This-essay is a7810101.htm which is available at the
web-site www.essayz.com. See more notes at the bottom.
Previous-Essay <== This-Essay ==> Following-Essay
By-Months By-Years By-Words
Webs of Like-&-Un-Like ESSAYS <==> Like-&-UN-Like This-One
==========================================================
%AFFIRMATION AND MOTIVATION 781010
Many students' motivation to learn is highly
dependent upon affirmations on the part of their teachers.
The students' are deeply affected by the focus of their
teachers' affirmations. If the teachers never affirm the
students as persons---the students are forced to choose
between becoming non-persons who affirm what the teachers
affirm---or becoming persons who divorce themselves from
their non-personal teacher. Unbalanced affirmations
occasion unbalanced choices---which occasion future
unbalanced affirmations.
Teachers who are exclusively content-oriented often
affirm only the value of the content which is the focus of
their concern. They do not affirm students as persons;
instead they: grade, criticize, evaluate, test, qualify,
certify, justify, judge, approve, disapprove, favor,
praise, bribe, reward, punish, threaten, intimidate,
direct, manage, regulate, organize, restrain, control,
prohibit, manipulate, credit, etc. their students
conditionally. The conditions pertain to conformity and
promote conformity relating to the content towards which
the exclusive teachers are oriented. Such teachers
manipulate students in ways which occasion perverse
motivation---while undermining humane: curiosity,
openness, responsiveness, receptivity, initiatives, etc.
Thus it is important to take note of the focus of
teachers' affirmations.
Affirmations are made through non-verbal channels of
communication---more powerfully than through formal verbal
communications. If formal verbal communications and non-
formal non-verbal communications are inconsistent with
each other---the non-verbal communications will be the
ones which are believed and be taken seriously. Thus non-
verbal in-formal affirmations are the ones which most
importantly relate to students' motivation. Teachers who
are unaware of the existence of nonverbal and non-formal
affirmations are in many instances undermining their
students' motivation without knowing what is happening.
In some instances a teacher's world-view may deny the
existence of such communications---and make it virtually
impossible for the teacher to become aware of how they are
undermining students' motivation through subconscious
communications.
(c) 2005 by Paul A. Smith in
www.essayz.com Search for Integrity and Honesty
(On Being Yourself, Whole and Healthy)
==========================================================
Lines beginning with a percent sign are KEYWORDS for use
in ESSAY-System Searches. Their terminal digits are dates
of writing in the format @yymmdd#, where @ = a means 99,
@ = b means 20, and # = is a within-date essay-count.
Links to date-adjacent essays are near page top & bottom.
Find the following links by clicking on CENTER when CENTER
near the top or bottom of a web page of essayz.com
1. Go to HOME PAGE of essayz.com
2. Find brief-essays via keywords
3. Find brief-essay about ADDICTION
4. Search-Helps related to ABOVE-LINK
5. GoTo Action & Information Center
6. Find Regular-Essays via Year/Month
7. Find Regular-Essays via Word-Starts
8. Find Regular-Essay about LOVE
This-essay is a7810101.htm which is available at the
web-site www.essayz.com. These 5 lines echo top lines.
Previous-Essay <== This-Essay ==> Following-Essay
By-Months By-Years By-Words
Webs of Like-&-Un-Like ESSAYS <==> Like-&-UN-Like This-One