151. Is showing the students you care about them one of the most important things you can do to motivate them to become better students?

I must refer you back to my reply to question #1. For example, I care deeply about my students. What exactly do I DO to show I care about them? Well, my list of exactly what I DO when I "care" about my students is probably very different from your list of exactly what YOU DO when you "care" about your students.

Now, once we have very clear indicators --descriptions of what each of us does (ACTIONS or BEHAVIORS) when we "care" about our students-- we can conduct a brief research study:  You do what you say you do when you "care" about your students and I do what I say I do when I "care" about my students. Then, we can measure the number of times we perform each indicator, and we can measure the success of the students through some sort of achievement test or survey.

If the results of the test or survey show that your students perform significantly better than my students, then YOUR indicators (the ACTIONS or BEHAVIORS you perform) are more effective in "motivating" students to become better students.

Your question is an empirical question and it should be tested. Should you read the research literature on motivation, you will discover that it does NOT refer to "caring" in the abstract. Rather, it clearly describes each behavior that may be "motivating" and compares the results of such "motivating" behaviors on others through tests or surveys.

 

 


For more in-depth information, classroom demonstrations, and "coaching" of new and/or experienced teachers, Dr. CARMEN SANCHEZ SADEK offers:

1. Cognitive - Academic Language and Vocabulary Development
2. Cross Cultural Diversity - Multicultural Strategies
3. Effective Instruction for English Learners (L.E.P. students) Parts 1, 2, 3, 4
4. Promoting Academic Success in Language Minority Students
5. Cognitive - Academic Language and Vocabulary Development
6. Oral Language / Literacy Skills / Higher Order Thinking Skills
7. 50/50 Dual Language Programs: design, planning and implementation
8. The Structure of English / The Structure of Spanish
9. Transition: Introduction to English Reading

Web Site Programs for Teachers: Numbers 1, 5, 7, 8, and 9.
Web Site Programs for
Paraprofessionals: Number 3.
Web Site Programs for
New Teachers:
Enhanced Cultural Sensitivity - The Challenge of Students Diversity
Identifying / Responding to Students' Language Needs
Phonemic Awareness: Teaching English phonics to L.E.P. students
Relationship Between Reading, Writing and Spelling
Improving Reading Performance -- Building Oral Language Skills)

Write and e-mail any additional questions you may have, and Dr. CARMEN SANCHEZ SADEK will establish with you, your school or district a Technical Assistance Service Contract. Dr. CARMEN SANCHEZ SADEK will answer all your questions promptly and to your satisfaction.

 

For information and credentials please click on the link below or contact directly:

CARMEN SANCHEZ SADEK, Ph.D.

Educational Consultant, Program Evaluator

National Board for Professional Teaching Standards, Certification (12/2006)

3113 Malcolm Avenue, Los Angeles, California 90034-3406

Phone and Fax: (310) 474-5605

E-mail:  csssadek@gte.net