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你可能喜欢如何激励学生
如何激励学生
文章来源： 点击数：2572 更新时间：10-14
有些学生天生对学习充满热情，但有些学生则需要或期望教师鼓舞、考验和刺激他们：“课堂上的有效学习取决于教师维持学生学习兴趣的能力，教师要能够从一开始讲课就抓住学生的注意力。”无论学生们带着何种学习劲头来到教室，都会被课堂上发生的事情或好或坏地改变。
遗憾的是，激励学生的方法并不是只有一个单纯的魔法方程式。很多因素都会影响学生学习和工作的动机（Bligh,
1971; Sass,
1989）：对所讲课题的兴趣，对课题有用性的察觉，理解课题的渴望程度，自信心和自尊，还有耐心和毅力。当然，用于激励不同学生的价值、需要、渴求或希望的因素各不相同，有些学生更容易被肯定激励，有些学生则更容易被战胜挑战的成就感激励。
调查者已经开始识别出能够提高学生自我激励的教学情境（Lowman, 1984; Lucas, 1990;
Weinert and Kluwe, 1987; Bligh,
1971）。为了鼓励学生成为自我激励的独立学习者，教师可以依照以下的建议来做：
经常、及时、积极的反馈可以让学生相信他们做的很好；
给学生布置既不太难也不太容易的作业保证了学生成功的机会；
帮助学生在课本中找到个人的意义和价值；
l 创建一个开放且积极的氛围；
帮助学生感到他们在学习团体里是有价值的一员。
调查者还发现，比起专门尽力直接地激励学生，日常出色的教学实践能起到更好的作用。大部分学生都对教师组织良好的课堂反应积极，这些充满热情的教师对学生真诚以待，关心学生能够学到什么。如果你也如此准备一些活动促进学习，也将会提高学生的学习动力。
充分利用学生现有需要
如果课堂上激励学生学习的诱因能满足学生选择这节课的目的，学生就会学得最好。学生们带着不同的需要来上课，有些希望学到一些知识以便完成某项具体任务或活动，有些在找寻新经验，有些需要完美的技巧，有些需要战胜挑战，有些需要变得更有能力，有些需要成功和学习好，有些则需要与他人关系密切、相互影响。满足这些需要的同时教师也会得到回报，比起给学生打分来说，这样的回报会让学习更有成效。策划作业、课堂活动和问题讨论就是针对这些需要的。（资料来源：McMillan
and Forsyth, 1991)
让学生积极参与到学习中来
学生通过动手、制作、书写、设计、创造和解决问题来学习。被动性会减少学生的动力和好奇心。提出问题。提问时不要给学生暗示，鼓励他们自己设想解决问题的方法或猜测实验的结果。安排小组工作。参考一些强调积极参与的方法，如“引导讨论”、“讲课的补充和征选方案”、“合作学习法”。（资料来源：Lucas,1990）
要求学生分析哪些因素能够让课堂更有鼓励性
Sass（1989）要求他的学生回忆一下最近的课程，说出他们在哪一节课里备受鼓舞，在哪一节课里兴趣缺缺。每个学生都列一张清单，写出这两节课影响他（她）学习动机的特殊方面，然后学生组成小组，就加强和减弱学习动力的特征因素达成一致。在二十多节课里，Sass发现8种最能促进学生学习的特征因素：
l 教师的热情；
l 所学知识的关联性；
l 课堂的组织；
l 所学知识的适当难度；
l 学生主动参与程度；
l 多样性；
l 教师与学生的关系；
使用恰当的、具体的、可以理解的例子。
激励学生的指导性行为
对你的学生保持高度但现实的期望
调查研究发现，教师的期望对学生的表现起着巨大的作用。如果你表现得看起来期望学生有动力、刻苦和对上课感兴趣，学生们会更容易这么做。在你布置作业、演讲、引导讨论和进行计分测验时，对学生树立实际可行的期望。“实际可行”在这里意味着你的标准既高得足以激励学生尽力完成任务，又不会让他们在试图达到这些期望时不可避免的感到挫败。为了鞭策学生完成任务，需要让他们相信任务是可以实现的——也就是说，你需要尽早提供成功机会。（资料来源：美国心理协会，1992，Bligh,
1971; Forsyth and McMillan, 1991 -1 Lowman, 1984）。
帮助学生为他们设立可达到的目标
无法达到不切实际的目标会让学生感到失望和沮丧，鼓励他们聚焦于不断的进步，而不仅仅是某次测验或作业的分数。帮助学生评估他们的进步，鼓励他们评论自己的作业、分析自己的长处、努力弥补不足。例如，让学生提交一份自我评价表，并附上一两份陈述说明。（资料来源：Cashin,
1979; Forsyth and McMillan, 1991）
告诉学生在你的课上要取得成功需要做的事
不要让学生费尽心思去琢磨你对他们的期望，让他们相信自己可以在你的课上表现得很好，确切告诉他们为取得成功需要做的事。说一些鼓励的话，诸如“如果你能解决习题册上的问题，你就能通过考试。遇到困难的同学可以到我这里寻求额外帮助。”不要说什么“你落后了”，而是告诉学生“现在有一种能让你学好的方法，我能怎么帮助你呢？”（资料来源：Cashin,
1979; Tiberius, 1990)
加强学生的主观能动性
避免那些巩固教师势力或强调外在酬赏的信息，不要说“我要求”、“你必须”或“你应该”等，而是强调“我觉得你会发现……”或者“我会对你的反应很有兴趣。”（资料来源：Lowman,
避免在学生中间造成激烈竞争
