Student motivation is the main condition for successful learning. Presentation for teachers and psychologists motivation for learning activities of schoolchildren Presentation on the topic motivation for learning for a psychologist

Educational and cognitive motivation for younger schoolchildren is their active approach to learning, the realization of the desire to study well. In order for a child to have a strong internal motivation “I want to study well”, it is necessary that everyone say to himself: “I can do it! I'll get it!"

Download:

Preview:

To use the preview of presentations, create a Google account (account) and sign in: https://accounts.google.com

Slides captions:

Learning motivation as an indicator of the quality of education of younger schoolchildren Completed by: primary school teacher of the secondary school with. Spring of Kostrikin E.I.

Motivation is an internal psychological characteristic of a person, which finds expression in external manifestations, in relation to a person to the world around him, various types of activity.

The educational and cognitive motivation of younger students is their active approach to learning, the realization of the desire to study well. In order for a child to have a strong internal motivation “I want to study well”, it is necessary that everyone say to himself: “I can do it! I'll get it!"

The doctrine has a number of motives of various properties. All motives can be divided into the following groups: - educational-cognitive (interest in knowledge, cognitive need, curiosity, etc.) - directly motivating (brightness, novelty, entertainment, fear of punishment, etc.) and responsibility, etc.)

The key to success in teaching younger students is the presence of sustainable educational motivation and cognitive activity. The teacher must carry a life-affirming beginning, joy and success!

the formation of learning motives is the creation of such conditions under which internal motivations (motives, goals, emotions) for learning will appear; awareness of them by the student and further self-development by him of his motivational sphere.

An important role in stimulating cognitive interest is played by a positive psychological atmosphere of the lesson, ensuring humane relations between the teacher and the student, choosing a democratic style of pedagogical interaction: accepting your students regardless of their academic success, the predominance of motivation, encouragement, understanding and support. Psychological stroking of students: greeting, showing attention to as many children as possible - with a glance, a smile, a nod.

forms of stimulating the cognitive activity of students, the formation of learning motivation, didactic games and exercises; personality-oriented approach in training and education; extracurricular activities in subjects; creative work of students in various subjects; conducting subject Olympiads; the use of various pedagogical technologies (problem-based learning, game forms, developmental tasks, etc.); integration of learning (conducting integrated lessons)

The conditions under which an interest in learning arises and develops, i.e. internal motivation of educational activity: 1. Understanding the need, importance, expediency of studying this subject as a whole and its individual sections. 2. The organization of training, in which the student is involved in the process of independent search and "discovery" of new knowledge, solves problems of a problematic nature.

3. Educational work, like any other, is interesting when it is diverse. Monotonous information and monotonous ways of acting quickly cause boredom. 4. Connection of new material with previously acquired knowledge, with life 5. Situation of success

Puzzles

Reception "Fantastic Supplement". Students are invited to imagine themselves as a twig, with the help of which the frog traveled from V. M. Garshin's fairy tale "The Traveling Frog", and try to retell this story from the position of a twig.

illustrations

The development of learning motivation is a long, painstaking and purposeful process.

“We can't do great things. We can only do small things, but with great Love.” Mother Teresa This idea should become the guiding star of every teacher in solving the issues of motivating the teaching of a younger student, cultivating interest and love for learning.

slide 1

slide 2

Motivation is an internal psychological characteristic of a person, which finds expression in external manifestations, in relation to a person to the world around him, various types of activity. *

slide 3

Activity without a motive or with a weak motive is either not carried out at all, or it turns out to be extremely unstable. How the student feels in a certain situation depends on the amount of effort that he makes in his studies. Therefore, it is important that the entire learning process evokes in the child an intense and inner motivation for knowledge, intense mental work. *

slide 4

Educational activity is such an activity that turns the child on himself, requires reflection, an assessment of "what I was" and "what I have become." *

