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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) ==========================================================
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