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A focus on humanizing education

Newsflash

New Delhi: In a communication received from the University Grants Commission (UGC), the All India Council for Technical Education (AICTE) and the Distance Education Council (DEC). Readmore...
Teacher as a motivator PDF Print E-mail

A good many teachers feel honestly that they motivate pupils through tests, revision tests and grades to get rid of the fear of failure. No doubt, tests can be valuable tools for self-evaluation. But tests are not the only means, which are used for self-evaluation, and the results are not always precisely the ones desired and authentic. Some pupils work hard burning their mid-night oil to achieve what is expected of them; others become disillusioned and give up; many more develop vengeance and look for ways to retaliate against a system that makes them irritable and uncomfortable. When competition is insisted upon, cooperation and mutual agreement among pupils are not likely to develop.

Many teachers inform that they try to motivate the pupils by encouraging the results that are satisfying and pleasurable. Teachers, who try to make learning satisfying, use a wide range of tools for recognition and appreciation of work well done. Praise is their main forte. Sometimes they shower with more concrete rewards. Marks are treated as symbols of rewards rather than as producers of fear. However, praise from an unpopular teacher may have a negative and undesired result. Praise perceived as insincere or unearned is also ineffective.

In many classrooms, Children are forced to sit and listen for period after period, except for the teacher's voice, peace and tranquility reigns. Teachers often deliver words at the speed of a bullet train, talk endlessly and listen little. Classrooms are always dominated by this kind of teacher talk. Teachers, who try to motivate by applying either carrot or stick policy, are largely engrossed with their own goals. But child exerts himself only as he sees some concrete gain extracting from the enterprise. Trying to motivate by pressures or pleasures is an attempt to short cut this process. But the learner must see a goal ahead if he is to put forth.

A teacher, who mechanically assigns each hour's work without guiding learners to see the larger sequence of which it is a part, can serve dooms and will usually have little intrinsic appeal. This is the teacher who then feels a need for the carrot or the stick. He deprives students of opportunity to carry their existing motivations into the classroom in ways that could help their learning.





The nation’s well-being depends on the teacher’s well-being.

- Mrs. Indira Gandhi