It is not a shame to not know something, but a shame not to want to learn.
The doctrine, devoid of any interest and taken only by force of coercion, kills the student's desire to master knowledge.
To attract a child to learning is a much more worthy task than to forcibly.
With the birth of a child, mom and dad automatically become educators. Each parent wants his child to study well, with interest and desire to study at school. But sometimes one also has to regret from parents that “he doesn’t want to study,” “he could have done well, but there is no desire.” There are problems with academic performance. Often this is not due to the child’s ability to work or his intellectual abilities, but to a sharp drop in interest in learning, a decrease in educational motivation. How does it arise? This question excites many parents. With the arrival of the school begins a difficult period of testing the child, not only the need to go to school, to be disciplined (behave correctly in the classroom, be attentive to the course of the lesson), but also the need to organize your day at home, in the family. Parents try to organize his correct attitude to learning activities. Learning for a student is a difficult task. Just understanding that you need to learn is far from enough. Everyone knows that a student cannot be successfully taught if he is indifferent to learning and knowledge, without interest. Therefore, we are faced with the task of forming and developing a child's positive motivation for learning activities.
The word “motivation” comes from the Latin verb “movere”, to move. By the motive of teaching, we understand what the child is learning for, what encourages him to learn. ” It is not uncommon that on the first day of school, a student learns that now he cannot behave as he did before: he cannot stand when he wants to, he cannot turn to the student sitting behind, he cannot be asked when he wants to do this. In such cases, the students gradually develop a fear of the school, a fear of the teacher. Learning activities do not bring joy. Even an adult cannot work in such conditions for a long time. To understand another person, one must mentally stand in his place. So imagine yourself in the place of a student who should every day, as a rule, without getting enough sleep get up and go to school. If a similar situation develops in an adult, then he does not stand up for a long time and changes his place of work. Parents must constantly remember that a person cannot work for a long time on negative motivation that generates negative emotions. If this is the case, is it any wonder that already in elementary school some children develop neuroses.
In order to increase motivation, parents need to unlearn how to manipulate children as “pawns”. And children should feel like a "source", they must learn to take responsibility for their behavior. The personality of the child-student is unique. One has a low level of motivation and good mental abilities, the other has medium abilities, but the motivating forces for finding solutions are great. The success or failure of an individual in educational activity cannot be explained by any of its individual qualities. On the contrary, only by analyzing these qualities in close connection can we understand the true causes of success or failure of a particular student.
There are five levels of educational motivation:
First level - high (These children have a cognitive motive, the desire to most successfully fulfill all the school requirements). Pupils clearly follow all the instructions of the teacher, are conscientious and responsible, are very worried if they receive unsatisfactory marks.
Second level - good school motivation. (Students successfully cope with learning activities). A similar level of motivation is average.
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, to have a beautiful briefcase, pens, pencil case, notebooks. Cognitive motives in such children are less formed, and the educational process attracts them little.
Fourth level - low school motivation. These children are reluctant to attend school, preferring to skip classes. In the lessons, they are often engaged in extraneous affairs, games. Experiencing serious difficulties in educational activities. Are in serious adaptation to school.
Fifth level - negative attitude towards school. Such children experience serious difficulties in learning: they do not cope with learning 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 assignments, follow certain norms and rules. Often such schoolchildren have neuropsychic disorders.
Reason for the decline in school motivation:
- Adolescents experience a “hormonal explosion” and a fuzzy sense of the future.
- The ratio of student to teacher.
- In girls of the 7-8th grade, age-related susceptibility to learning activities is reduced due to the intense biological process of puberty.
- Personal significance of the subject
- Misunderstanding the purpose of the doctrine.
- Fear of school.
3 types of attitude to learning are determined - positive, indifferent and negative.
Positive attitude to learning is characterized by the activity of students in the educational process, the ability to set promising goals, to anticipate the result of their educational activities, to overcome difficulties in achieving the goal.