竞争会造成忧虑，会影响学习。减少学生们互相比较的趋势。Bligh (1971)
报告指出，比起个人之见的相互竞争来，在小组中的合作更有利于学生集中注意力、展示更好的理解力、完成更多的任务、更赞同教师使用的教学方法。不要公开批评学生的表现，也不要在评价学生或组织活动时让他们感到自己是与其他人对立的。
对你的课题充满热情
教师的热情对学生产生动力是至关重要的一个因素。如果你自己都感到无聊或无动于衷的话，你的学生也将如此。教师的热情最常来自信心、对课题内容的兴趣和对教学工作的真正热爱。如果你发现自己对课题不感兴趣，那么想一想，是什么吸引你走上教师岗位的，把对学生生活有用的主题讲给他们。或者，你还可以自我挑战，想出最让人兴致盎然的方法来讲授资料，不过，如果资料本身在你看来就单调枯燥的话，你需要减少它们的乏味程度。
合理设计课程结构以激励学生
从学生的优点和兴趣出发
找出学生加入你的课堂的原因，他们是怎样理解课题的以及他们期望学到什么。然后尝试设计一些能够将课堂内容与学生兴趣相连的实例、案例或作业。例如，化学教师可以花一些讲课时间检查化学对解决环境问题的贡献。向学生解释清楚，这门课的内容和目标如何能够帮助他们实现其教育、职业或个人目标。（资料来源：Brock,
1976; Cashin, 1979; Lucas, 1990）
如果可能，让学生谈谈他们想学什么
在学期报告或其它作业（不是测验）上给学生一些选择的自由，让他们决定去哪里实地考察旅行，让他们选择深入探讨的话题。如果可能，为课堂纳入一些可选择的或可替代的单元。（资料来源：Ames
and Ames, 1990; Cashin, 1979; Forsyth and McMillan, 1991; Lowman,
随着学期的进展，增大知识的难度
在学期开始给学生成功的机会。一旦学生感到他们能成功，就可以增加难度了。如果作业和测验里加入更简单和更难得题目，每个学生都将有机会感受成功的喜悦，同时也能够迎接挑战。（资料来源：Cashin,
变化教学方法
多样性能够再度提醒学生融入课堂并保持积极性。打破常规方法，在课上运用多种教学活动和方法：角色扮演、辩论、头脑风暴、讨论、示范、案例研究、视听演讲、特邀嘉宾或小组作业。（资料来源：Forsyth
and McMillan, 1991）
不再重视分数
与分数相比，更强调掌握知识
Ames and Ames
报导过两位中学数学教师。一位教师给每份家庭作业打分，并且分数占期末总分的30%。另一位教师告诉学生每天花费固定的时间做作业（每晚30分钟），将不会的问题带到课堂上来，他给作业的评价是满意或不满意，给学生机会重新做作业，作业分数占期末总分的10%。尽管家庭作业占课程总分的比例更小，第二位教师却更成功地激励学生上交作业。在第一位教师的班级，有些学生放弃交作业，宁愿冒险得到低级能力评估。而在第二位教师的课堂，学生做作业时并没有拿他们的自尊冒险，而是在学习知识。错误是可以被接受的，学生能够从中吸取经验。
调查者建议取消复杂的学分系统以不再强调分数，他们还强烈反对那些企图以学分来管理厌学行为的做法（例如，逃课的学生给低分）。（资料来源：Forsyth
and McMillan, 1991; Lowman
1990）。推荐的做法是，分配无需计分的书写作业，强调做作业时的个人满足感，帮助学生估量他们的进步。
设计一些测验，激发学生去学你希望他们掌握的知识
很多学生会尽可能地学习以取得他们想要的分数。如果你把测验定位在记忆细节上，学生就会把注意力放在记忆上。如果你测试的是对信息的总结和评价，学生在学习时就会更积极地锻炼这方面的技巧。（资料来源：Mckeachie,1986）
避免把分数作为威胁手段
正如McKeachie (1986)
指出的那样，低分的威胁可能会促使一些学生刻苦努力，但也会让另一些学生采取不诚实的行为，为晚交作业找借口，或其它阻碍他们进步的行为。
通过回应学生功课来激励他们
向学生展示其他同学的优秀功课
和全班同学一起分享想法、知识和学生个人的造诣：
分发一份由学生选择的研究论题，这样他们会知道其他人正在写的论文是否有趣；
l 复制优秀的论文和考试散文；
安排一些时间，让学生阅读同学提交的论文或作业；
让学生对同学的论文写一段简短评论；
如果学生做过或正在做的研究课题和你的讲课相关，和他谈一次话。
给出否定反馈时具体明确
负反馈是强而有力的，能给全班带来消极氛围。无论你在什么时候发现学生的错误，都要明确表示你的评论只与这一具体任务或表现相关，而与学生个人没有关系。尝试委婉地给出否定评论，可以先表扬这个任务里学生成功的地方。（资料来源：Cashin,
避免贬低性评论
在你的班里可能有很多学生都对自己的表现和能力焦虑不安。注意你在评论时的方式，避免不友好的说辞，这可能会伤害学生，让他们感到自己没有能力。
对学生要求作业习题答案的祈求，坚决不让步
如果你把解题方案告诉那些苦思的学生，你就剥夺了他们自己思考的机会。使用更有效的方法（根据Fiore
改编,1985）：
让学生说出一种可能的解题方法；
轻轻地把学生不会解题的烦恼放到一边，把他们的注意力重新引到题目本身上；
l 让学生从做对的地方着手；
不要问“这样做对吗？”，提议学生自己去检查答案；
表扬学生独立取得的进步，哪怕很小。