slide 5

MOTIVES educational and cognitive social positional to be useful to society the desire to fulfill one’s duty understanding the need to learn a sense of responsibility mastering new knowledge interest in the methods of independent acquisition of knowledge self-improvement of methods for obtaining knowledge rational organization of one’s own educational work a certain position in relations with others to influence other students, to dominate in a team self-affirmation earn authority *

slide 6

Educational and cognitive motives are directly embedded in the learning activity itself and are associated with the content and process of learning, with the mastery, first of all, of the method of activity. They are found in cognitive interests, the desire to overcome difficulties in the process of cognition, to show intellectual activity. The development of the motives of this group depends on the level of cognitive need with which the child comes to school, and on the level of content and organization of the educational process. *

Slide 7

The broad social motives of younger schoolchildren look like the motives of self-improvement (to be cultural, developed) and self-determination (after school, continue to study or work, choosing a profession). The fact that the child is aware of the social significance of learning creates personal readiness for school and positive expectations for it as a result of social attitudes. These motives act as understandable and are associated with distant, delayed goals. Adjoining them are the motives of duty and responsibility, which at first are not realized by children, but actually act in the form of conscientious fulfillment of the teacher's tasks, the desire to meet all his requirements. However, these motives are not inherent in all children, which is associated with 1) an inaccurate understanding of responsibility and irresponsibility at this age and 2) an uncritical attitude towards oneself and often an overestimated self-esteem. *

Slide 8

Narrow motives (positional) act in the form of a desire to get a good mark at any cost, to earn the praise of a teacher or the approval of parents, to avoid punishment, to receive a reward (well-being motives) or in the form of a desire to stand out among peers, to occupy a certain position in the class (prestigious motives). *

Slide 9

slide 10

MOTIVES internal external independent cognitive work in helping adults Interest in the process of activity interest in the result of activity the desire for self-development the development of any of their qualities, abilities is carried out by virtue of duty in order to achieve a certain position among peers due to pressure from relatives, teachers *

Motivation

Slides: 40 Words: 1602 Sounds: 0 Effects: 0

Physiology of higher nervous activity. The biological role of motivations and emotions. Homeostasis. Needs. unconditioned reflexes. Motivation triggers the implementation of an instinctive program of behavior. ancient mechanism. Types of motivations. Emotions are the most important reinforcing factor. unconditional incentives. Emotions. Need-information approach. Individual typological features of the subject. Functions of emotions. Emotions are closely related to cognitive processes. Physiological study of motivations and emotions. Methods of physiological study of motivations. Scheme of experience. Areas of "reward". - Motivation.ppt

Life values

Slides: 33 Words: 1525 Sounds: 0 Effects: 0

Motivation and self-perception. Personality, values ​​and lifestyles. The content of the lecture. demographic analysis. Brand identity is the consumer's interpretation of the characteristics of different brands. Key concepts. A motive is a persistent impulse that directs an individual's behavior to achieve a specific goal. Motivational conflict is the satisfaction of one need at the expense of another. Self-control is the ability to change one's behavior in accordance with social expectations. Personality and behavior theory of personality. Superego - social and personal norms, serves as an ethical constraint on behavior. The ego (I) is the product of the hedonistic demands of the id and the moral prohibitions of the superego. - Values ​​of life.ppt

Maslow's pyramid

Slides: 18 Words: 1411 Sounds: 0 Effects: 0

Abraham Maslow. Maslow's pyramid. Needs are universal. People have many different needs. Hunger, thirst, sex drive. physiological needs. The need for security. The need for belonging and love. Need for recognition. The need for self-actualization. Needs. Needs for (personal) growth. Hierarchy of needs. Pyramid. - Maslow's Pyramid.ppt

Theories of motivation

Slides: 13 Words: 571 Sounds: 0 Effects: 1

Introduction to the theory of motivation. Need. Value. Reward. Motive. Satisfaction or dissatisfaction. Motivation is an internal process that leads to behavior aimed at satisfying a need. Behavior. Theories of motivation. Process theories of motivation. Content theories of motivation. Maslow's pyramid of needs McClelland's theory of needs. Herzberg's two-factor model. What motivates? What influences the process of motivation? content theories. David McClelland's Three Needs Theory. The need for belonging, complicity. The need to rule. - Theories of motivation.ppt

