It is said that all teaching or advises are valueless if the person hearing it do not want to receive it.
Teaching to the students, advising to the juniors etc. are becoming valueless most of the time due to that reason.
What is your explanation?
It is an art to teach/motivate to those who apparently don't seem to be interested. Emotional intelligence theories can be made applicable to reach them.
It is always possible to change people and make the Jone run provided you know how he can be made to run.
Most of the people who do not seem interested are by heart willing to learn and after sometimes show response to your motivational talk. One has to be honest and committed in expressing reality of the tasks the people will always listen to you follow you Leading from the front to such people is a challenge.
people can not be motivated but they can be inspired.
Yes, it is. A true desire motivates to learn something. If someone is not interested to learn something then it is impossible to make him aware about any topic/thing.
Economic pressure (hierarchy/power structure) makes people move by 'forced labor contracts' for monetary incnetives, this social conditioning actually starts in school. In our exponential age, masses of people are being moved from being slaves to becoming robots. Once some painful basics are learned by a rigid method, only personal motivation can open the door to excellence.
It is an art to teach/motivate to those who apparently don't seem to be interested. Emotional intelligence theories can be made applicable to reach them.
It is always possible to change people and make the Jone run provided you know how he can be made to run.
Most of the people who do not seem interested are by heart willing to learn and after sometimes show response to your motivational talk. One has to be honest and committed in expressing reality of the tasks the people will always listen to you follow you Leading from the front to such people is a challenge.
people can not be motivated but they can be inspired.
In my opinion, one has to try to motivate others to learn and improve. Otherwise such people may develop negative attitude.
One need to explain the concerned person benefits of new learning to oneself. One has to be persuasive towards such persons to learn new things.
You are utterly right. The desire and will to learn is the foundation for every form of tuition and motivation to learn. It's sad that a greater number of our current students lack the foundational basis to learn.
Yes, it is true. But, we, as teachers, have to show clearly the cons of such a decision (strong unwillingness to learn), underlying, at the same time, the pros of the opposite.
Regards
I define the flow of information received by students as the learning and I use this simple equation:
(Learning = motivation/ resistance)
If the student does not want or cannot learn properly ; there is a high resistance to receive the information. For example; students with low GPA have higher resistance to learn. In this case; there is a need to select more attractive active strategies. Other student's resistance to learn could be caused by family or social issue. For example; some students are from rich family and there is no need to study very hard for a very good job. In that case ; there is a need to increase the motivation by specific strategy and personal talk.
compulsions are reason which makes persons to learn, like some reward
I can agree with all the answers given. They show high respect for the task and high respect for the students. But I also know that, unfortunately, it is not always possible in everyday life to achieve the good goals that we have in front of us. Sometimes something goes wrong, even though a great deal of effort has been put into preparing it beforehand. And I try to be honest with myself. And I say to myself, "You've done a better job than you have today."
There are professors who are very good at teaching. And there are professors who are very good at research. However, there are probably not very many professors who succeed in being excellent in both areas. I do not consider myself one of these outstanding scientists, but try to learn from them.
I believe if the teachers are of excellent quality the students will automatically pay attention to them. I have no hesitation to say that excellent teachers are very few.
I have come across only three such teachers in my life. Late Dr Aparesh Bhattacharyya (chemistry) of Scottish Church College, Late Dr A K Sharma of Botany Department, Ballygunge Science College and Dr C S Rathore of IIFM, Bhopal, Madhya Pradesh.
I do agree that motivations, interests and willingness are crucial factors in learning.
One must try to motivate students time and again. You do not know which time a motivating factor sneaks in and the student begins to move in a positive direction, therefore a teacher must be ready at all times.
Dennis
Dennis Mazur
In this life everything should be natural. If a person wants to drink water, he does not need to be forced to do it, he will solve this problem in any case, otherwise he will just die, will not he. If the student does not want to learn to gain knowledge, do not force him to do it, because only the vital necessity will make him learn. We must inspire the student that there will always be found people who will be in demand in this life, with or without him everything will be decided in any case, and then let this student think about for what purpose he lives. If there is no goal, then a sad end is inevitable, such as suicide.
Valuable inputs by the RG members regarding above-mentioned topic. Today most of the students in the classroom are not in a position to receive the lesson but I think as a teacher it is our primary responsibility to attract, inspire and motivate the students.
The question of the topic has a point. The significance of motivation. That is why respondents agree.
I assume that justifies why researchers focus on teaching approaches such as problem solving, which are expected to motivate learners to be willing to learn.
It is possible to make the impossible, when we work honestly and simply to provide information, that it is not only educational methods, it is also the art of delivering information
"It is not the strongest of the species that survive, nor the most intelligent, but the one most responsive to change."
Charles Darwin
"If you can't explain it simply, you don't understand it well enough." Albert Einstein
Who says teaching says concentration, who says teaching says to love how to receive and transmit information!
The diffference between a poor teacher and a great teacher is in their ability to inspire. Great teaching isn’t about having only motivated students but to inspire the weakest and least motivated to achieve success!
Teacher has to motivate his students as much as he can. Motivation plays a role in learning. Even with students who don't want to learn it may lead to effective results
That is very true. That is why it is important to motivate your class if you are a lecturer. That is what makes a good teacher
It is ... motivation is hard thing to do ... the rest follows :)
As a teacher, your job is to motivate your student whether they are interested or not in learning. Somehow, someway, you have to find a way to inspire and motivate them. Otherwise, you have no business teaching these children.
To learn at classroom is student's state of mind at that point of time.Since face is the index of mind, the teacher may perceive such situation and may draw such student's attention.
