|
Teacher Modeling.Albert Bandura’s (1977) social learning theory suggests that children learn behavior through observation. Bandura’s social learning theory is a continuous reciprocal interaction between cognitive, behavioral, and environmental determinants. In fact, learning would be extremely difficult, if not hazardous, if individuals had to rely only on their own experiences. Observing others allows us to form an idea of how new behaviors work. Then the learned behaviors are stored to later serve as a guide. Teacher modeling is a critical component for motivating students to read. Teacher modeling can take many different forms that express to the students that reading is valued and important.
Methe and Hintze conducted a study to evaluate teacher modeling as a strategy to increase student-reading behavior. The purpose of this study was to emphasize teacher modeling as the most essential component of successful SSR programs. Methe and Hintze hypothesized that teacher modeling of the expected behavior during SSR would increase student engagement.
One of the most widely accepted ideas is that the more you read the better you become. In fact, the amount of time spent reading at home and at school has been found to influence students’ reading achievement. Therefore, it would seem reasonable that programs that encourage students to read, increase students’ time spent reading, which in turn would increase achievement. However, while providing time for students to read appears to be a simple approach to making students better readers, in and of itself, it may be simplistic. Other factors are necessary to increase amount and breadth of students’ reading.
Motivation plays a central role in encouraging students to read more. Self-efficacy, intrinsic/extrinsic motivation, and social activity are central aspects in motivating students to read.
1.3. Motivational strategies related to reading texts
The study presents some strategic dynamics that foster students’ love for reading and learning English. The strategies in use are supported on the knowledge that adolescent readers having acquired reading notions and an intermediate level of English what they need now is to get in contact with new recreational experiences through reading. They can manifest their dislike for reading but this is only funded on the erroneous idea derived from their late experiences with academic reading.
The modern paradigm for struggling reading in the class is modified by introducing a sense of pleasure in every reading venture, regardless of other more pedagogical issues. This work does not intend to put such issues out of focus but to change the hierarchy of educative principles. The reading program derived from these beliefs has multi strategic purposes, as explained before, and includes teachers and educational professionals going through a formative training that helps assuring a correct selection and adaption of the reading materials. Thus, having interesting, suitable and accesible reading materials in the classroom is one of the best strategies, as it Stephen Krashen states, “we know that more access to books results in more reading”. Following this principle education gets professionally aware of the more democratic principle in our modern society, that culture must be made easily accessible to everyone, no matter what economic or social background they belong to. The last premise is cohesive with the model of Iceland for the “National curriculum guides for pre-primary, compulsory and upper secondary education”. In the developed countries of the world established the six “Fundamentals of Education”. These fundamentals, in order of appearance, are: “literacy, sustainability, democracy, equality, health and welfare and creativity”. They influence such pedagogical aspects as: the “choice of subjects and content of teaching, play and study, the work procedures and methods taught ” and the “working methods of teachers and other school staff.” As a means to elaborate on good motivational strategies based on the use of the text, teachers need to know that the term motivation refers to three realities affecting the personal conduct: intrinsic motivation, extrinsic motivation and a motivation.
Firstly, motivation can be defined simply as “the willing to undertake some action or to keep doing it”. But this is not as simple as it may seem: motivation depends on the individual’s willpower, so that any extraneous intent to control it is limited and restricted by many other circumstances.
Finally, if we get to know the nature of some motivational signs, we can elaborate better strategies to produce it. It has been maintained during the course of the research that a suitable reading will immediately enhance more reading. The following paragraphs give ideas and suggestions for making readings as “suitable” and interesting as students want them to be. The last point numbers a series of activities and goal supplying elements attending to extrinsic motivation, formative assessment and the evaluation process.
Do'stlaringiz bilan baham: |