跟随这些步骤，学生就会知道即便没有立刻给出答案也不是什么大问题。他们还会学着培养耐心，依照自己的节奏做事。通过解答问题，学生将获取成就感和自信心，这都可以增加他们学习的动力。
激励学生阅读
至少在讨论前的两节课就布置阅读任务
给学生充裕的时间准备，尝试激发他们对阅读的好奇心：“这篇文章是我最喜欢的一篇，我会非常有兴趣地倾听你们的看法。”（资料来源：Lowman,
1984; 《当他们不阅读的时候》,
分派研究议题
提出能够让学生留意阅读文章关键点的问题。为了提供额外的动力，还可以告诉学生你将根据这次的研究议题来出考试题。（资料来源：《当他们不阅读的时候》,
如果你的班级很小，让学生们就每日阅读提供简短笔记，笔记可以在考试中使用
在每节课开始，自然科学课教师会让学生交一张3 x
5英寸的卡片，卡上列出提纲概要、概念定义、关键思想，或者其它从日常阅读作业中总结的素材。课后，教师检查卡片并在卡片上盖上自己的名字。在期中考试前的一节课将卡片归还给学生。学生可以在卡片上增加一些素材，但不能用额外的卡片。卡片要再次提交给教学人员，以便在考试时发给学生。据教学人员报告，完成阅读的学生人数从10%激增到90%，而且学生格外珍爱这些“幸存的卡片”。（资料来源：Daniel,
让学生写一个字日记或一个字句子
Angelo (1991)
是这样描述一个字日记的：要求学生选择一个最好地总结的阅读的单词，然后写一篇不超过一页的文章解释或辩证他们为什么选择这个词。这项作业可以继续被用作课堂讨论。Erickson
and Strommer (1991)
提出了一种变化形式，即：要求学生写一个复杂的句子回答你提出的问题，并提供三种资料来源来支持论证：“在一个句子里，识别出Singer
曾在他的论文《饥荒、富裕和道德》里使用过的合乎道德的推理类型，并引用三段揭示这些类型。
就阅读提出不具威胁性的问题
最开始时提一些普遍性的问题，不要制造紧张气氛或抵制情绪：“你能指出这章里在你看来比较重要重要的一两点吗？”“你认为文章中哪部分值得我们回顾？”“读物里哪一点让你感到惊奇？”“本章中哪些话题能让你应用于自己的经历？”（资料来源：《当他们不阅读的时候》,
把上课时间用于阅读
如果你试图引导一场讨论，但发现只有极少学生完成了阅读作业，那么让学生在课上阅读未完成的部分。让他们默读或叫学生大声读出来，然后讨论关键问题。保证学生们清楚，你并不愿意采取这个不寻常的步骤，这样做只是因为他们没有完成作业。
把没有讨论的读物部分作为考试问题
一位教学人员询问学生他们是否完成了读物。如果答案是否定的，她可以说：“你们可以自己决定读书进度，为下次考试设想一个有关该读物的问题。”下一次指定阅读任务时，它会提醒学生上次发生的事，而学生就会在课前准备好。（资料来源：《当他们不阅读的时候》,
给那些没有做阅读的学生布置书写作业
有些教员在上课前问学生谁完成了阅读任务，没有完成的学生需要离开去完成书写作业，完成的学生留下来参加课堂讨论。书写作业不计分，仅仅为获取知识。使用这个方法一学期不应当超过一次。
[NextPage]
Motivating
By Barbara Gross
Some students seem
naturally enthusiastic about learning, but many need-or
expect-their instructors to inspire, challenge, and stimulate them:
"Effective learning in the classroom depends on the teacher's
ability ... to maintain the interest that brought students to the
course in the first place" (Ericksen, 1978, p. 3). Whatever level
of motivation your students bring to the classroom will be
transformed, for better or worse, by what happens in that
classroom.
Unfortunately, there is no
single magical formula for motivating students. Many factors affect
a given student's motivation to work and to learn (Bligh, 1971;
Sass, 1989): interest in the subject matter, perception of its
usefulness, general desire to achieve, self-confidence and
self-esteem, as well as patience and persistence. And, of course,
not all students are motivated by the same values, needs, desires,
or wants. Some of your students will be motivated by the approval