Motives and Needs

Slides: 32 Words: 1863 Sounds: 0 Effects: 0

Career orientation. Choice of profession. Chartres Cathedral. Painting. Photo. Cathedral of Notre Dame. Lesson. Motives of labor activity. Awareness of motives. Young man. Motivation. Need. Overcoming. Doctors. Ballerina. Definition of motivation. Interpretation of results. The Tale of Tsar Saltan. Life planning. Human needs. High level. Consumption. Passion for power. Jam. Kind of activity. In hot pursuit. Reading circle. Motive. Research results. - Motives and needs.pptx

human abilities

Slides: 8 Words: 223 Sounds: 0 Effects: 45

Social Studies. Human abilities. Human capabilities. Evolution. Capabilities? Outstanding Human Achievement. Memorization methods: - visual, - travel, - Algorithms, etc. Is there a limit to human abilities? forecast (30s of the 20th century): -100 m-10.0 sec, -height-2.25 m Barbell-200kg, world records (2000): -100 m-9.81 sec, -height-2 ,45 m Barbell-280kg Lifespan: New era-new abilities. What's stopping you? Telepathy. Telekinesis. Overcoming gravity. Ignition. Unexplained possibilities. Eastern medicine. Field feeling. Remains of knowledge of ancient civilizations? -

slide 2

What is learning motivation? Three whales of motivation. What is the nature of the problem situation? What types of learning motivation can be used in the classroom? Under what conditions is the effectiveness of educational motivation achieved? KEY POINTS

slide 3

Motivation (from the Latin motive - motivation; from the French motif - motivating force, reason) is a kind of emotional state that encourages the student to act independently, the main condition for successful learning. What is motivation?

slide 4

slide 5

THREE WHALE OF MOTIVATION

KIT 1 Feeling of independent search: “We understood it, learned it, invented it ourselves!” Technique “I know - I don’t know - I want to know” KIT 2 Feeling the freedom of choice: “We can choose” (“We are not pawns, we have a choice!”) KIT 3 Feeling of competence: “I can do it, I understand, I can! » A third important source of willingness to learn is the feeling of being competent.

slide 6

METHODS OF MOTIVATION

EMOTIONAL: educational and cognitive game creation of visualization creation of a situation of success (using schemes, reference tables) free choice of tasks stimulating assessment COGNITIVE: problematic situation fulfillment of creative tasks activity approach Multimedia presentations volitional: Cognitive difficulties Self-assessment of activities and correction Prediction of future activities

Slide 7

SOCIAL: Encouragement to imitate a strong personality Creating mutual help Seeking cooperation Peer review Reviewing responses Goal setting Interest in teamwork

Slide 8

FORMATION OF MOTIVATION STAGES OF THE LESSON BEGINNING OF THE LESSON: heuristic conversation; problematic issue; “bright spot” (teacher’s word + visibility) LESSON FINAL: Sinkwain Reflection (degree of assimilation) ACTIVITY APPROACH

Slide 9

Learning motivation is aimed at the student's independent activity The work should bring tangible results to each student personally The student must understand that he does not know yet The student must determine the sources of information The student must understand why he needs it The student must plan his work to achieve this result The student must understand the end result

Slide 10

SINKWINE is a technique for developing students' critical thinking through writing and reading, an effective tool for analyzing, synthesizing and summarizing information. He teaches you to meaningfully use the knowledge gained and determine your attitude to the problem under consideration, using only five lines: 1st line - one keyword that determines the content of the syncwine; 2nd - two adjectives that characterize this concept; 3rd - three verbs denoting an action within the framework of a given topic; 4th - a short sentence revealing the essence of the topic or attitude to it; The 5th line is a synonym for the keyword. The use of syncwine as one of the forms of educational motivation

slide 11

LESSONS BEFORE AND TODAY. PROBLEM SITUATION IN THE LESSON BEFORE: You must! - You are required! - You need! Now I can! I have a right! I need! BEFORE: Let's write down the topic of today's lesson - ... NOW: Determine what will be the topic of our lesson today BEFORE: M.Yu. Lermontov "Ashik-kerib" Good and bad deeds of people. NOW: M.Yu. Lermontov "Ashik-kerib" Positive or negative characters in a fairy tale?

slide 12

HOW TO GO TO THE TOPIC?

