FOR FINAL PRESENTATION

Workshop on Increasing student engagement and Motivation

Workshop Speaker:

Architect A. F. M. Mohiuddin AkhandHead of the departmentDepartment of Interior Architecture

Organized by:Institutional Quality Assurance Cell

Overview Increasing student engagement Motivation to learn in the class Classroom management Dealing with disruptive behaviour Strategies to encourage motivation

and thoughtful learning Some recurring themes about

student motivation

RESPONDING TO CHALLENGING BEHAVIORS IN THE CLASSROOMArchitect A.F.M.Mohiuddin Akhand

Head of the DepartmentDepartment of Interior Architecture

Concept Map for Increasing student engagement and Motivation



. . . It’s different for EVERYONE!!WHY? Teaching Styles Personality/Attitudes Student population Not all management strategies are

effective for every teacher

Try different strategies to see if they work for you



o It’s effective disciplineo It’s being prepared for classo It’s motivating your studentso It’s providing a safe, comfortable learning

environmento It’s building your students’ self esteemo It’s being creative and imaginative in

daily lessons

What is Classroom Management?



Why is classroom management and student engagement important? Satisfaction and enjoyment in teaching

are dependent on leading students to co-operate

Classroom management issues are one of the main concerns of beginning teachers



Principles for successful classroom management Make a good first impression Come in with enthusiasm and show that you are

excited to be there Deal with disruptive behaviour – have a clear

code of conduct Teach students to manage their own behaviour Focus attention on entire class Direct your instruction so students know what is

going to happen



Principles for successful classroom management Monitor all groups – move around the room so

students have to pay attention more readily Make sure classroom is comfortable and safe Over-plan your lesson so that learning takes

place Keep a steady pace Show confidence in your teaching Make class expectations clear and realistic

and stick to them Be consistent – set realistic goals Work to engage all students



The teacher as director!! Sitting behind a desk creates distance

between the teacher and learner Get down to their level when teaching Know how to work one on one while not

turning your back to the class



Dealing with disruptive behaviour Remain focused and calm Respond decisively Follow the University policy and

procedures Avoid confrontation



Motivation: How do we get our students excited?



My students aren't motivated - how can I help them?

Teachers have a lot to do with their students' motivational level. A student may arrive in class with a certain degree of motivation. But the teacher's behavior and teaching style, the structure of the course, the nature of the assignments and informal interactions with students all have a large effect on student motivation.



Intrinsic and Extrinsic Motivation

Educational psychology has identified two basic classifications of motivation:

Intrinsic Intrinsic motivation arises from a desire to

learn a topic due to its inherent interests, for self-fulfillment, enjoyment and to achieve a mastery of the subject.

Extrinsic Extrinsic motivation is motivation to

perform and succeed for the sake of accomplishing a specific result or outcome.



The key to good classroom motivation Show enthusiasm Avoid excessive competition Observe and interact to ascertain how much

the student understands Allow students time to tune into the lesson Communicate an expectation of success Provide constrictive ,timely feedback Get down to the students level when

teaching



Strategies for successful class engagement

Little compliments along the way Reinforce accomplishments Make it a game, Role reversal Focus on end result Work on the student’s goal Address motivation directly



Some recurring themes about student motivation, drawn from the educational literatureMake it real In order to cultivate intrinsic motivation,

try to create learning activities that are based on topics that are relevant to the students.

Provide choices Students can have increased motivation

when they feel some sense of autonomy in the learning process, and that motivation declines when students have no voice in the class structure.



Some recurring themes about student motivation, drawn from the educational literature

Balance the challenge Students perform best when the level of

difficulty is slightly above their current ability level. If the task is to easy, it promotes boredom and may communicate a message of low expectations or a sense that the teacher believes the student is not capable of better work. It might be other way around.



Some recurring themes about student motivation, drawn from the educational literatureSeek role models If students can identify with role models

they may be more likely to see the relevance in the subject matter. In some cases, you can be a role model but it's unlikely that you will connect on that level with everyone in the class due to differences in gender, age and social circles.




Use peer models Students can learn by watching a peer

succeed at a task. In this context, a peer means someone who the student identities with, not necessarily any other student. Peers may be drawn from groups as defined by gender, ethnicity, social circles, interests, achievement level, clothing, or age.




Establish a sense of belonging People have a fundamental need to feel

connected or related to other people. In an academic environment, research shows that students who feel they 'belong' have a higher degree of intrinsic motivation and academic confidence.




Adopt a supportive style A supportive teaching style that allows

for student independence can promote increased student interest, enjoyment, engagement and performance. Supportive teacher behaviors include listening, giving hints and encouragement, being responsive to student questions and showing sympathy for students.




Strategize with struggling students When students are struggling with poor

academic performance, low self-efficacy or low motivation, one strategy that may help is to teach them how to learn. That is, to outline specific strategies for completing an assignment, note-taking or reviewing for an exam.



Helpful hints Use the foundation of your relationship Be creative Give a choice whenever possible Insist on responsibility Warn them of the consequences of their

behavior



TASKDiscuss ways in a group about responding to specific challenging behaviors in the classroom and combine your thoughts and write it in the given paper for further discussion. Please make sure to take your own experiences' into consideration.





Documents

FOR FINAL PRESENTATION