There are many extrinsic ways to motivate students to complete their homework. Here are a few. For an everyday homework assignment that is complete from all students, the class earns a point. Once they reach 10 points, they earn something. Students can remind one another to turn in homework so their class can earn points.
Websites such as Kidblog. Create a homework club. Students can meet before or after school, or during lunch or study hall. A homework club can give students the help and structure they need to complete assignments on time. How do you increase homework completion at your school? Do you have tips or suggestions that work for your students? We would love to hear your thoughts in the comment section below.
Janelle Cox is an education writer who draws on her 15 years of professional experience in the education system. As a trained educational professional, she utilizes her experience to provide content and knowledge to the online community. She is also the Elementary Education Expert for About.
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The student appears unmotivated to complete in-class work. Offer the student the opportunity to earn points or tokens toward rewards or incentives by completing a certain amount of schoolwork. Review possible rewards with the student and allow him or her to choose those that he or she would find most motivating. Use cooperative learning activities to teach course content.
Cooperative learning allows students to learn while also getting motivating social reinforcement through interaction with their peers. Weave high-interest topics into lessons to capture and hold student attention. To learn what topics most interest your students, just ask them whether through class discussions, written surveys, or individual student-teacher conversations.
Offer the student choices in how he or she structures his or her learning experience in the classroom. For example, consider allowing students to select where they sit, who they sit with, what books they use for an assignment, or the type of product that they agree to produce e. Give students a voice in structuring the lesson. For example, you might have the class vote on whether they wish to spend a class period working in student pairs at the computer center reviewing course content posted on an Internet site or remaining in the classroom working in larger student groups to pull out key course concepts from the textbook.
The student appears unable to complete in-class work. For example, a student who struggles in a higher reading group might be placed in a lower group. Give the student review sheets with completed models that demonstrate all steps of the learning strategy that he or she must use to do the assignment.
Take care to write the review sheets so that the student is able to grasp the essential elements of the strategy when reviewing it independently. Link the student with a classmate, an older student, or an adult volunteer who can tutor the student in the area s of academic weakness. Be sure that the student and tutor spend the majority of tutoring time actively working on the targeted skills rather than engaging in social conversation!
Provide the student with materials at his or her ability level on which the student can practice, practice, practice key skills being taught in the course. If the student is working independently on practice materials, provide the student with answer keys so that the student can rapidly check his or her work. Provide the student with study aids and reference materials designed to increase his or her comprehension of course material, such as guided notes and glossaries containing key course terms and their definitions.
The student completes classwork quickly without attention to quality. For example, have students write an autobiographical essay that can later be submitted as part of their application for a summer job. Require that the student rate all classwork using the rubric.
Do not allow the student to hand in work until the student is able honestly to assign him- or herself the highest ratings possible. You can use this technique with one student or the entire class. Divide students into pairs and have them exchange their completed assignments. Before collecting work, encourage students to make changes to their own assignments in response to peer editorial feedback.
To avoid having students rush through an assignment so that they can have free time, give additional classwork to anyone done early. The student does not participate in large-group discussions. Make sure that students are not permitted to tease or mock their peers for giving an incorrect answer in your classroom. Students should feel safe to make mistakes-even in public--as they strive to master difficult course material and concepts.
Let students know that a certain percentage of their course grade will be determined by their preparation for class discussion and willingness to participate in class. Write all student names onto index cards or slips of paper and place those names into a container. At the end of that time, draw a name from the container and call on that student to attempt an answer.
If you have students who are very shy about participating, you may allow them to pass if they do not know the answer when called on. Meet with the student privately and give him or her a passage from the course text or other relevant material. Provide the student with discussion questions that you plan to ask him or her in the next class session and let the student know that the answers to those questions are to be found in the passage.
If the student requires additional support, underline the portions of the passages where answers to the discussion questions are to be found. Allow students to consult their notes and the course text when responding to a discussion question. With the student, set a reasonable daily goal for responding to discussion questions e.
If the student meets or exceeds the daily goal, the student is awarded a point or token that can be redeemed later for an incentive. The student takes poor or incomplete notes on lecture content.
Periodically collect student notes to grade and provide written feedback, doing so more frequently near the start of the school year. If you decide to grade student notes, be sure first to provide students who have disabilities that impact note-taking with appropriate accommodations, such as those discussed below. Keep a master set of teacher course notes available for students to borrow to check against their own notes.
Or get the permission of a student in the class with good note-taking skills to photocopy his or her notes and make them available e.
When covering important material in a course lecture, explicitly prompt students to write it down. Allow students to audiotape lectures. Or get into the routine of recording your own lectures and allow students to sign out those audiotapes for review. Encourage students to join study groups e. In these groups, students can compare notes, increasing the likelihood that students with poor note-taking abilities will fill in gaps in their own notes while reviewing essential course content.
Most students who believe themselves to be smart and capable will outperform students filled with self-doubt or anxiety about their work. When possible, maintain an open and responsive attitude towards the needs of every student and try to make sure that everyone feels valued as a member of the class. After determining the average learning curve of your class, set the bar there while providing extra assistance and extra challenges to students who need either. Try to devise projects and activities that are interactive and approach them with an enthusiasm that your students pick up on.
Completing worksheets all the time can become uninteresting and students may not be motivated to complete them after awhile. If you can find ways for students to practice essential skills while also being engaged in creative activities, you may discover that students become more motivated when it comes to the dryer assignments that need to be completed.
Variety can be an essential tool. Every student is different and every combination of students that form a class is different.
Try to keep your students directly involved in all classroom activities and make sure that every individual has a place. A learning disability is a neurological problem that can trouble even the most intelligent child. Most learning disabilities will manifest during the elementary and middle school years. Read on to learn more. At this time of the year, with the shorter days and colder weather, studying can be more of a challenge.
Whether your child is grappling with seasonal affective disorder or is just hitting a wall in the middle of the school year, there are ways to help.
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Enlist the student's parent to serve as a 'homework coach', meeting with the student each night to look over assignments, set up a plan for completing the homework, monitoring the student's actual time spent doing homework, and reviewing finished work to verify its completeness and quality. Some students are naturally motivated learners, while others need a great deal of help to complete assignments. For this reason, there are many different theories and strategies on how to motivate students.
Strategy 1. Give clear and appropriate assignments. Teachers need to take special care when assigning homework. If the homework assignment is too hard, is perceived as busy work, or takes too long to complete, students might tune out and resist doing it. The names themselves 'Homework and Classwork' irritate students like me. If the teacher gives any task to the students in the name of homework or classwork, it;s boring and tiresome but if the.