Among the many reproaches addressed to school teachers today. you can often hear that, they say, they do not create motivation for . Motivation For Study: Children’s lack of desire to learn is a worrying factor. Parents have generally become more anxious and aggressive due to the fact that the state is gradually abandoning social obligations.
Parents want guarantees for their children and demand them. And school administrators redirect parenting concerns and parental anger directly to teachers. Those who do not know the school kitchen and how little teachers have rights and opportunities, easily fall for this divorce. Yes, I ask for a transition to slang vocabulary!
There is no doubt(Motivation For Study): the teacher can discourage the desire to study, can inspire love for his subject. Anything can happen. However, it would be an unjustified exaggeration to place full responsibility for motivation on the teacher.
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It looks too simple and linear to be true. However, this dubious approach directly follows from the concept of “educational service”: since nothing is required of us in a hairdressing salon, just sit quietly in an armchair, then in education give us an order in full, so that Motivation For Study is in the package of services … Not otherwise.
Motivation For Study for children and adolescents to learn is one of the key issues in all methods and approaches of modern pedagogy. The days of rods, thank God, are over. Little can be learned from under a stick. This, of course, happens sometimes (let us recall at least the difficult childhood of the composer Paganini), but it is not suitable for mass use. Because humanity has advanced since then in the field of human rights and the foundations of psychology.
By the way, it is useful to remind that in ancient times the teaching itself was really light, because it often opened the way to a better life for the bearers of knowledge. And the question of motivation was not so acute then also because the Motivation For Study completely coincided with the motivation to increase or maintain social status. Or to the acquisition of wealth. Moreover, education was not universal and compulsory,
Things have gotten more complicated these days. On the one hand, education itself has ceased to be a guarantee of a social lift, and knowledge has ceased to be a sacred privilege. On the other hand, education has become universal and compulsory, so even a complete lack of interest in learning has ceased to be a reason for stopping education.
It is good, of course, that children are not thrown out of school, but still forced to finish their studies. Somehow. This is better than they will “run through the streets” and do everything else that is embedded in this conventional concept. But not to notice the side effects of the situation with forced and unmotivated learning is also a very imprudent position.
Today schools are filled with children and adolescents, whose future does not in any way correlate with the knowledge gained at school. Knowledge in the ordinary sense of this word has finally lost its social meaning, has ceased to be recognized as a factor leading to a better life.
This is intensely fueled by modern concepts of education, which assure the naive man in the street that today absolutely everything can be “Google”, that is, found on the Internet. And this lie is reinforced by pseudoscience pedagogical theories opposing the “activity approach” to such evil as the “knowledge paradigm.”
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And for those schoolchildren who, thanks in particular to all of the above, do not respect knowledge at all, as such, there is no way to stop learning by virtue of the law on “compulsory universal.” And the teacher must deal with this burden.
Without the help of the state and parents. The teacher should motivate a child with such a background. How realistic is it and, most importantly, how constructive is it to impose this function entirely on the teacher?
What can Motivation For Study these students now days? Not to pass the exam and obtain a certificate, but to study, to gain knowledge?
Of course, there is also a natural motivation, or, speaking in Russian, curiosity, originally embedded in the psyche of every child. This is also called a cognitive need. But, firstly, in a large part of children this need is killed already at the stage of early development, in the family.
Among the means by which a family can consistently kill a child’s desire to learn in the future, one can note the limitation of impressions, the unwillingness of adults to answer children’s questions, the lack of books in the house, the lack of time for parents to spend cognitive pastime with children, a disrespectful attitude towards knowledge and reading as such and lack of role models, uncontrolled absorption of surrogates by children of information from TV and the Internet. No circles and schools of early development can then restore what is lost in a specific home atmosphere.
For those children whose parents took care not to kill curiosity and thereby prepared the child well for school, the need for knowledge can be suppressed in the early years by a system of education oriented to the standard, with a poorly organized educational process, with an imperfect assessment system, with leveling , fluidity, overloads. By high school, learning is often disgusting even among developed and curious at first children.
Note that a teacher accepts a child from a family without any criteria for school readiness (with the exception, perhaps, of gymnasiums and special schools). But within the school system, an individual teacher can influence something less and less every year. It is unfair and completely nonconstructive to hang on someone the solution of those tasks for which there are no tools. Everything is ruled by the state, the individual worker is increasingly turning into a performer. There and ask where the directions and control come from.
Therefore, the teacher’s responsibility for motivation to learn, as well as for the quality of education, can only be partial, and the size of this part is directly proportional to the degree of freedom given to the teacher.
That is why the concept of “academic freedoms” remained in the law on education (Article 47). This is the teacher’s freedom of choice of methods and approaches, freedom from interference in work, freedom of choice of teaching aids, and much more.
All this remained, even if in the role of atavistic decoration. Because it is a necessary decoration that allows you to impose maximum responsibility on the teacher from the outside. And at the same time evade responsibility for all other parties. Family, pedagogical “science“, bureaucratic system of government, state, society, school administration. But if there is no real freedom, then the responsibility is fictitious. Let’s either implement academic freedoms, or lag behind the teacher.
In fact, the teacher today performs the function of a switchman. He is credited with freedom, which he does not have, and, together with the painted freedom, is granted an unpainted responsibility.
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In fact, everyone and who is not lazy teaches the school teacher how he or she should teach. Methodists, supervisors, press, school administrators, educational philosophers and parents. There is no need that all these “knowing how to do it” overwhelm teachers with demands and advice, often of the exact opposite nature.
For example, to assess educational work on personal results and achievements, while giving an objective assessment that meets educational standards. Or “create a situation of success”, the comfort of the educational process for each student, while strictly following the program. Or, declaring the child a subject (and not an object, as before) of education, make the teacher responsible for motivation, but evaluate the school according to the rating and USE results. Not surprisingly, with such systemic schizophrenia, the result is getting worse.
All that has been said is addressed primarily to the parents. So that they have a very good idea of what school children are sent to today. To a school that is less and less responsible for their education. If he is responsible for life and health – and that is already very good. But the school will not give you education. If you don’t take care of it yourself. If you don’t accept conscious parenting as a necessary condition for survival for yourself and your children.