INVESTIGATION OF THE ROLE OF THE PRIMARY TEACHER TO MOTIVATE STUDENTS TO PARTICIPATE IN THE LEARNING PROCESS

Authors

  • Mariya Aleksieva Burgas Free University

Keywords:

primary school teacher, primary school, motivation for learning, learning activity, pedagogical interactions

Abstract

In the modern school the issue of motivation to learn can be defined as central, as the motivation to learn is the basis for the implementation of activities planned by the teacher. Activity without motivation is difficult to implement, and the results related to the acquisition of knowledge, skills and attitudes are ineffective and unsustainable. The amount of effort he will put into learning depends on the attitude of the young student to engage in cognitive activities. That is why it is important for the learning process in the initial stage to arouse the child's curiosity and emotional readiness to acquire knowledge, skills and attitudes, to participate with increased cognitive interest in pedagogical interactions.
Psychologists define motivation as an internal process that activates, directs and maintains human behavior over time, but motivation is not a scientific abstraction, but a real educational practice of direct importance for the development of the student's personality. It is one of the most difficult components of learning and is one of the most difficult categories to measure.
In their work, primary school teachers often ask themselves the question: What makes a young student, want to learn? There is no unambiguous answer either in theory or in research practice. The willingness to make an effort in learning is a consequence of many factors, ranging from the personality and abilities of the student to the learning environment that the teacher organizes, the approaches and methods he uses, the characteristics of learning tasks, learning incentives, teacher behavior, etc.
From the point of view of the characteristic features of the young student, it can be argued that the students in the initial stage of education are motivated to get involved in activities. The question is, "Motivated to do what?" Some are more motivated to form social relationships or watch television than to do what teachers are required to do. The job of the educator is not to increase motivation as such, but to discover, awaken and maintain the motivation of students to learn and engage in activities that lead to learning.
The purpose of the publication is to present in a research way the role of the primary school teacher in motivating young students to participate in the organization and content of educational activities, because motivation guarantees growth - academically, socially, emotionally. Without knowing the system of needs and interests of individual students in the class, without knowing the factors that motivate them to work effectively, it is impossible to build a system of incentives that help maximize the strength and opportunities for work.
One of the tasks is to determine the inner readiness and positive motivation for both parties - for the student's educational activity and for the teacher's pedagogical activity. It has always been difficult for the teacher, but absolutely necessary to be able to manage the motivation of students to learn, because it largely depends on the results of learning and the formation of students' personality. For this it is necessary to analyze the acquired skills of teachers to form the motives and motivation of the learning activity and together with this the different ways to activate the motives in each specific lesson, ie. special didactic skills for motivation management.
The primary school teacher skillfully performs this two-way task - simultaneously develops and structures the motivational system of the whole class and each student and at the same time in each specific lesson updates, "extracts" those motives whose power he regulates in view of his goals

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Published

2021-02-15

How to Cite

Aleksieva, M. (2021). INVESTIGATION OF THE ROLE OF THE PRIMARY TEACHER TO MOTIVATE STUDENTS TO PARTICIPATE IN THE LEARNING PROCESS. KNOWLEDGE - International Journal, 44(3), 265–270. Retrieved from https://ikm.mk/ojs/index.php/kij/article/view/343