化”。由于师生互动作用很大，所以，即使一件单独的事情都可以决定学生对班级的感觉和他的表现。也许以下建议可以帮助你建立温暖舒适的环境：

l        在门口称呼他们的名字，与他们打招呼，进行眼神交流，对他们微笑。

l        利用积极的聆听技巧倾听学生的话。不要再聆听的过程中提出意见。

l        真诚，明确表达是同意还是不同意学生的观点，让学生知道你没有勉强他们。不要讽刺学生。

l        与学生就他们的纪律问题进行私人谈话，为了避免他们在同龄人面前出丑，可以在教室外与他们谈话。

l        在使用合作学习时，在教室走动，不时给他们一些鼓励。与学生进行眼神交流，给他们肯定的眼神。

l        将学生的照片放在公告板上，为了保护照片，可以在上面覆盖树脂玻璃。

l        在“文化事件”日程中为学生庆祝生日和成就，每次只要15分钟就足够了。将学生的生日放在数据库里，这样就可以在学生生日那天祝他们生日快乐。

l        偶尔带一些硬糖之类的点心，作为对全班学生取得进步的奖励。确定你的奖励是值得的，对学生进行积极的评价，例如：“你们真的做得很好，”和“你们想进步，也取得了进步。”

l        在每个班级都设置班干部，例如，让秘书记录缺勤学生的作业情况，让文化经历主席或设计主席对班级事务做计划。让学生决定工作时间和是否接受任命或投票。如果班干部在班级工作上花费的时间太多，可以将这些时间算作义务服务时间。

记住，激励学生的关键在于管理、学生的胜任感和与他人的关联感。

 

英文原文：

The Art and Craft of Motivating Students

Giving Students Control

By Melissa Kelly

The educational equivalent to "location, location, location," is "motivation, motivation, motivation," for motivation is probably the most significant factor educators can target in order to improve learning.

Teachers routinely attest to the importance of motivating students, lamenting how easily students memorize unending rap songs despite their needing a truckload of teaching tricks to remember directions for a simple assignment.

Considering its importance, surprisingly little advice about how to motivate students is available on the Internet. The most helpful site reviews motivational research. In it Barbara

McCombs states that "almost everything [teachers] do in the classroom has a motivational influence on students--either positive or negative. This includes the way information is presented, the kinds of activities teachers use, the ways teachers interact with students, the amount of choice and control given to students, and opportunities for students to work alone or in groups. Students react to who teachers are, what they do, and how comfortable they feel in the classroom." ²

Based on research findings, we now know that motivation depends on the extent to which teachers are able to satisfy students' needs:

l          to feel in control of their learning

l          to feel competent, and

l          to feel connected with others.

How to Give Students More Control

Being in control of their learning means having significant input into the selection of learning goals and activities and of classroom policies and procedures. Knowing that students need to have significant input into decisions about their learning situation does not, however, simplify the task of meshing what, when, how, and where students want to learn with mandated content and objectives, the school's schedule, and the teacher's room assignment.

Fortunately, research suggests that students feel some ownership of a decision if they agree with it, so getting students to accept the reasons some aspects of a course are not negotiable is probably a worthwhile endeavor. Then, whenever possible, students should be allowed to determine class rules and procedures, set learning goals, select learning activities and assignments, and decide whether to work in groups or independently.

In addition, while inconsistent with best practice in cooperative learning, allowing students to select learning partners has been shown to improve their motivation to learn. With this, as with other instructional issues, the teacher must continually weigh the benefits of making the "preferred" instructional decision against the motivational benefits of giving students choices among appropriate alternatives.

How to Help Students Feel Competent

Filling the need to be competent requires assignments that "cause students to challenge their beliefs, actions, and imagination by having them investigate and respond to issues relating to

l          survival,

l          quality of life,

l          problem solving, and/or

l          real products." ²

The more interesting and personally relevant lessons are, the more motivating they will be. School-to-work programs have been particularly successful in this area; however, the relevance of class work to future employment, quality of life, and/or life skills should be shown in traditional classes as well. If we have difficulty finding convincing examples of how class work has relevance to our students' lives, perhaps we should consider revamping our programs.

To foster competence, "learning experiences should involve "both creative and critical thinking...requiring students to:

l          define the task,

l          set goals,

l          establish criteria,

l          research and gather information,

l          activate prior knowledge,

l          generate additional ideas and questions,

l          organize,

l          analyze and

l          integrate all this information." (Farges, l993)²

How to Help Students Feel Connected

The third factor, the need to feel connected, has been successfully addressed in advisory programs, cooperative learning, and, on a smaller scale, peer mentoring, peer counseling, and community service. Whether or not students participate in these programs, they need a "climate or culture of trust, respect, caring, concern, and a sense of community with others." (Deci Ryan, 1991)². Since student/teacher interactions play such a crucial role that even a single event can determine how the student feels about a class and how he will perform (Caruthers) ¹ you may want to review some of the following suggestions for creating a warm and nurturing climate:

The third factor, the need to feel connected, has been successfully addressed in advisory programs, cooperative learning, and, on a smaller scale, peer mentoring, peer counseling, and community service. Whether or not students participate in these programs, they need a "climate or culture of trust, respect, caring, concern, and a sense of community with others." (Deci Ryan, 1991)². Since student/teacher interactions play such a crucial role that even a single event can determine how the student feels about a class and how he will perform (Caruthers) ¹ you may want to review some of the following suggestions for creating a warm and nurturing climate:

l          Greet students at the door using their first name. Make eye contact and smile.

l          Listen to students and show you are listening using active listening techniques. Avoid giving advice.

l          Be genuine, be clear in approval and disapproval, and let students know you don't carry a grudge . Avoid sarcasm.

l          Talk to students about their discipline problems privately, perhaps outside the classroom door so as not to embarrass them in front of peers.

l          While using cooperative learning, walk around the room giving students an occasional pat on the back. Catch their eyes and give an okay sign.

l          Take pictures of all students putting them on the bulletin board. You may want to protect them by putting them under Plexiglas.

l          Celebrate birthdays and accomplishments during a scheduled "cultural event." One per quarter is probably sufficient. Put birthdays on a database so you can wish students a happy birthday on their special day.

l          Occasionally bring in goodies, such as hard candy, to distribute to the whole class while complimenting them on their progress. Be sure it is genuinely deserved and use positive remarks such as, "You've been really working at this," and "You've been thinking and making progress."

l          Have class officers in each class such as a secretary to record assignments for absentees and a cultural experience chairman or social chairman to plan events. Let students decide the duration of the jobs and whether they will be filled by appointment or vote. Volunteer service hours can be given if officers spend a lot of time on the class job.

Remember the keys to motivating students are control, competence and connection.

文章来源：中考资源网