Negative attitude schoolchildren to learning - not a desire to learn, weak interest in success, focus on the mark, not the ability to set goals, overcome difficulties, negative attitude towards school and teachers.
What today encourages children to go to school and do homework? The answer to this question is also interesting because it provides an opportunity to understand a lot in the personality of a modern teenager. 30-40 years ago, a schoolboy felt himself primarily as a member of society, putting his interests above his own, for the modern adolescent, the main value is himself, and therefore, even in motivating learning, the first priority is the desire for self-development, self-realization. Today, students and parents are ideally oriented. They are characterized by a desire for prosperity, practicality, sobriety, a desire to be a good family man.
The task of adults is not to extinguish the adolescent’s desire for knowledge, to create favorable conditions for its development throughout the school period, to supplement it with new motives that go from the content of education, from the style of communication between the teacher and students. The formation of a positive motivation for learning is not a spontaneous process, and relying here only on the natural inclinations of children would be reckless. The motives of teaching must be specially educated, developed, stimulated. Pupils are more actively engaged if this process is of interest to both teachers and parents, when they are supported in case of difficulties, they create peculiar “situations of success”.
In no less, but rather in a greater degree, interest in certain disciplines and activities is formed in the family. For example, when a son, taking an example from his father, wants to become a programmer and spends a lot of time at the computer. Or when parents inspire children that for success in any professional activity it is necessary to master a foreign language.
Learning is hardly one of the activities that delight the child. But if he is ready to put up with the need for a daily stay at school, then homework usually causes violent protests. Homework is necessary so that both a negligent and a very diligent student will consolidate new knowledge, practice in performing simple and complex tasks, and test themselves. It is necessary because it develops independent work skills. Parents can help the teenager develop oral and written language. It is very good when dictionaries or reference books are acquired from time to time in the family, and children are taught to use them. These books are needed by a person all his life. The speed of perception of educational information is largely determined by the pace of reading. The family can give children tasks to write off the text with independent recording of time spent
The task of parents is to make the student understand the very possibility of remembering the material during its active processing. If the student mentally imagines the answer scheme, then he remembers the content of the training material well.
Sometimes parents take excessive initiative in doing their homework. Children quickly realize that homework can be “hanged” on their mother or father who are tired after work. It is unlikely that parents will resist, because it’s easier to do everything by ourselves than to explain to an incomprehensible student a hundred times. Alas, this happens often. Instead of the necessary independent training in mastering the material, the younger ones cunningly manipulate the older ones, but the teacher should evaluate not the joint work of mom and dad, but the independent work of the student! Parents have the opportunity to give their children an additional and very effective chance x It’s important that parents, being in the role of a teacher (in homework), be able to create a different school environment, and then, using the benefits of homework and the help of parents, the child can significantly improve learning outcomes. be deprived of school tension, the child can stand up and move as he wants. Parents do not give ratings at home. Invalidity creates an atmosphere of freedom, tranquility, creativity, security, in which you can learn in a situation support and belief in success, not stress. Another plus: homework can be organized taking into account the individual abilities of the child's performance. A five-minute break for rest - and the student is ready to continue to study. At school, it is not possible to provide for such breaks for each student, and at home, parents can organize an individual regime for their own child, taking into account the peaks and decreases of its performance.
Our brain is naturally programmed to motivate to learn: the knowledge gained or mastery of a new skill is rewarded with a surge of hormones of happiness. Learning can even be turned into an obsession, so the right dosage of stimulation is very important. If the child does not know for sure whether he will be able to complete the task, and nevertheless does the job, the degree of feeling of success is the highest. But if the expected reward or praise does not follow or excessive demands are made, the reward system breaks. The same thing happens if success is taken for granted.
Ancient wisdom is quoted thousands of times: you can bring a horse to a watering place, but you can’t make him get drunk. Yes, you can seat 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 only be the appearance of learning activity.
Get involved with your children, help them. Do not leave the child alone in the difficult business. Remember! The education process is the most difficult thing in human life.