The important of motivation and its impact on student's performance?
358364
Motivation is the single most important factor in learning. It is generally a result of the learner valuing the information as well as having a reasonable expectation of achieving success in the task. Without either of these motivation quickly disappears.
199285
Motivation\nOrganisation\nDelegation
925109
From my own experience online is more difficult for many students because it comes right down to commitment. Are you really committed to the work which is necessary? One role of the teacher, in the classroom, is to motivate students to complete and achieve. If you cannot motivate yourself, then online will be much more difficult to complete. Personally, I prefer the classroom technique to online instruction because I like the interactions which take place in that setting.
631591
I think that it is extremely important. People need to feel like it's OK to put themselves out there and make a mistake. It's impossible to learn anything without goofing up every once in a while. Creating this kind of environment boils down to one thing, respect. If you respect your students, and don't tolerate your other students disrespecting each other it will facilitate their learning.
920966
La motivation joue bien évidemment  un rôle essentiel sur le processus d'acquisition des connaissances de l'apprentissage.\nL'affectif et le comportemental découlent et dépendent de la motivation.\nIl  est certain que si l'on n'a pas envie de faire, on ne fait pas ou alors très mal.\nL'échec n'est pas vraiment la résultante du manque de compétence, mais uniquement du manque de motivation.
411064
It is not possible to make the same motivation last through the whole process.  you need to find a motivating factor and find differant ways to be reminded of that.
1167218
It depends on the class level. I find that a lot of students don't care about their grades and slack off until they get towards the end of the marking period and then start to freak out asking me if they're going to fail and what they can do now so that they don't fail. But, that's mostly in my lower-level classes. In my high-level classes, I have kids that freak out over a B and kids that won't accept anything less than an A. Yes, sometimes the pressure does come from the parents, but I've found that more often than not, the pressure comes from within the kid. They want to get into a good college, they want to get scholarships, they want to be valedictorian, and on and on. At the high school level (I teach 11th grade history), parents can no longer motivate the students. The students have to motivate themselves. Parents can punish, parents can yell, parents can stand over the kid while they do their homework, but overall, the kids have to be the ones who want the grades.
970196
find out what motivates the student. Some are competative with their peers and that alone is motivation. Others need to know that what they are working on translates into real world scenarios. Good Luck!
793251
"charisma contributes unique variance to performance after the effects of contigent reward are considered"\n\nwhat it boils down to is this: people who are real leaders will always "just be able to" motivate their people more than someone who is just going through the motions - even when they are doing the motions by the book :)
488453
try to motivate this child, for example every time he or she does something right give praise. If that does not work, put him in a slower class.
862935
I believe there are definitely two sides to this coin. We can show examples from both sides all day long. However, as it may not be a direct correlation there is one there. I myself am a high school dropout, but by making the right decisions in my career I have done well for myself and consistently earn 6 figures year after year. I must say it took me a lot longer then my associate who with a college degree and outstanding GPA got there a lot quicker. He is 10 years younger then me, I am 37. I do believe someone who works hard in school and carries a higher GPA has a much greater chance of success. It is recognized as dedication, motivation and this is something even I would be looking for in an employee.
178322
There is certainly some relationship between teacher effectiveness and student achievement.  If there was no realationship, then we could hire anyone to be a teacher.  An effective teacher can stretch a student to his maximum potential, can motivate unmotivated students.  However, a number of other issues and factors need to be considered.  \n\nHow do we define student acheivement?  Other posters have touched upon this issue.  For example, who is the better teacher - the one who is finally able to teach the sixteen year old to tie his own shoes or the one who teaches 30 AP students to all get A's in their math course?  Who was the more effective teacher?  From my experience, it is much easier to teach the AP students, less demanding in terms of patience and ideas and strategies.\n\nYes, mechanics may be judged by how well they keep cars running, but they are not expected to turn a manual transmission into an automatic transmission for example.  Nor are they expected to turn a car that uses fuel injection into one that uses a carburator.  They are not expected to make a 15 year old car get the fuel mileage of a new car.  When people talk of evaluating teacher effectiveness on the basis of student achievement and make comparisons to the work of a mechanic, I cringe.  How can we compare the workings of a hunk of metal to the workings of a child's mind?  A car does whatever you program it to do - if you do the adjustments as suggested in the  manual, the car behaves in a predictable manner.  Not so with children - they are individual little beings, with their own personalities and issues.\n\nSo if student achievement is to be a measure of teacher effectiveness the powers that be must understand that not all of us are capable of A's.  Not every child is capable of learning to read.  Some learn faster than others.  For some kids high achievement will be learning to tie their shoes at 16 years of age.\n\nAnother factor that has been mentioned is that all of us are good at some things and not so good at other things.  How do we tease out that factor in evaluating teacher effectiveness?  How do we allow for the differences caused by living in poverty?  What about the differences caused by a poor command of English?  What about the differences caused by emotional turmoil in the home or violence in the home?  How does overall school climate affect teacher effectiveness?  How about administrative support - does that have a role in teacher effectiveness?  What about "truancy and tardiness"?  There are statistical ways to make some allowances for some of these factors, of course, but then we are talking about very large samples. \n\nThere is no doubt that student achievement and teacher effectiveness can be improved.  There are "best practices" that will make a huge difference.  Interestingly enough, smaller class size has been identified as one of the best predictors of improved student achievement, but teacher quality does matter.  \n\nThis is a complex issue, not readily answered definitively. The research suggests that investing in teachers - better training, better support, better resources, better pay - can make a difference in student achievement.  However, evidence-based research in education presents many problems because of the human factor.\n\nThe bottom line is that multiple sources of information must be used for assessing teacher effectiveness. \n\nI've included a number of sites that discuss the issue.
308695
What interests and excites you?  It's much harder to be motivated if you don't find joy in what you are doing.  Make sure you take at least one "fun" course.  Maybe it has nothing to do with your major and isn't a required course, but it will be one you *want* to go to.  And put it between a few classes you aren't as interested in so you'll want to make it to school just for that class.\n\nGive yourself a little structure.  Set small goals you have to complete each day.  Maybe the goal is studying for 20 minutes before you have dinner.  Mark your success off in some way so that you can look back and see that you are accomplishing things.\n\nEnlist the support of friends.  Join study groups.  Make peer pressure work for you...pressuring you to do the things you are having trouble motivating yourself to do.
961920
How about a closing paragraph/sentence about how beneficial it would be to incorporate all those strategies into university life and the difference it could make to overall success?\n\nI hope this helps.
313559
Patience\nLove\nKnowledge of a child psychological and physical development \nCreativity\nDesire of always keep learning and improving\nInterest care of your students\nand  a thick skin to deal with some of the parents :)
998610
Because student retention and aptitude are important
727798
I think that students remember things more if the subject creates an emotional connection either with a visual picture, experience, or auditory sounds.\n\nI have recently started trying to make little music videos and mini movies to teach concepts to my students. It's amazing how it has increased their knowledge base, vocabulary, and motivation level.