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1.  Use positive competition.
Competition in the classroom isn’t always a bad thing, and in some cases can motivate students to try harder and work to excel.  Work to foster a friendly spirit of competition in your classroom, perhaps through group games related to the material or other opportunities for students to show off their knowledge.
2.   Give students responsibility.
Assigning students classroom jobs is a great way to build a community and to give students a sense of motivation.
3.  Create a threat-free environment.
While students do need to understand that there are consequences to their actions, far more motivating for students than threats are positive reinforcements.  When teachers create a safe, supportive environment for students, affirming their belief in a student’s abilities rather than laying out the consequences of not doing things, students are much more likely to get and stay motivated to do their work. At the end of the day, students will fulfill the expectations that the adults around them communicate, so focus on can, not can’t.
4.  Change your scenery.
A classroom is a great place for learning, but sitting at a desk day in and day out can make school start to seem a bit dull for some students. To renew interest in the subject matter or just in learning in general, give your students a chance to get out of the classroom.

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Attitude influences motivation

Relationship between student and teacher begins when they start school.  Warm and positive help to improve motivation.  An empathetic teacher doesn’t only help protect the student’s image of themselves as student, but it also helps prevent social exclusion by classmates.

Keep the children involved

If children feel useful and involved, they’ll feel responsible and more motivated.

Value their effort

It’s more important to value effort of children. If you put too much importance on the finished product, you’ll forget to reinforce all of the hard work that the student has put in.

Help manage anxiety

Many children have a hard time staying motivated because they’re anxious and worried that they will fail or perform poorly.

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Motivation is described as a state that energizes, directs and sustains behavior. Motivation involves goals and requires activity. Goals provide the impetus for and the direction of action, while action entails effort: persistence in order to sustain an activity for a long period of time.

There are recognized indices of motivation that are important to be aware of. Indices typically place a value or quantity on an idea; in this case, we can understand the value or quantity of motivation for an individual.

1. Motivation leads to increased effort and energy.
Motivation increases the amount of effort and energy that learners expend in activities directly related to their needs and goals

2.Motivation increases initiation of and persistence in activities. Learners are more likely to begin a task they actually want to do. They are also more likely to continue working at it until they’ve completed it, even if they are occasionally interrupted or frustrated in the process

3. Motivation affects cognitive processes.
Motivation affects what learners pay attention to and how effectively they process it.

4. Motivation often enhances performance.
Because of the other effects just identified—goal-directed behavior, effort and energy, initiation and persistence, cognitive processing, and the impact of consequences—motivation often leads to improved performance

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EFFECTS OF WEB-BASED COLLABORATIVE WRITING ON

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How ZPD can be applied in classroom using English language?

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How ZPD can be applied in classroom using English language?

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To apply the concept of the zone of proximal development, teachers instruct in small steps according to the tasks a student is already able to do independently. This strategy is referred to as scaffolding. The teacher should also support and assist the student until he or she can complete all of the steps independently in learning English language.
Here's a look at the step-by-step process by which a teacher can apply the zone of proximal development in learning English language.

First, a teacher should identify what a student already know about English language. By identifying this prior knowledge, the teacher can build on that language skill set when introducing new concepts.

Next, the teacher can build on this knowledge through scaffolding; the scaffold will help students move from what they already know to what they should know by the end of class. When planning lessons, teachers should keep in mind the scaffolding process by integrating guided practice in their English language.

Last, teachers can help students connect their new learning to their prior knowledge. For example, if an English teacher has just taught children how to descibe adjectives, the teacher might then relate this concept back to describe noun.

All in all, through applying the concept of the zone of proximal development, the teacher identifies what a child already knows, teaches him or her something new to add to it, and then relates this back to his or her prior knowledge so that he or she can now understand the new concept with assistance

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How to apply ZPD in your classroom in subject matter (mental arithmetic)

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How to apply ZPD in your classroom in subject matter (mental arithmetic)

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Zone of Proximal (ZPD) is a context where the scaffolding is applied. The assistance decreases as the child gets more skillful. This is an important concept that relates to difference between what a child can achieve independently and what a child can achieve with guidance and encouragement from a skilled partner. To apply the zone of proximal development, there is some process to apply ZPD in the classroom.

