Motivation FactorEssay Preview: Motivation FactorReport this essayChildren taking part in regular classroom discussions are quite similar to adults participating in business meetings. In both situations, if you have difficulty uncovering the relevance of the material as it applies to your situation, you will not care about it. If an adult cannot make the connections in a business meeting and does not care to impress coworkers and superiors, they are likely to tune it all out. If a student does not make the connection between knowing geometry and how it applies to their future, and they are not concerned with teacher praise, they will react in the same way as the adult.
Because we would rather our children are motivated by internal factors (the want to learn) rather than external factors (pleasing the teacher), we need to understand how to make the curriculum match the child. This can be quite easy. If a child wants to help build a bird house for the schools garden, they will happily sit through lessons on geometry if they understand how the lesson applies to the activity. If a given lesson covers a specific area of interest for a student, that student is likely to pay more attention and be motivated to learn.
The majority of children will develop their own preferences towards content areas as they proceed through school. This presents a great problem – what holds interest for one student, may turn off the next. Inherently, students have different backgrounds and enjoy different subjects and this definitely causes some discrepancies. Many children struggle to find the meaning in the content areas and may come to the conclusion that what they are learning is immaterial; therefore losing the intrinsic motivation.
How, then, do we teach a child who holds no intrinsic motivation for learning the subject? How do teachers force students to learn the material? All teachers know the answer to this question – tests. Giving a test only guarantees that the student will know the material the moment their pencil touches the paper (and even that is 50/50). There is no guarantee that the student will retain the information after they turn in their test. The key is giving the students a reason to learn other than the fact that the information is on standardized tests. We, as teachers, must find a way to connect our content areas to everyday situations, showing the students that what they are learning is not futile – its essential.
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[youtube=http://www.youtube.com/watch?v=1fFqV1SUb5Q&list=PLRv1y1-d6e0wP0iH8e_NgLJg4-k1e3Xjb&feature=youtu.be]
#8212;
*The reason for all this is that learning is not an easy task.
I have used my children in several classes, all at good teaching levels. All of the students did their best. Then, one day, a second person asked me “Why is he teaching your children at a lower level?” I was shocked to see this but there was a lesson where a teacher said they got to learn some basic concepts from the first person. I remember that when I had a second test, they knew some of the basic concepts from teachers, and the teacher knew something else. It wasn’t my role to teach this subject, but I certainly don’t recommend that teachers do what the teacher doesn’t.
However, we believe that teaching new experiences with children, learning to talk about a subject as in the classroom doesn’t require the ability to learn what one teacher wrote — as long as the teaching has a teaching background and the students are getting a good sense of what’s being taught, they should learn to learn the material. They have to be able to understand that lesson. It’s as difficult as telling a story, or writing a text book. And, in a lot of cases we are forced to use this time to teach the material before the teaching happens, so we need to give the students a solid reason where their material is coming from — that they are learning about it. We need to be able to teach a subject that doesn’t have the ’empowerment factor’ of an introductory class, the ’emotional learning factor’ of middle school, and that teaches what this children have been exposed to in everyday life.
The curriculum of the Class of 2016 will be available to download and sign at http://www.trulytheworld.com/en/courses/class/class-2016.html to learn about the new curriculum, resources, and ways for teachers to improve their own ability in classrooms.
The school must also be able to make this money by providing a grant that will fund the development and enhancement of new classroom resources, including new classroom writing skills and digital media. If this grant is awarded and the teacher is working for the federal government, they must provide for school-sponsored and private funding by March of this year. The federal funding level for the 2017 school year may not exceed $5,500.00. Funding will only be made available for: • the education of students of color; • the education of disadvantaged children and youth; • the education/community development of disadvantaged children; • improving and expanding schools; and, if no funding is available at school, • support for children of color living in, or who are physically dependent on, institutions of higher education. For more information, visit https://www.trulytheworld.com/en/courses-funding/truly-the-world-resources of the 2017 TOWAR funding tier level for school districts.
A portion of this grant will pay for up to $6,500 per year, with two sharebets to cover the remaining $4,000 of this money for FY 2018, if appropriations are approved.
Additional funds for the current academic year will also be used to support further research, teaching, and programming of children’s materials, to develop better materials for children engaged in learning online (under the TOWAR School Standards and Programs Initiative), and to provide funding to create a curriculum that will enhance kids’ learning. The TOWAR School Standards & Programs Initiative funds will also support further research that will improve the skills that kids are using to make meaningful informed decisions in school.
The school district that will be paying for TOWAR School Standards and Programs Initiative funding will have the responsibility to ensure that the curriculum was consistently maintained and consistently redesigned to meet the needs of students and to provide the school district with the best available resources for their needs, including online, classroom or written materials, as well as in-school writing skills and training. This program will help to ensure consistency in the curriculum for children and will help ensure that the school district provides a level playing field for all of its children and teachers.
In addition to the above, these funds will also be providing support to students of color in their elementary, middle and high schools, teaching and research projects, providing funding for public safety work, enhancing education for low income children, and assisting in research projects.
Students of color in elementary and middle school classrooms will also benefit from TOWAR School Standards and Programs Initiative funding, which will provide teachers with the tools and resources they need to better prepare their students for the challenges and opportunities of high school.
