How and why teachers should motivate students
Our legacy as a people are children – the newest generation. We, as humans, depend on the next of our line to further not only society but also as a species. Since a large responsibility is placed on the children, many people are urgent in placing their children in proper schooling to broaden their minds. Because of this, teachers are expected and held to great expectations from parents to teach their children well throughout their lives until they grow up.
The relationship between teacher and students
On the subject of teachers’ teaching, some wonder how they would go about teaching children. What tactic is the most effective way to teach kids, some ask. Some suggest going to other teachers for help on how they could improve their teaching material, as something not only will refine their academic medium, but it may also give them the confidence to start the day with, as many new teachers are nervous to face a class in the role of a disciplinarian that instructs.
Another component vital to teacher-student relations is respect. “Respect is earned, not given” is a common saying and is no more present than in a classroom. Many students don’t respect new teachers as they aren’t used to them and don’t value what they have to say or their time, and many teachers are unsure on how to go about getting comfortable with their students and how to go about setting realistic, yet, optimistic standards that suit each student individually. Because of this, students are more likely to give new teachers a hard time than experienced teachers.
What most teachers would want, unanimously most likely, would be a good, positive attitude from students. A desire to learn and listen, to be motivated towards their future like their teachers would be. Respect for not only themselves, but to their peers, such as their teacher and fellow students. To understand that the material being taught by their teachers and homework assigned, i.e. writing research papers and discursive essays and book summaries (i.e. A Rose for Emily summary, Bartleby the Scrivener summary, etc.) have meaning and that it is important to try their best. However, some find this exceedingly difficult to acquire.
Many teachers have sat back and scratched their heads on just how they would get to an agreeable state with their students. Just how were they going to get them to a place that both could agree was agreeable? One idea is to allow the students to maturely constructively criticize their teacher’s teaching methods and their learning. After all, who would know what they do and don’t want than the receiver? However, one could argue that some students are too immature or far-cited to understand that some of their concerns and fixes would cause more problems than solutions.
Another argument is that the material being taught never fully “sinks in” to students, that the only reason they care is so they can get a good grade. The material doesn’t really matter to them, so they don’t bother getting overly invested, and in the end, it doesn’t stick with them, even if the material was critically important. One may point out that this is caused by the attitude of some teachers, that they don’t care about their student’s well-being enough. The solution to this problem seems clear enough: both parties have to care.
In conclusion, the relationship between teacher and students is a give and take situation, one that many have tried to come up with solutions for. Because of this, teachers motivating students have and will always adapt to reach every and all students, or try its hardest. After all, students are the future.