Since there is no basic text for teaching vocational agriculture,

Notes on dealing with hostility, withdrawal, anxiety, and rebellion in the classroom along with discussion of emotions that enhance learning and on developing sensitivity to emotions. (TA)

The article raises concerns about educational approaches which rely heavily on extrinsic reinforcers and offers instructional guidelines to promote intrinsic motivation in children with learning problems. Stressed is the importance of mediational dynamics between teacher and student in the learning process. (DB)

Discusses how to motivate students to learn history. Suggests using primary sources, relating subject matter to what students already know, and avoiding lectures whenever possible. Recommends formulating goals in advance, preparing reading lists, preparing questions for students, and assigning individual projects. Argues that such a course will…

Adults participating in an Ulpan method Welsh program were surveyed to determine their motivation for learning Welsh and for choosing an intensive course. Integration was found to be the major motivating factor for studying Welsh and the students believed that an immersion setting would result in superior language learning. (JL)

Suggests that music and drama offer excellent opportunities for "pleasant repetition," a practice of structures and vocabulary that is motivational and contextualized. (Author/VWL)

Explores the ongoing, complex, and difficult task of trying to inspire students. Discusses some of a teacher's first steps toward learning how to inspire, including a good will toward students, a trust in the significance of the momentary encounter, and a confidence in the significance of the subject and passionate attachment to its truths. (EV)

Presents results of an empirical survey aimed at obtaining classroom data on student motivational strategies. Hungarian teachers from various language teaching institutions were asked how important they considered a selection of 51 strategies, and how frequently they used them in their teaching practice. (Author/VWL)

Research evidence that well-executed formative assessment raises achievement and enhances motivation and autonomy has influenced policy and practice in schools and universities in the United Kingdom. Formative assessment is also built into the aims and assessment activities of outcome-based qualifications in post-compulsory education. Behind these…

Cross-study comparison of the impact of strategy instruction (SI) is problematic because of differences in learning settings, the periods of time over which it is undertaken and the nature of the SI itself. Few studies indicate how the choice of skill areas and strategies has been tailored to meet the learners' age, stage and proficiency level,…

Second language acquisition is a hard task for teachers, since to achieve the motivation from students to practice a language simulating a real context is very difficult. On the one hand, students are often influenced by their mother tongue and more when they are practising a second language with a partner from the same nationality. On the other,…

The aim of this study is to design and develop a Physically Interactive Learning Environment, the PILE system, by integrating video-capture virtual reality technology into a classroom. The system is designed for elementary school level English classes where students can interact with the system through physical movements. The system is designed to…

This document offers teaching tips to be used if, on administration of the Motivated Strategies for Learning Questionnaire (MSLQ), a class were to present a profile of scores that would suggest the need for help in one or more of the motivation or learning strategies areas assessed by the MSLQ. Some tips are supported by research; others are based…

Learning is defined as the modification and acquisition of knowledge, feelings, and abilities of the student--the outcomes of the teaching-learning process. The teaching-learning process in vocational education is intended to serve as the vehicle for achieving specific outcomes embodied in the goals of the vocational program. Two primary strands…