What do you do if your students are disengaged or unmotivated?

Firstly, I aim to understand the underlying reasons by fostering open communication and empathy. Then, I adapt my teaching approach, incorporating diverse instructional methods to reignite interest. This may involve interactive activities, real-world examples, and collaborative projects to make learning more engaging. Additionally, I create a supportive classroom environment, encouraging student autonomy and providing constructive feedback. By nurturing intrinsic motivation and fostering a sense of purpose, I empower students to become active participants in their learning journey.

La baisse de motivation d’un élève en classe peut ne pas dépendre uniquement et strictement de ce qu’il se passe à l’école. J’ai déjà eu le cas d’élèves en difficultés à l’école suite à une rupture amoureuse (l’élève voulait abandonner ses études à la fin de sa 2e année), suite à une maladie (1 élève m’a dit qu’elle allait loupé son année dès le début de l’année parce que son père venait d’avoir un infarctus). Il semble important et judicieux de conna?tre pourquoi l’étudiant se sent moins concerné ou s’il est moins concentré en classe. Nous pouvons le lui demander directement ou lui proposer d’en parler avec la pédagogie, le délégué ou bien certains camarades de sa classe. L’étudiant doit être compris, soutenu et accompagné.

That is never a problem. You have to address this person. You can just start walking into the direction of this person. You can engage him in the lesson. You can give him a job or a task so that he becomes active and involved.

Ao perceber a desmotiva??o dos meus alunos, procuro compreender mais profundamente o contexto pelo qual est?o passando. Seja conversando ou prestando aten??o em algumas atitudes. Algo que achei útil foi trazer atividades que estivessem dentro da realidade deles. Por exemplo, muitos usam a rede social X (o antigo Twitter) e trago vários memes, frases de efeito. Por vezes consegui chamar aten??o deles e ter uma aula em que eles foram o centro. Por outro lado, existem outros aspectos que s?o mais complexos de atingir, como, ansiedade, autoestima, esses nós precisamos nos aproximar e conversar. Tentar descobrir o que está acontecendo e tentar, junto com a escola e família, ajustar esses comportamentos.

First of all, the teacher or educator must be enthusiastic about what you are teaching. Otherwise, you will always fail as a teacher. Don't take the bad motivation personally. I would have a personal discussion trying to find out what is causing the bad motivation. Hopefully, we would find out what the student can do and what I as a teacher can do.

Il est possible d’instaurer un climat de confiance avec les élèves. Pour cela, je préconise tout de même de conserver une certaine neutralité, le copinage n’est pas recommandé et pas nécessaire avec les étudiants pour créer une confiance réciproque. La communication en groupe et en individuel est importante. En cas de conversation avec 1 seul étudiant, je préconise tout de même de conserver secret le contenu de cette conversation. Sinon, vous perdriez la confiance de l’étudiant s’il savait que vous avez répété aux autres ce qu’il avait eu du mal à extérioriser ou à dire. La bienveillance doit être le mot d’ordre.

As a teacher, building rapport with my students is a top priority in fostering a positive and productive learning environment. One of the most effective ways I do this is by showing genuine interest and care for each student as an individual. I take the time to get to know their interests, backgrounds, and goals, which helps me tailor my approach to meet their needs. Active listening and empathy are also key components of rapport-building; I make sure to listen attentively to their concerns and perspectives, validating their feelings and experiences.

I believe, that building rapport and trust helps to establish a positive and healthy relationship with learners. Students feel more confident in their abilities and they know that they can communicate respectfully with the teacher in a way that a perfect bond is created. The students are much more engaged during their lessons when they feel praised, their self-esteem improves and also they remember that the teacher is there to help and support them so they can give forward successfully.

La communication non Verbale est également importante quand nous dispensons un cours. Cela permet de faire ressortir le cours et d’impliquer les élèves grace par exemple à notre gestuelle ou bien notre positionnement en classe. Je me souviens une fois de 2 élèves qui copiaient / trichaient en classe le temps de l’interrogation de début de cours. J’avais alors décidé sans rien dire de m’assoir entre les 2 élèves sur la table. Les 2 élèves ont alors rigolé car ils avaient compris que j’avais vu qu’ils trichaient. Il n’a pas été nécessaire de les gronder, de les réprimander ou de les sanctionner. Mon attitude les empêchait de tricher et le message était passé. Il faut parfois être créatif.

By incorporating various modes of learning, including visual, auditory, kinesthetic, and verbal, I can create a more inclusive and engaging classroom environment. For visual learners, I use diagrams, charts, and visual aids to reinforce concepts and information. Auditory learners benefit from lectures, discussions, and audio recordings that allow them to absorb information through listening. Kinesthetic learners thrive when provided with hands-on activities, experiments, and movement-based exercises that enable them to physically engage with the material. Verbal learners excel in activities such as reading, writing, and group discussions that involve language and communication.

One thing I have found effective to keep your class engaging and students remain motivated is the activity based method.Intresting activities can motivate students to participate actively in what's going on in class.

Interactive learning?helps make the educational process more collaborative and gives kids more chances to engage with each other in meaningful ways. Over time, this helps them to be better equipped for the many challenges they will face later in life.

