lesson plan for adolescents topic Motivation
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Teachers and leaders from ancient cultures—for example, those of us born in the 20th century—agree: Adolescents aren't always interested in the topics adults consider important for them to learn. Ten- to 15-year-olds, we declare, rarely inject anything but minimal energy into their studies. Instead, they demand, "When are we ever going to use this?" "Don't you take us seriously?" and "How can I make Sara like me?"
It's easy for adults who've forgotten the wonder and uncertainty of the adolescent years to declare that students today are more uninterested in school and undisciplined in life than they were at that age. It's a false observation, however. Each new set of mature adults has declared the same thing about the set of young teenagers behind them—yet so far, humans are still thriving.
It's true that instructing a class of adolescents is no easy feat. It's a tenuous walk on a rope suspended high above a canyon of many competing priorities. We maintain a delicate balance, telling students, "Stay in the classroom and do as I say, and I'll tell you what's important so you can live your lives." At any moment, students can misinterpret what we say, tune us out, or leave the room. So what keeps middle schoolers in the room and engaged?
We can find part of the answer to that question by considering what common practices don't motivate young adolescents. If we think about what teens enjoy, we'll realize why being removed from physical education to double up on math and reading doesn't make kids eager. Neither does lack of choice about what to learn, or teachers who find their own stories more fascinating than their students do.
"Top 12 Demotivators" lists more practices that don't do the job. There's a general principle here: When it comes to fostering cognitive perseverance, carrots and sticks don't work. Rewarding students who make the honor roll with a special assembly doesn't motivate those students to pursue successful academic behaviors the next semester. And punishing a student for failure doesn't teach him or her to study more thoroughly.
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