How do orderly classrooms increase learners’ motivation? Explain based on your understanding of Factors that contribute to classroom management and motivation to learn
Orderly classrooms related to classroom management. Management refers to teachers’ strategies that create and maintain an orderly learning environment. By effective classroom management, teachers achieve two important outcomes: increased student achievement, and increased student motivation.
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Classroom management identified as an “essential precondition for motivating students”, it is the foundation of motivated classrooms. There are three prerequisites to effective management: Classroom climate, teacher characteristics and the relationship between management and instruction.​
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Classroom Climate where the emotional feeling is healthy, positive, and supportive of learning. The environment that supports these feelings represents the classroom climate. In classes with a positive climate, students feel capable, included and secure.
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Teacher Characteristics play a fundamental role in effective classroom management, they are including: Caring, firmness, modeling and enthusiasm and high expectations.
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The relationship between management and instruction: classroom management is an outcome of effective instruction, it is virtually impossible to maintain an orderly classroom in the absence of effective instruction and vice versa. Accordingly; Teachers need to consider the following factors to promote student focus on a desired learning outcome:​
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Meeting needs and interests.
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Addressing levels of concern.
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Facilitating a perception of a reasonable amount of effort.
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Addressing the probability of success.
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Providing immediate knowledge of result.
Additionally, building meaningful and interesting curricula, providing appropriate learning experiences and materials, and allocating sufficient time to enhance student opportunities for success since the more achievement or success students experience, the more likely they are to become increasingly “motivated” to stick to and attempt other tasks. Moreover; creating classroom organizational structures that increase student involvement, while teacher’s interactions with students is an equally important motivational factor. Besides to Personal teaching strategies, listening to what students are saying and humor.
On other hand, there are instructional factors that contribute directly to orderly classrooms such as organization, use of time, lesson focus, student involvement, feedback, review and closure.
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Organization: related to having materials and demonstrations prepared in advance, starting on time, having well-established routines and making transitions smoothly and quickly.
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Use of time: by the effective Scheduling of lesson activities, hence; teacher have to be friendly with the clock, talk less. Let the students talk, do, and create more and choose depth over breadth.
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Focus: related to attract and maintain student attention.
Student Involvement: The use of questioning and instructional strategies promote student involvement, that involvement increases learning, it also helps prevent management problems.
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Feedback: gives learners information about the accuracy of their understanding, and it is also important for student motivation because it helps satisfy their need to know how they are progressing and why.
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Review and closure: Lessons are more coherent when review and closure are used to summarize and pull ideas together. A review summarizes previous work and helps students link what has been learned to what is coming. It can occur at any point in a lesson, although it is most common at the beginning and end. Closure is a form of review occurring at the end of a lesson; in it, topics are summarized and integrated.
References
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Brophy, J. E. (2004) Motivating students to learn. Second edn. LAWRENCE ERLBAUM ASSOCIATES.
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Jacobsen, D., Eggen, P. D. and Kauchak, D. P. (2009) Methods for teaching: promoting student learning in k-12 classrooms. 8th edn. Boston, MA: Pearson Merrill Prentice Hall.