of others, some by overcoming challenges.
Researchers have begun to
identify those aspects of the teaching situation that enhance
students' self-motivation (Lowman, 1984; Lucas, 1990; Weinert and
Kluwe, 1987; Bligh, 1971). To encourage students to become
self-motivated independent learners, instructors can do the
following:
- Give frequent, early,
positive feedback that supports students' beliefs that they can do
- Ensure opportunities
for students' success by assigning tasks that are neither too easy
nor too difficult.
- Help students find
personal meaning and value in the material.
- Create an atmosphere
that is open and positive.
- Help students feel
that they are valued members of a learning community.
- Research has also shown
that good everyday teaching practices can do more to counter
student apathy than special efforts to attack motivation directly
(Ericksen, 1978). Most students respond positively to a
well-organized course taught by an enthusiastic instructor who has
a genuine interest in students and what they learn. Thus activities
you undertake to promote learning will also enhance students'
motivation.
Strategies
Capitalize on students'
existing needs. Students learn best when incentives for
learning in a classroom satisfy their own motives for enrolling in
the course. Some of the needs your students may bring to the
classroom are the need to learn something in order to complete a
particular task or activity, the need to seek new experiences, the
need to perfect skills, the need to overcome challenges, the need
to become competent, the need to succeed and do well, the need to
feel involved and to interact with other people. Satisfying such
needs is rewarding in itself, and such rewards sustain learning
more effectively than do grades. Design assignments, in-class
activities, and discussion questions to address these kinds of
needs. (Source: McMillan and Forsyth, 1991)
Make students active
participants in learning. Students learn by doing, making,
writing, designing, creating, solving. Passivity dampens students'
motivation and curiosity. Pose questions. Don't tell students
something when you can ask them. Encourage students to suggest
approaches to a problem or to guess the results of an experiment.
