Future Ed got an opportunity to sit down with Astell Collins, one of expert speakers at this year’s event. Astell is from Guyana, South America, and now resides in Johannesburg where this Clinical Pathologist now has his passion set in changing and developing educators and learners. He has developed numerous programmes now implemented within schools and he shares with us some practical ways of how educators can be equipped as lifelong motivators.
In recent years, the role of teachers has evolved from being instructional in its approach to emphasize more on developing a variety of learning procedures. The needs of our students have changed and thus the way we teach them has to also be adjusted in order for us to effectively communicate our lessons. Even as we become facilitators our focus has to shift into increasing the student’s motivation as we develop their proficiency to make them more competent to take ownership for their learning.
Fortunately, most approaches that were developed to engage the student already provide a sense of empowerment and motivation. In addition, my focus will be on specific techniques that my colleagues in the teaching profession may apply to create an inspirational environment so as to develop and maintain the student’s motivation.
Generally achievements result in most cases from motivation, as of course is the undeniable contribution of one’s ability. This relationship is such that the higher the ability the greater the expected levels of achievement. Apart from how logical this assertion may seem, I assure you that it is not always the case.
It is therefore comprehensible that when I investigated the relationship and connection between motivation and achievement in contrast to ability and achievement, they were special focus placed on students that were gifted but nonetheless underachieving. Furthermore, Joanne Rand Whitmore in 1980 said, “The main difference between high ability achievers and high ability underachievers is that the achievers have learned the attitudes and strategies that enable them to be successful in a school setting”.
Before attempting any of the strategies, it is essential to embrace the concept that differences is not a disability nor is treating a student different is unfair. It is rather a form of acceptance, respect and celebration. This needs to be communicated to the students as well, that they are unique and to treat them all the same is inappropriate and ineffective. It should also be noted that these strategies need to be applied individually and should be altered frequently so as to maintain its effectiveness.
Firstly, you should develop their strengths. This provides them the opportunity to use their TAGs (talents, abilities and gifts) to achieve success. It also allows for improvements, so that time is spent practicing successful habits rather than on what they are performing poorly in. This builds self esteem and increases motivation. Secondly, you should provide a challenge.
This provides them with real insights about the connection between effort and success. Challenges also develop greater self-awareness for even gifted students are not motivated to achieve if they perceive the work to be too easy. Thirdly, you should teach them the required strategy. This helps them to know that there is a definite path to the solution. Review should be done to ensure that they not only know to verbalize the steps but that they understand the reasons why. This often builds confidence which contributes to their motivation.
The fourth is to enhance their creativity. They should be given opportunities to engage their creative thoughts. Allow them to give more than one approach to a specific challenge but only utter constructive criticisms because any negativity perceived incorrectly could be damaging. Fifthly, teach and encourage self-evaluations/assessments. This addresses what was done well and how can it be improved, which is very empowering. The sixth technique is to introduce competition with themselves and not against each other.
They often learn how to improve their own performances. The seventh practice is to promote excellence and not perfectionism. This encourages contentment in doing their best.
Come and listen to a seminar from Astell Collins as he gives you greater insight into personal motivation, leadership and developing learners. At Future Ed — The Education Show, we know that imparting knowledge and practical skills is not only vital but valuable to the development and growth of those invested in this industry.
Future Ed has invited a number of key speakers to address educators at the expo and booking is not required. However, seating is limited, and it is suggested that you come early to avoid disappointment. Come take part in one of our 6 seminar areas. Speakers will cover seminars in the Early Learning, Primary Education, Secondary and FET, Leadership and Management, Special Needs Education and Inclusive Parenting theatres.
Our experts are well known and respected within their various industries and are looking forward to chatting with you at the expo. Each area has a full programme of presentations across the three days of the event and have been selected to provide an opportunity to learn and impart knowledge and practical skills which can be used by those attending.