We’ve also launched two pilot projects for teachers to help with research and evaluation of teaching practices for children.
These partnerships are expected to accelerate progress in learning, including building more community support, and providing high-quality, quality teacher instruction, all within the framework of TOWAR School Standards and Programs Initiative funding and support.
Students of color in kindergarten through eighth grade classrooms in the district will have the opportunity to work with teachers with their child’s primary and secondary needs to help shape the future, while making our environment safer and more accessible for all. We’re looking forward
[youtube=http://www.youtube.com/watch?v=FmWv3QnV6iM&feature =youtu.be]
[youtube=http://www.youtube.com/watch?v=L2W8FZVzPr0&list=PLRv4y1-d6e0wP0iH8e_NgLJg4-k1e
[youtube=http://www.youtube.com/watch?v=b0W3Oq3dJcAA&list=PLRv4y1-d6e0wP0iH8e_NgLJg4-k1e3Xjb&feature=youtu.be]
[youtube=http://www.youtube.com/watch?v=1fFqV1SUb5Q&list=PLRv1y1-d6e0wP0iH8e_NgLJg4-k1e3Xjb&feature=youtu.be]
#8212;
*The reason for all this is that learning is not an easy task.
I have used my children in several classes, all at good teaching levels. All of the students did their best. Then, one day, a second person asked me “Why is he teaching your children at a lower level?” I was shocked to see this but there was a lesson where a teacher said they got to learn some basic concepts from the first person. I remember that when I had a second test, they knew some of the basic concepts from teachers, and the teacher knew something else. It wasn’t my role to teach this subject, but I certainly don’t recommend that teachers do what the teacher doesn’t.
However, we believe that teaching new experiences with children, learning to talk about a subject as in the classroom doesn’t require the ability to learn what one teacher wrote — as long as the teaching has a teaching background and the students are getting a good sense of what’s being taught, they should learn to learn the material. They have to be able to understand that lesson. It’s as difficult as telling a story, or writing a text book. And, in a lot of cases we are forced to use this time to teach the material before the teaching happens, so we need to give the students a solid reason where their material is coming from — that they are learning about it. We need to be able to teach a subject that doesn’t have the ’empowerment factor’ of an introductory class, the ’emotional learning factor’ of middle school, and that teaches what this children have been exposed to in everyday life.
The curriculum of the Class of 2016 will be available to download and sign at http://www.trulytheworld.com/en/courses/class/class-2016.html to learn about the new curriculum, resources, and ways for teachers to improve their own ability in classrooms.
The school must also be able to make this money by providing a grant that will fund the development and enhancement of new classroom resources, including new classroom writing skills and digital media. If this grant is awarded and the teacher is working for the federal government, they must provide for school-sponsored and private funding by March of this year. The federal funding level for the 2017 school year may not exceed $5,500.00. Funding will only be made available for: • the education of students of color; • the education of disadvantaged children and youth; • the education/community development of disadvantaged children; • improving and expanding schools; and, if no funding is available at school, • support for children of color living in, or who are physically dependent on, institutions of higher education. For more information, visit https://www.trulytheworld.com/en/courses-funding/truly-the-world-resources of the 2017 TOWAR funding tier level for school districts.
A portion of this grant will pay for up to $6,500 per year, with two sharebets to cover the remaining $4,000 of this money for FY 2018, if appropriations are approved.
Additional funds for the current academic year will also be used to support further research, teaching, and programming of children’s materials, to develop better materials for children engaged in learning online (under the TOWAR School Standards and Programs Initiative), and to provide funding to create a curriculum that will enhance kids’ learning. The TOWAR School Standards & Programs Initiative funds will also support further research that will improve the skills that kids are using to make meaningful informed decisions in school.
The school district that will be paying for TOWAR School Standards and Programs Initiative funding will have the responsibility to ensure that the curriculum was consistently maintained and consistently redesigned to meet the needs of students and to provide the school district with the best available resources for their needs, including online, classroom or written materials, as well as in-school writing skills and training. This program will help to ensure consistency in the curriculum for children and will help ensure that the school district provides a level playing field for all of its children and teachers.
In addition to the above, these funds will also be providing support to students of color in their elementary, middle and high schools, teaching and research projects, providing funding for public safety work, enhancing education for low income children, and assisting in research projects.
Students of color in elementary and middle school classrooms will also benefit from TOWAR School Standards and Programs Initiative funding, which will provide teachers with the tools and resources they need to better prepare their students for the challenges and opportunities of high school.
We’ve also launched two pilot projects for teachers to help with research and evaluation of teaching practices for children.
These partnerships are expected to accelerate progress in learning, including building more community support, and providing high-quality, quality teacher instruction, all within the framework of TOWAR School Standards and Programs Initiative funding and support.
Students of color in kindergarten through eighth grade classrooms in the district will have the opportunity to work with teachers with their child’s primary and secondary needs to help shape the future, while making our environment safer and more accessible for all. We’re looking forward
[youtube=http://www.youtube.com/watch?v=FmWv3QnV6iM&feature =youtu.be]
[youtube=http://www.youtube.com/watch?v=L2W8FZVzPr0&list=PLRv4y1-d6e0wP0iH8e_NgLJg4-k1e