Use small group work. See "Leading a Discussion," "Supplements and
Alternatives to Lecturing," and "Collaborative Learning" for
methods that stress active participation. (Source: Lucas,
Ask students to analyze
what makes their classes more or less "motivating." Sass (1989)
asks his classes to recall two recent class periods, one in which
they were highly motivated and one in which their motivation was
low. Each student makes a list of specific aspects of the two
classes that influenced his or her level of motivation, and
students then meet in small groups to reach consensus on
characteristics that contribute to high and low motivation. In over
twenty courses, Sass reports, the same eight characteristics emerge
as major contributors to student motivation:
- Instructor's
enthusiasm
- Relevance of the
- Organization of the
- Appropriate difficulty
level of the material
- Active involvement of
- Rapport between
teacher and students
- Use of appropriate,
concrete, and understandable examples
Incorporating
Instructional Behaviors That Motivate Students
Hold high but realistic
expectations for your students. Research has shown that a
teacher's expectations have a powerful effect on a student's
performance. If you act as though you expect your students to be
motivated, hardworking, and interested in the course, they are more
likely to be so. Set realistic expectations for students when you
make assignments, give presentations, conduct discussions, and
grade examinations. "Realistic" in this context means that your
standards are high enough to motivate students to do their best
work but not so high that students will inevitably be frustrated in
trying to meet those expectations. To develop the drive to achieve,
students need to believe that achievement is possible - which means
that you need to provide early opportunities for success. (Sources:
American Psychological Association, 1992; Bligh, 1971; Forsyth and
McMillan, 1991 -1 Lowman, 1984)
Help students set
achievable goals for themselves. Failure to attain unrealistic
goals can disappoint and frustrate students. Encourage students to
focus on their continued improvement, not just on their grade on
any one test or assignment. Help students evaluate their progress
by encouraging them to critique their own work, analyze their
strengths, and work on their weaknesses. For example, consider
asking students to submit self-evaluation forms with one or two
assignments. (Sources: Cashin, 1979; Forsyth and McMillan,
Tell students what they
need to do to succeed in your course. Don't let your students
struggle to figure out what is expected of them. Reassure students
that they can do well in your course, and tell them exactly what
they must do to succeed. Say something to the effect that "If you
can handle the examples on these problem sheets, you can pass the
exam. People who have trouble with these examples can ask me for
extra help." Or instead of saying, "You're way behind," tell the
student, "Here is one way you could go about learning the material.
How can I help you?" (Sources: Cashin, 1979; Tiberius,
Strengthen students'
self-motivation. Avoid messages that reinforce your power as an
instructor or that emphasize extrinsic rewards. Instead of saying,
"I require," "you must," or "you should," stress "I think you will
find. . . " or "I will be interested in your reaction." (Source:
Lowman, 1990)
Avoid creating intense
competition among students. Competition produces anxiety, which
can interfere with learning. Reduce students' tendencies to compare
themselves to one another. Bligh (1971) reports that students are
more attentive, display better comprehension, produce more work,
and are more favorable to the teaching method when they work
cooperatively in groups rather than compete as individuals. Refrain
from public criticisms of students' performance and from comments
or activities that pit students against each other. (Sources: Eble,
1988; Forsyth and McMillan, 1991)
Be enthusiastic about
your subject. An instructor's enthusiasm is a crucial factor in
student motivation. If you become bored or apathetic, students will
too. Typically, an instructor's enthusiasm comes from confidence,
excitement about the content and genuine pleasure in teaching. If
you find yourself uninterested in the material, think back to what
attracted you to the field and bring those aspects of the subject
matter to life for your students. Or challenge yourself to devise
the most exciting way to present the material, however dull the
material itself may seem to you.