First, teacher should identify what student already know. Teacher could build on the skill set when introducing new concepts by identifying prior knowledge.  For an example, to conduct mental arithmetic lesson in classroom, the existing knowledge of children is number. The children should know the number and count 10 fingers in basic mathematic way.

Next, teacher could build this knowledge through scaffolding. Scaffolding process will help students move from their existing knowledge to the knowledge they should know by the end of the class. During the lesson planning process teacher should keep in mind on the process of scaffolding. For example, the scaffolding process on the mental arithmetic is where the children count the fingers in mental arithmetic way.

Last but not least, teachers can help children connect their new learning to their existing knowledge. For example, if teacher has just taught children on how to master count the fingers in mental arithmetic way. Teacher may relate the counting in mental arithmetic way to the numbers.

Teacher could identify the existing knowledge of children and teach them something new and relate it to their existing knowledge to ensure children understand the new concept with assistance by applying ZPD in the classroom.

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How ZPD can applied in classroom using English language?

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How ZPD can applied in classroom using English language?

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The “Zone of Proximal Development” (ZPD) is perhaps one of the most commonly used terms in the field of education. Yet, as often happens, we use terminology with a limited understanding of the concepts involved. The ZPD was a key construct in Lev Vygotsky’s theory of learning and development (Vygotsky, 1978). Vygotsky defined the ZPD as

“The distance between the actual developmental level (of the learner) as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance, or in collaboration with more capable peers” (Vygotsky, 1978).

Two critical elements in Vygotsky’s definition of ZPD are the notions of potential development of the learner and the role collaboration plays in the learning process in classroom while teaching english language:

First, When students perform in their ZPD for a given task, they are apprenticing and consequently unable to engage in the task on their own. They need appropriate guidance, modeling, and assistance, all of which are provided through collaboration with peers or teachers. Thus, teachers have to deliberately construct these collaborative structures, ensuring that they invite students to participate in worthwhile conceptual and analytical practices while at the same time developing the English necessary to accomplish them. In this way the student moves through her/his zone of proximal development and ultimately into the space of internalization and autonomy, which is the goal of learning. More than a simple process of partnering students, learning in this “construction” zone takes place through the construction and enactment of invitations to interact in intellectually stimulating tasks. These invitations are premised on in-depth understanding of our students, which requires formatively assessing them to determine where the next learnings should be placed and combined with careful and contingent scaffolding.

Second, Scaffolding thus simultaneously considers our students’ current understandings and interests along with their future potential for development. For an example, the teacher asks one or two questions for students to consider. In order to see what students are thinking, as well as to provide additional scaffolding as needed, the teacher asks students to record key elements of their answer using words or phrases, but not complete sentences. Depending on the complexity of the questions, the teacher may assign between three and five minutes for students to jot down their ideas. Meanwhile, the teacher circulates around the classroom to monitor and check what students have written. An empty piece of paper may be an indication that the student needs further support from the teacher.

The procedural aspect of scaffolding emerges through the unplanned support that occurs in-the-moment and in response to something new the learner introduces in classroom interactions. The on-the-spot nature of procedural scaffolding makes it contingent on the learner and the particular situation in which it occurs. This means that  in addition to continually monitoring students’ understanding, the teacher is also assessing their own structural scaffolds so as to be able to quickly modify them in order to support students’ progression to the ZPD. It is thus through the planned structure together with the contingent, in-the-moment process of scaffolding that the teacher creates both the circumstances and supports that permit students to enter into and engage in their ZPD and that promote their autonomy as learners. We must take care to fully understand that our goal is learner autonomy. Eventually, our students should proceed through their ZPD to self-regulation in which they no longer need the scaffolds we provided earlier.