The game "The Third Extra": (in * sleep, s * blah, n * cash)? 28:4,78:2,36:9? P.77 of the textbook "Okr.mir", this zone occupies more than half of the territory of Russia, to the south of the tundra zone. What are we studying today? Ivanushka, fantasy, number three, miracles. How can you combine all these words? Insert words and guess the topic of the lesson: “Life is given for ... deeds”, “... better than beauty”

slide 13

PROBLEM SITUATION We understand problem situations in teaching as a clearly planned, specially conceived means aimed at awakening students' interest in the topic under discussion. The highest degree of problematicness is inherent in such a learning situation in which the student: 1) formulates the problem (task); 2) determines ways to solve it; 3) he solves this situation himself and 4) as a result he receives a valuable, significant, tangible result for himself personally.

Slide 14

1. Can we assume that due to the distance from the North Pole, there is a wide variety of plants and animals in the steppe zone? 2. Can we confidently say that the spelling of case endings in the declension of nouns depends on their gender? 3. Find the meaning of the expression: 34t-235 kg =? 34c+12t=? 4. Why did P.P. Ershov called the Little Humpbacked Horse a Russian fairy tale? 5. What is more in the two heroes of the story "Boys", Volodya and Chechevitsyn - similarities or differences? Creating a problem situation in the lesson using problem questions

slide 15

1. In the course of a heuristic conversation (after showing portraits of L.N. Tolstov), ​​students should formulate problematic questions, the answers to which they will have to find on their own while working in groups: - Who is depicted in these two portraits? - Compare these two images. Where do you see the difference? - Who can formulate the topic of the lesson based on these two portraits of L.N. Tolstov? - If the topic of the lesson is clear to you, then what goals should we set? What should we define, prove, see, formulate or do something else? Creating a problem situation in the lesson with the help of heuristic conversation

slide 16

TOTAL

The motivational sphere is the core of the personality. At the beginning of his school life, having the inner position of a schoolboy, he wants to learn. And study well, excellent. Among the various social motives of learning, perhaps the leading ones are the motives: “to bring joy to parents”, “I want to know more”, “the lesson is interesting”. LET THESE WORDS SPEAK MUCH MORE! Thank you for your attention!

View all slides

slide 1-2 Learning motivation is a process that launches, directs and maintains efforts aimed at the implementation of learning activities. It is a complex, complex system formed by motives, goals, reactions to success and failure.

slide 3
The word “motivation” comes from the Latin verb “movere”, to move. Under the motive of learning, we understand what the child learns for, what encourages him to learn.

There are five levels of learning motivation:

slide 4

First level- high (Such children have a cognitive motive, the desire to most successfully fulfill all school requirements). Students clearly follow all the instructions of the teacher, are conscientious and responsible, they are very worried if they receive unsatisfactory marks.

slide 5

Second level– good school motivation. (Students successfully cope with educational activities). This level of motivation is the average norm.

slide 6

Third level- a positive attitude towards school, but the school attracts such children with extracurricular activities. Such children feel safe enough at school to communicate with friends, with teachers. They like to feel like students, have a beautiful portfolio, pens, a pencil case, notebooks. Cognitive motives in such children are formed to a lesser extent, and the educational process does not attract them much.

Slide 7

Fourth level– low school motivation. These children attend school reluctantly, prefer to skip classes. In the classroom, they often engage in extraneous activities, games. Experience serious learning difficulties.