Students like to be engaged and at the same time have fun during their lessons. They also like to participate in more practical real-world projects, experiments and talkative activities, where they can learn skills more in-depth. Those new activities, enable them to use their knowledge, and they also see their abilities and the field that needs improvement. Furthermore, this will help them gain problem-solving techniques to apply in the future as well.

If learning is not meaningful, purposeful, connected to the real-world, then student's find it hard to see the point in learning. Daniel Pink's book, Drive, unpacks that we need autonomy, mastery and PURPOSE. Real-world situations give purpose to learning. Understanding one's agency in the world, that you can make a difference is a big driver for engagement. Writing REAL letters to REAL people is an immediate game-changer for any learning context. Suddenly everything from language and grammar to spelling actually matters.

Connect to real world examples or cases that students relate: this will motivate students. If they see the value, practicality, and wisdom in lessons, they will eventually follow. The biggest challenge therefore is concretising things that will make sense to your students. And that is often easier said than done, especially for really abstract concepts.

J’ai remarqué durant mes années d’enseignement que les élèves sont généralement assez friands et encore un peu + attentifs quand nous leur racontons des expériences vécues. Cela permet d’illustrer le contenu de nos cours et nos dires. Cela fait alors vivre nos propos. Les histoires racontées aux étudiants les marquent et leur permettent de se projeter un peu mieux. Le contenu des cours ne permet pas toujours de pouvoir se projeter.

Teacher stories serve as powerful vehicles for inspiring and motivating students, showing them the impact that education can have on their futures. By weaving these narratives into my teaching, I create a dynamic and engaging learning environment that encourages curiosity, exploration, and growth.

Quand j’étais étudiant, j’ai toujours bien travaillé. Par contre, je manquais cruellement de confiance en moi. Dès qu’il fallait passer à l’action, j’étais indécis, pas certain de mes gestes. Et le manque d’accompagnement du professeur ne me permettait pas de franchir cette barrière. L’étudiant parviendra à vaincre sa timidité et à gagner en autonomie s’il est confronté à la réalité du terrain. Cela l’amènera à fournir les efforts et les actions nécessaires. Pour amener de la sérénité à l’étudiant, il peut être bien que l’enseignant soit à proximité de lui pour répondre à ses questions ou intervenir au besoin. Pour autant il faudra laisser l’étudiant évoluer autant que possible seul pour le faire gagner en autonomie.

By offering choices and autonomy, educators can ignite their students' engagement and motivation; choose their preferred authors to explore during literature studies, allowing them to connect with texts that resonate with their interests/experiences. Similarly, granting them the autonomy to select historical figures such as dictators for research projects encourages deeper engagement with the subject matter. Additionally, giving students the freedom to choose native Australian animals to study fosters curiosity/personal connection to the natural world. Further, allowing them to investigate various types of natural disasters empowers students to delve into topics that intrigue them, fostering a sense of ownership and enthusiasm for learning.

Fostering the power of choices in the classroom can lead positively to more active and longer-lasting student autonomy. Giving students real choices in the classroom — such as any type of material they are studying, any assignments they willing to complete, and the peers with whom they work, — can?boost their engagement and their motivations enormously. It also allows them to empower their strengths as well as facilitate them to meet their individual learning needs.

Il n’est pas chose aisée de conseiller spécifiquement 1 étudiant qui serait en avance ou bien en retard sur le programme du tronc commun. Encore faut-il que l’étudiant soit réceptif et demandeur pour performer de meilleure manière. Je me souviens avoir proposé des exercices supplémentaires à 1 élève en grande difficulté pour l’apprentissage de ma matière, celle-ci a refusé toutes mes aides. Cela demande de l’expérience et de l’aisance à l’enseignant pour identifier les étudiants aux besoins différents. L’enseignant se doit d’essayer de discuter avec ces étudiants-là afin de leur proposer des exercices, conseils ou devoirs pour les aider à s’améliorer. Cela pourra se faire au moyen de travaux en dehors des cours magistraux.

La communication entre le professeur, la pédagogie et la direction doit être optimisée. Si l’avenir et la réussite de l’étudiant sont en jeu, je pense que nous devons tous nous unir pour aider et permettre à 1 étudiant de réussir. Même les parents peuvent être impliqués et concernés par cet enjeu. La communication avec l’étudiant doit être fluide, constante et régulière afin de prévenir d’éventuelles pertes de motivation durant son cursus scolaire. Parfois il est trop tard quand nous nous rendons compte que l’étudiant a laché ou qu’il souhaite arrêter définitivement son année d’études. L’étudiant doit nous sentir disponibles et à l’écoute s’il y a besoin.

If I were to choose just one, I would prioritize building positive relationships with the students. When students feel valued, respected, and connected to their teacher, they are more likely to be motivated and engaged in learning. Positive relationships create a supportive classroom environment where students feel comfortable taking risks, asking questions, and participating actively in class. Additionally, strong teacher-student relationships can help address underlying issues that may be contributing to the class's lack of motivation, fostering a sense of belonging and investment in the learning process.

If my students become unmotivated, i would give them a break, a pause which they actually need. 10 mins to have chit chat with their friends, taking them out in the garden and let them be free, but under certain specific conditions.