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5 Strategies on how to increase the students' attention in the classroom

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5 Strategies on how to increase the students' attention in the classroom

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1. Come up with group activity
2. Plan lesson intervals
3. Create a daily mindfulness practice
4.Set up flexible seating
5. Play memory games

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1.Students will be able to show out better education performance by managing their emotions
2. Helps students to have a great motivation to study.
3. It also increase positive attitudes and academic performances within students.
4. Sets attainable goals and takes appropriate actions to achieve these goals.
5. It also allows individuals to activate and sustain cognitions, behaviors and emotions in a systematic way toward the attainment of their own learning goals.

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5 Strategies on increasing students' attention in the classroom

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5 Strategies on increasing students' attention in the classroom

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•Building Activities This is a broad topic that can customize classroom and unique student needs. It helps improve attention span and concentration to give children a goal and building materials. For example, pass out playing cards and ask the kids see which team can build a higher house of cards before it falls. Younger kids can use blocks of different shapes and colors to work individually.

•Use contrasting colors to increase visual focus. Use different colour of marker on the board. Try to be colourful while writing

•Engage through movement. You can provide opportunities for physical tasks in the classroom. Students can go up to the board to write their answers to questions. They can also help pass out papers, erase the board, or collect materials. Students will listen and focus more if there is a chance for active participation. You can even set aside time to do some stretching before or between lessons.

•Include hands on activity. Having hands on activity such as use pipe cleaners, magnetic letters, sand, shaving cream, or clay to form letters, practice writing letters, sentences, rhyming words, opposites, etc. This enable to help them engage better in the classroom rather than using paper and pencil lesson

•Cover up shelving with games, materials, etc. with a sheet.  This is a great technique in early elementary classrooms.  There can be many temptations to want to play or touch other materials in the classroom.  If the student can not see them, the visual distraction is reduced.

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5 Strategies How To Increase Thr Student's Attention In A Classroom

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5 Strategies How To Increase Thr Student's Attention In A Classroom

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* Time Management
Plan a good lesson with the correct timing
*Exercise Break
Tell the student its time for a 2 minutes breathes with yoga, jumping, jack and more
*Using Powerful Images
Hold up or display an image of something related
to the lesson
*Uses Of Technology In The Classroom
Create a slideshow and a insert a short video clips
*Voting
Ask a question related to the lesson and have your    student vote as the response and the attention

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•Impact children’s motivation and learning

•Individual belief in his/her capability to learn or to perform behaviors to produce specific performance

•It reflects confidence in ability to control own’s motivation, behavior and social environment

•Important element to optimissed children’s learning and experiences

•self-efficacy is related to our sense of self-worth or value as a human being

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How Goals And Expectation Improves Their Learning 

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How Goals And Expectation Improves Their Learning 

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The effectiveness of an education program can often be improved when appropriate goals are set in place by the teachers and students. There are a multitude of benefits that exist for students when specific learning goals are set. The greatest benefit is achieved when the students have a role in forming the goals as they will feel more ownership and accountability towards the goals. Posting the goals in the classroom will serve as a visual reminder of the commitment they have made.

Most successful people say that part of the reason for their success is because they practiced goal setting in their personal and professional life. However, goal setting is typically not taught in education institutions. When it is used, in most cases, it is not practiced effectively. Goals give the students a clear picture of what the expectations are and where to focus their time and attention. Goals also give students something to strive for. This is important because it helps to motivate the student and it also provides a sense of accomplishment when goals are reached. Finally, an important argument for using goal setting in the classroom that should not be overlooked is that it teaches students how to practice goal setting.

In summary, with the appropriate goals implemented in the classroom, students will be forced to take a more active role in their learning process. They will also likely develop a continuous interest in and concern about the world around them, which is important in developing lifelong learners. Students will also develop goal setting and flexible thinking skills that will be useful throughout their life. Setting effective goals and expectation also help student to track their own progress and more easily to identify where they may need additional support to succeed.

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1) Self-efficacy
2) Goal and Expectation
3) Self-Regulations

How these concepts improves or promotes learning?