Slide 8

Fifth level- Negative attitude towards school. Such children experience serious difficulties in learning: they do not cope with educational activities, experience problems in communicating with classmates, in relationships with the teacher. The school is often perceived by them as a hostile environment, staying in it is unbearable for them. In other cases, students may show aggression, refuse to complete tasks, follow certain norms and rules. Often, these students have neuropsychiatric disorders.

Slide 9-10 Diagnostic results

slide 11

Reasons for a decrease in interest in teaching or a negative attitude towards it:

Gaps in knowledge

Lack of methods and skills of educational work

Teenage "hormonal explosion" and a vaguely formed sense of the future.

The attitude of the student to the teacher, the violation of relationships (semantic barriers)

Reduced age-related susceptibility to learning activities due to the intense biological process of puberty in girls of the 7th-8th grade.

The personal significance of the subject

Strong extracurricular interests

Misunderstanding the purpose of teaching.

Fear of school.

Every teacher wants his students to study well, to study with interest and desire at school. Many parents of students are also interested in this.

The task of adults is not to extinguish the adolescent's desire for knowledge, in order to create favorable conditions for his development throughout the entire period of schooling, to supplement it with new motives coming from the content of education, from the style of communication between the teacher and students.

slide 12

A high level of motivation is as important for academic success as a student's cognitive abilities. Sometimes a less capable but highly motivated student can achieve better academic results because they strive for it and devote more time and attention to learning. At the same time, for a student who is not sufficiently motivated, academic success may be insignificant, even despite his abilities.

slide 13

Schoolchildren are more actively engaged in this process if both teachers and parents are interested in this process, when they are supported in case of difficulties that arise, they create a kind of “success situation”.

Slide 14

The teacher in his work must take into account the fact that different school ages are sensitive (sensitive) for the education of different aspects of the motivational sphere and types of interest.

Thus, at primary school age, cognitive motive to learn and broad social motivation to take a new position as a student.

Normally, the following dynamics of the motives for teaching younger students from the 1st to the 3rd grade can be traced:

≡ At the beginning, when entering school, there is a predominance of interest in the external side of being in school:

sitting at the desk

to the first written letters and numbers

to the first marks

≡ Later, there is an interest in the process, the content of the teaching.

≡ In middle school age, the main role is played by the desire to get the desired place in the peer group,

≡ At senior school age, mature cognitive motives for self-education dominate, social motives for preparing for choosing a profession are formed, and motives for inclusion in social practice are strengthened.

slide 15

Cognitive interest is a strong internal motive and, as a motive for learning, is disinterested. For the formation of cognitive interest, the nature of educational activity is of considerable importance.
Internal educational motivation (desire to accumulate experience, skills, abilities, knowledge). It is made up of three main components -

+ a sense of independence in the search for knowledge

+ feeling of freedom of choice

+ feeling of success (competence).

slide 16

The student becomes an active subject of the educational process, the result primarily depends on his search and research activities. This is achieved through a problematic presentation of the material, organization of work in a microgroup through brainstorming. In this case, knowledge is “extracted”, rediscovered. The task of the teacher is to ask non-standard questions, those that require analysis and reflection.

American psychologist A. King came up with a series of general questions that can be applied in a variety of educational situations: What happens if ...? Give an example… What are the strengths and weaknesses of…? What does it look like...? What do we already know about...? How can… be used for…? How are … and … similar? How does … affect …? Which… is the best and why?

Slide 17

Slide 18

This style of teaching requires the teacher not only to think outside the box, but also to be loyal to the versions and assumptions of the students. Criticism calls into question the competence of the child and causes him to stop efforts in this direction. Negative comments do real harm to motivation, and the development of thinking, and self-esteem.

It is important to encourage children to ask questions. Especially should be praised for good questions, reflecting the desire to think, to learn more.