Structuring the Course
to Motivate Students
Work from students'
strengths and interests. Find out why students are enrolled in
your course, how they feel about the subject matter, and what their
expectations are. Then try to devise examples, case studies, or
assignments that relate the course content to students' interests
and experiences. For instance, a chemistry professor might devote
some lecture time to examining the contributions of chemistry to
resolving environmental problems. Explain how the content and
objectives of your course will help students achieve their
educational, professional, or personal goals. (Sources: Brock,
1976; Cashin, 1979; Lucas, 1990)
When possible, let
students have some say in choosing what will be studied. Give
students options on term papers or other assignments (but not on
tests). Let students decide between two locations for the field
trip, or have them select which topics to explore in greater depth.
If possible, include optional or alternative units in the course.
(Sources: Ames and Ames, 1990; Cashin, 1979; Forsyth and McMillan,
1991; Lowman, 1984)
Increase the difficulty
of the material as the semester progresses. Give students
opportunities to succeed at the beginning of the semester. Once
students feel they can succeed, you can gradually increase the
difficulty level. If assignments and exams include easier and
harder questions, every student will have a chance to experience
success as well as challenge. (Source: Cashin, 1979)
Vary your teaching
methods. Variety reawakens students' involvement in the course
and their motivation. Break the routine by incorporating a variety
of teaching activities and methods in your course: role playing,
debates, brainstorming, discussion, demonstrations, case studies,
audiovisual presentations, guest speakers, or small group work.
(Source: Forsyth and McMillan, 1991)
De-emphasizing
Emphasize mastery and
learning rather than grades. Ames and Ames (1990) report on two
secondary school math teachers. One teacher graded every homework
assignment and counted homework as 30 percent of a student's final
grade. The second teacher told students to spend a fixed amount of
time on their homework (thirty minutes a night) and to bring
questions to class about problems they could not complete. This
teacher graded homework as satisfactory or unsatisfactory, gave
students the opportunity to redo their assignments, and counted
homework as 10 percent of the final grade. Although homework was a
smaller part of the course grade, this second teacher was more
successful in motivating students to turn in their homework. In the
first class, some students gave up rather than risk low evaluations
of their abilities. In the second class, students were not risking
their self-worth each time they did their homework but rather were
attempting to learn. Mistakes were viewed as acceptable and
something to learn from.
Researchers recommend
de-emphasizing grading by eliminating complex systems of credit
they also advise against trying to use grades to control
nonacademic behavior (for example, lowering grades for missed
classes) (Forsyth and McMillan, 1991; Lowman 1990). Instead, assign
u stress the personal satisfaction of doing
assignments, and help students measure their progress.
Design tests that
encourage the kind of learning you want students to achieve.
Many students will learn whatever is necessary to get the grades
they desire. If you base your tests on memorizing details, students
will focus on memorizing facts. If your tests stress the synthesis
and evaluation of information, students will be motivated to
practice those skills when they study. (Source: McKeachie,
Avoid using grades as
threats. As McKeachie (1986) points out, the threat of low
grades may prompt some students to work hard, but other students
may resort to academic dishonesty, excuses for late work, and other
counterproductive behavior.
Motivating Students by
Responding to Their Work
Give students feedback
as quickly as possible. Return tests and papers promptly, and
reward success publicly and immediately. Give students some
indication of how well they have done and how to improve. Rewards
can be as simple as saying a student's response was good, with an
indication of why it was good, or mentioning the names of
contributors: "Cherry's point about pollution really synthesized
the ideas we had been discussing." (Source: Cashin,
Reward success.
Both positive and negative comments influence motivation, but
research consistently indicates that students are more affected by
positive feedback and success. Praise builds students'
self-confidence, competence, and self-esteem. Recognize sincere
efforts even if the product is less than stellar. If a student's
performance is weak, let the student know that you believe he or
she can improve and succeed over time. (Sources: Cashin, 1979;
Lucas, 1990)
Introduce students to
the good work done by their peers. Share the ideas, knowledge,
and accomplishments of individual students with the class as a
- Pass out a list of
research topics chosen by students so they will know whether others
are writing papers of interest to them.
- Make available copies
of the best papers and essay exams.
- Provide class time for
students to read papers or assignments submitted by
classmates.
- Have students write a
brief critique of a classmate's paper.
- Schedule a brief talk
by a student who has experience or who is doing a research paper on
a topic relevant to your lecture.
