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Motivating both students and teachers can lead to great results in the classroom. Students will become more engaged in the topic, participating frequently, and turning all assignments. When teachers are engaged, they will create fun and engaging lessons for their students. If the topic is interesting during professional developments, teachers are prone to take notes and to learn more about the topic, motivating them to expand their horizon.

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How to motivate learners inside the classroom

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How to motivate learners inside the classroom

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In order to get students to participate in class discussions, I have provided many incentives.  One of the example and incentives I give my students is candy and fidgets. In order for students to receive a piece of candy, they must display active listening skills and answer the question correctly. The fidgets, such as yo-yo's , pencils, and fidget cubes helps those particular students focus more on their assignments throughout the day. Since giving out these incentives, I have seen an increase in class participation and students are more likely to complete their assignments before they leave class.

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How can you apply this information to your professional development?

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How can you apply this information to your professional development?

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To motivate teachers during my professional development, I can provide different types of incentives before and during the session. Before PD starts, I can offer a small gift card incentive to individuals who showed up on time or early. Once other teachers see their peers received an incentive for showing up on time, it will motivate them to show up on time and also inform them there are more gifts to come. I will also pass out incentives during the sessions for those teachers who correctly answer questions or complete their task before the end. This provides teachers the opportunity to share their findings and participate throughout the session. Additionally, the presenter will be satisfied because teachers are understanding the content being presented to them.

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When it comes to professional development days, whether is on or off site, teachers ideally dread it. Having to relocate to a different school to watch presentations all day is not their ideal form of entertainment when they do not have students. At times, some of the PDs are not presented in a way which would benefit classroom teachers and sometimes the presenters end up sharing their entire presentation via email for review. Recently, at the end of our PDs, our principals have been giving out more surveys to better assist us throughout the long sessions. Many people have voted on more opportunities to interact with peers we normally do not work with, providing us with breakfast or lunch, and small incentives such as candy or light snacks to help us focus more on the material.

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1. Self Concept: Adults are independent and self-directed learners. After they are given the instructions, they are able to locate resources to support their findings. For my DTTP, I need to ensure all directions are clear and check for comprehension before they work independently.

2. Adult Learning Experience: Teachers and other adult learners all have previous learning experiences, both good and bad. With these experiences, they carry their background knowledge and areas of expertise to new learning scenarios and peers. For my DTTP, I want to make teachers feel like their past experiences are heard because those experiences shape the educator they are today. In reference to my DTTP, I would like for teachers to share out their experiences in terms of the use of technology in their classrooms and observe their peers reaction.

3. Readiness to Learn: Adults are ready to learn because they are aware of the potential outcomes of utilizing new information they learned from PDs in their classrooms. Administration will be observing and looking for specific strategies to be used while teaching students.

4. Orientation to Learning: Adults are able to identify various issues and learn from their mistakes. Over time, teacher might change up their approach and methods to accommodate their student's needs for the school year.

5. Motivation to Learn: Adults are motivated to learn and are very goal oriented. They feel accomplished when they have completed goals throughout the day, week, and month