Slide 19

Feeling free to choose

A teacher striving to increase the learning motivation of the class should be well aware that the fewer phrases on his part: “You must, you should, you must ...” and more “You can, you have such and such options, yes, you this was correctly noticed, ”the more children will be interested in the educational process and the higher their own initiative and activity. The student should be allowed to choose- topics for essays, presentations, reports, poems for memorization

Slide 20

Feeling of success (competence).

An important source of desire to learn is the feeling of being competent, the child must believe that he can learn, feel successful.

A good level of motivation occurs when students have the opportunity to engage in such types of tasks where they can achieve success and, at the same time, where there is a sense of invested work, overcoming obstacles.

slide 21

slide 22

The formation of a student's motivation for learning should take place on the basis of a clearly set goal - getting a good education. Obviously, not every child understands from an early age that he studies, first of all, for himself, for his further achievements. Therefore, the goal of adults (parents, teachers and psychologists) is to help them realize this goal.
Ancient wisdom says: you can lead a horse to water, but you can’t make him drink. Yes, you can seat the children at their desks, achieve perfect discipline. But without the awakening of interest, without internal positive motivation, the development of knowledge will not happen. It will be only the appearance of educational activity.

slide 23
Thus, motivation is essential for successful learning. It should be based on a positive emotional background, be aimed at teaching as a subject activity or at the learning process itself. A favorable social environment supports cognitive interest, which contributes to the formation of a firm internal attitude to learning.

Adults need to competently combine all possible ways to encourage a child to study activity, move from one method to another in time, choosing his personal “button” for each individual child, this is a good chance to maintain learning motivation and to get a good result.

Seeing the result of your work is the best motivation.

slide 24

It is necessary to promote the development of learning motivation through the formation of: an active position of the student, a positive attitude towards learning, cognitive interest.

To develop a positive attitude towards learning:

take care of creating a general positive atmosphere in the classroom, constantly reduce the anxiety of children, excluding reproaches, reprimands, irony, ridicule, threats, etc., trying to eliminate the student's fear of the risk of making a mistake, forgetting, embarrassing, answering incorrectly;

create situations of success in educational activities that form a sense of satisfaction, self-confidence, objective self-esteem and joy;

rely on the game, including intellectual games with rules, actively using game technology at every stage of the lesson, make the game a natural form of organizing the life of children in the lesson and outside of school hours;

use students' interest in visualization;

purposefully emotionally stimulate children in the classroom, preventing feelings of boredom, dullness, monotony that are dangerous for learning by including various types of activities, entertainment, personal emotionality; excite intellectual emotions - surprise, novelty, doubt, achievement; to form an internal optimistic mood in children, instilling confidence, setting the goal of achieving, overcoming difficulties.



Psychologist Riedinger E.N.

View presentation content
"Teaching Motivation"





Not ashamed

not to know something, but it is a shame not to want to learn.

Socrates




Word "motivation" going on

from the Latin verb “movere” , move.

By motivation, we mean that

what the child learns for, what encourages

learn him."




5 levels of learning motivation:

First level - tall

(These children have

educational motive,

striving to be most successful

do everything

school requirements).

Students follow closely

all instructions of the teacher,

conscientious and responsible

are very worried

if they receive

unsatisfactory grades




Second level - good

school motivation.

(Students do well

with learning activities).

This level of motivation

is the average.




Third level - positive

attitude towards school

but the school attracts

such extracurricular children

activity. Such

children are safe enough

feel at school

to chat with friends,

with teachers. They like

feel like students

have a nice portfolio

pens, pencil case, notebooks.

The cognitive motives

such children are formed

to a lesser extent, and educational

process is of little interest to them.




Fourth level – low

school motivation. These children

are reluctant to attend school

prefer to skip classes.

Often used in class

extraneous activities, games.

Are experiencing serious

difficulties in learning activities.




Fifth level - negative

attitude towards school. Such children

experiencing serious difficulties

in training: they fail

with learning activities

experiencing communication problems

with classmates, in relationships

with a teacher. School often

perceived as hostile

environment, stay in it for them

unbearable. In other cases, students

may be aggressive, refuse

perform tasks, follow those or

other rules and regulations. Often

such students are marked

neuro-psychiatric disorders.