Be specific when giving
negative feedback. Negative feedback is very powerful and can
lead to a negative class atmosphere. Whenever you identify a
student's weakness, make it clear that your comments relate to a
particular task or performance, not to the student as a person. Try
to cushion negative comments with a compliment about aspects of the
task in which the student succeeded. (Source: Cashin,
Avoid demeaning
comments. Many students in your class may be anxious about
their performance and abilities. Be sensitive to how you phrase
your comments and avoid offhand remarks that might prick their
feelings of inadequacy.
Avoid giving in to
students' pleas for "the answer" to homework problems. When you
simply give struggling students the solution, you rob them of the
chance to think for themselves. Use a more productive approach
(adapted from Fiore, 1985):
- Ask the students for
one possible approach to the problem.
- Gently brush aside
students’ anxiety about not getting the answer by refocusing their
attention on the problem at hand.
- Ask the students to
build on what they do know about the problem.
- Resist answering the
question "is this right?" Suggest to the students a way to check
the answer for themselves.
- Praise the students
for small, independent steps.
If you follow these steps,
your students will learn that it is all right not to have an
instant answer. They will also learn to develop greater patience
and to work at their own pace. And by working through the problem,
students will experience a sense of achievement and confidence that
will increase their motivation to learn.
Motivating Students to
Do the Reading
Assign the reading at
least two sessions before it will be discussed. Give students
ample time to prepare and try to pique their curiosity about the
reading: "This article is one of my favorites, and I'll be
interested to see what you think about it." (Sources: Lowman, 1984;
"When They Don't Do the Reading," 1989)
Assign study
questions. Hand out study questions that alert students to the
key points of the reading assignment. To provide extra incentive
for students, tell them you will base exam questions on the study
questions. (Source: "When They Don't Do the Reading,"
If your class is small,
have students turn in brief notes on the day's reading that they
can use during exams. At the start of each class, a professor
in the physical sciences asks students to submit a 3" x 5" card
with an outline, definitions, key ideas, or other material from the
day's assigned reading. After class, he checks the cards and stamps
them with his name. He returns the cards to students at a class
session prior to the midterm. Students can then add any material
they would like to the cards but cannot submit additional cards.
The cards are again returned to the faculty member who distributes
them to students during the test. This faculty member reports that
the number of students completing the reading jumped from 10
percent to 90 percent and that students especially valued these
"survival cards." Source: Daniel, 1988)
Ask students to write a
one-word journal or one-word sentence. Angelo (1991) describes
the one-word journal as follows: students are asked to choose a
single word that best summarizes the reading and then write a page
or less explaining or justifying their word choice. This assignment
can then be used as a basis for class discussion. A variation
reported by Erickson and Strommer (199 1) is to ask students to
write one complex sentence in answer to a question you pose about
the readings and provide three sources of supporting evidence: "In
one sentence, identify the type of ethical reasoning Singer uses in
his article 'Famine, Affluence, and Morality.' Quote three passages
that reveal this type of ethical reasoning" (p. 125). “
Ask nonthreatening
questions about the reading. Initially pose general questions
that do not create tension or feelings of resistance: "Can you give
me one or two items from the chapter that seems important?" "What
section of the reading do you think we should review?" "What item
in the reading surprised you?" "What topics in the chapter can you
apply to your own experience?" (Source: "When They Don't Do the
Reading," 1989)
Use class time as a
reading period. If you are trying to lead a discussion and find
that few students have completed the reading assignment, consider
asking students to read the material for the remainder of class
time. Have them read silently or call on students to read aloud and
discuss the key points. Make it clear to students that you are
reluctantly taking this unusual step because they have not
completed the assignment.
Prepare an exam
question on undiscussed readings. One faculty member asks her class whether
they have done the reading. If the answer is no, she says, "You'll
have to read the material on your own. Expect a question on the
next exam covering the reading." The next time she assigns reading,
she reminds the class of what happened the last time, and the
students come to class prepared. (Source: "When They Don't Do the
Reading," 1989)
Give a written
assignment to those students who have not done the reading.
Some faculty ask at the beginning of the class who has completed
the reading. Students who have not read the material are given a
written assignment and dismissed. Those who have read the material
stay and participate in class discussion. The written assignment is
not graded but merely acknowledged. This technique should not be
used more than once a term. (Source: "When They Don't Do the
Reading," 1989)
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