It is very true. Acceptance of a person to learn or listen prepares the mindset for learning! If one doesn't want to learn, nothing in the world can make him learn!
Yes ! I just want to say , "You can lead a horse to water, but you can't make it drink."
Hi! I want to problematize this, we risk taking this too easily just to excuse ourselves as educators. ”They are not motivated enough; so be it”.
If we just widen the concept of learning outside school settings, we can easily see that people apparently learn a lot of things they are not motivated for learning in the first place. An unpleasant or life-threatening incident causes survival learning and changed behavioural strategies . I wonder if not much of what we perceive as. motivation in school is of the same kind; mostly caused by coercive system the individual is consider him-/herself trapped within, and not primarily by scientific curiosity. It is also a consequence of our industrial-type system with cohorts of learners in standardized courses to be completed in standardized times. The future can hold something else, as example adaptive learning based on learning analytics, but then the whole concept of social learning has then to be reconstructed.
This is a very sad but true reality which we are facing in most educational contexts today. Unfortunately, many learners are demotivated and unwilling to attain the targeted objectives. Here is when we tend to give all the responsibility to the teachers and their motivational practices in the class. Psychological and neuroscientific evidence have proved that motivation and cognition are inextricably linked. As such, to have a thorough understanding of brain mechanisms responsible for creating motivation is a prerequisite to every teacher professional development program because motivation can be affected and learned. Therefore, developing the right tools and skills to affect and teach motivation to our students should be the central purpose of every teacher training program. Current studies show that motivating classrooms are flooded with motivational instructional practices. Motivating teachers tend to use far more supportive motivational practices than non-motivating teachers who use a preponderance of practices undermining student motivation. As Viktor E. Frankl rightly observes ,"when we are no longer able to change a situation, we are challenged to change ourselves.”
I think the human being is par excellence a learning being. He or she always learns, sometimes not exactly what we think is desirable, because learning also concerns the habitualisation of undesirable behaviour.
Sometimes the problem is that the "right" thing to learn is not that motivation is lacking, but that there is an oversupply of options and the academically desired options do not always take first place. Conscious learning is not always highly motivated learning, but asks: Why? It can be very different behavioural patterns superior to the learning situation that create a distance to the current learning situation.
The key questions that control and, if necessary, limit the learning behaviour of students may include ethical principles, decisions between different curricula, future perspectives and personal preferences.
This discussion has many common points of contact with the discussion https://www.researchgate.net/post/Do_you_agree_there_is_no_such_thing_as_a_bad_student_just_a_bad_teacher
Yes, it is absolutely true. As Jala says, “You can’t make someone do something they don’t want to, but if you are kind about it, you can convince them to do that thing because it is the right thing and good for them."
It depends not only on the motivation of the student, but also on the teacher. S/he should not sing and dance in front of the students, but he must show that simple things that seem unnecessary can be both interesting and useful. I heard a few times from the undergraduate students during our conversations: "Why no one before could explain to me that this is so exciting? Only now I understood ..." Maybe I'm wrong, but even a lazy cat can be taught to something useful. And for professional teacher - it's generally a matter of congruity.
One can inspire and once a person is inspired then motivation to do better/achieve something comes. The best is if it comes from within and once it comes from within then there is no need to look beyond.
may be the thing you are teaching or you want to teach his or her skills are not compatible with those guidance. may be he or she can be expert in arts and music but he or she is being forcefully guided towards mathematics and sciences. main effort should be from parents and teacher should be to look for the skills of the children by observing closely, by talking with him or her.
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“It is wrong to say that schoolmasters lack heart and are dried-up, soulless pedants! No, by no means. When a child's talent which he has sought to kindle suddenly bursts forth, when the boy puts aside his wooden sword, slingshot, bow-and-arrow and other childish games, when he begins to forge ahead, when the seriousness of the work begins to transform the rough-neck into a delicate, serious and an almost ascetic creature, when his face takes on an intelligent, deeper and more purposeful expression - then a teacher's heart laughs with happiness and pride. It is his duty and responsibility to control the raw energies and desires of his charges and replace them with calmer, more moderate ideals. What would many happy citizens and trustworthy officials have become but unruly, stormy innovators and dreamers of useless dreams, if not for the effort of their schools? In young beings there is something wild, ungovernable, uncultured which first has to be tamed. It is like a dangerous flame that has to be controlled or it will destroy. Natural man is unpredictable, opaque, dangerous, like a torrent cascading out of uncharted mountains. At the start, his soul is a jungle without paths or order. And, like a jungle, it must first be cleared and its growth thwarted. Thus it is the school's task to subdue and control man with force and make him a useful member of society, to kindle those qualities in him whose development will bring him to triumphant completion.” ― Hermann Hesse, Beneath the Wheel
I'm so interested in the question: Can it be through the USE?
https://www.goodreads.com/quotes/tag/hermann-hesse
Dear Dr. Pattanayak,
Building on Crooks' (2009) polemical views about values, philosophies, and beliefs in TESOL, one distinct strand of thought associated with ideas of liberty disagreed with the conventional position on learners. Godwin (1964) emphasized the learner’s own entitlements to freedom and dignity. The learner, he said, is an individual being, with powers of reasoning, with sensations of pleasure and pain, and with principles of morality; and that in this description is contained abundant cause of the exercise of reverence and forbearance. It has taken quite a long time for rights discourses to catch up with this view of the learner. Rights theorist working in this area developed arguments to the effect that the standard criteria used for denying rights to learners (lack of rationality, inability for wise judgment) did not do a particularly good job.
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