Diagnostic results

the level of motivation and emotional attitude to learning

students




Conclusion: when moving from junior to secondary,

from secondary to senior - the level of educational motivation decreases




Reasons for the decline in interest in learning

1. Gaps in knowledge

2. Lack of methods and skills of educational work

3. Teenage "hormonal explosion"

and a vaguely formed sense of the future.

4. Student-teacher relationship

relationships (meaning barriers)

5 . Decreased age susceptibility

to learning activities in connection

with an intensive biological process

puberty in girls of 7-8th grade.

6. The personal significance of the subject

7. Strong extracurricular interests

8. Misunderstanding the purpose of teaching.

9. Fear of school.




A high level of motivation is significant

to achieve academic success,

as well as the cognitive abilities of the student

Sometimes a less capable student, but

having a high level of motivation

can achieve better results

in studies, because he strives for it

and devotes more time to learning and

attention.

At the same time, the student

insufficiently motivated

academic success can be

minor

even despite

his abilities.




Formation of positive motivation for learning -

not a spontaneous process

and rely here only on the natural inclinations of children

it would be reckless.

The motives of the teaching must be specially

educate, develop, stimulate.




Dynamics of learning motives:

When entering school, there is a predominance

interest in the outside of being at school:

sitting at a desk carrying a briefcase, etc.

labor: to the first written letters and numbers

to the first marks

Later, there is an interest in the process, the content of the teaching.

In middle school age, the main role is played by

the desire to get the desired place in the team of peers,

High school age dominated

mature cognitive

self-education motives, social motives are formed

preparation for the choice of a profession, the motives for inclusion are strengthened

into public practice




Intrinsic learning motivation

Builds up

out of three

major

components -

this is:

+ feeling of independence

knowledge search process

+ feeling of freedom of choice

+ feeling of accomplishment

(competencies).




Questions that can be applied in a variety of

learning situations

What happens if...?

Give an example...

What are the strengths and weaknesses?

What does it look like...?

What do we already know about...?

How... can

use for…?

How are … and … similar?

How does … affect …?

Which… is the best and

why?




When these kinds of questions fall

the basis of the educational process,

the child comes to understand the true

purpose of teaching - learn to think

apply knowledge in practice

navigate life situations.




Important!

Encourage children to ask

questions. Especially

to be commended for good

questions reflecting

desire to think more

learn.

Criticism calls into question

child competence

and makes him stop

efforts in this direction.




The fewer phrases:

"You should, you should, you must..."

and more

"You can, you have such and such

options, yes, you noticed it correctly, ”-

the greater will be the interest of children in the educational

process and the higher their own

initiative and activity.




An important source of desire to learn is the feeling of being competent,

child, must believe that he can learn,

feel successful.




To maintain a positive

emotional climate in the classroom, it is important for the teacher

constantly remove negative emotions of insecurity,

not create an environment where students are afraid of being called to the board,

strive to reduce the negative impact of time pressure,

stress (during tests, exams), interference, fatigue.

It is necessary to constantly strengthen students' faith in their own strengths.

(in combination with a sober assessment of one's own capabilities),

educate adequate critical attitudes

students for their work

to show perspectives to each student and class,

reserves for their development.




Ancient wisdom says:

You can lead the horse to water,

but you can't make him drink.

Yes, you can seat the children at their desks,

achieve perfect discipline.

But without awakening interest,

without internal positive motivation, the development of knowledge will not happen.

This will be only the appearance of training

activities.




Adults need to competently

combine all possible

ways to encourage a child

to learning activity

time to move from

one way to another

choosing for each

to an individual child, his personal,

individual button

this is a good chance for

maintaining educational

motivation and to get

good result.

Seeing the result of your work is the best motivation.




Presentation prepared

psychologist Ridinger E.N.