Teaching upper elementary school students is a joy because they are still enthusiastic about learning and will contribute energy and invest themselves completely in worthwhile projects; will engage in higher-level challenges; work with a greater sense of future purpose; and can develop enduring habits of mind and habits of character. In this…

This article describes the benefits of using students as teachers of their peers. Argues that peer teaching helps develop the skills required for learning communications, patience, knowledge, and the ability to ask the right questions. Practical strategies and challenges are considered. (Author/GCP)

Indicates that poor readers need approval, affection, the feeling of succeeding, knowledge, and the opportunity to overcome obstacles. Suggests that a sensitive teacher can help poor readers develop a desire to read and that success will follow. (TJ)

Provides suggestions for instructors on how to effectively motivate training class of hostile students. Principles of learning and motivation, lively training introduction, good instructor example, a motivating message, making learning reinforcing, separating feeling from knowledge, motivating with student action, and recognizing students'…

Motivation theories may be applied in educational contexts to improve student attitudes and learning achievement. Keller's ARCS Model of Motivational Design stresses attention, relevance, satisfaction, and confidence. Attention and relevance make instruction stimulating, whereas satisfaction and confidence create positive expectations. Through…

Motivation is probably the most important single factor in successful language learning. Provided the student feels he can use the knowledge gained in the course, his motivation will probably sustain him. Thus, student course evaluations are important. A questionnaire that was distributed to students to gain such an evaluation is described.…

Introduces extensive reading as a way of improving students' attitudes and motivation toward English-as-a-Foreign-Language reading as well as improving their proficiency in reading and their English language ability. (Author/VWL)

Until students have a much clearer idea of what a good education is and how it can be gained from what they are asked to do in school, they will not work hard. Beginning slowly, teachers must begin to demand higher quality work of their students. (MSE)

Directs attention to the varieties of oral communication in the language classroom by discussing four aspects of this communication: (1) whether it is necessary or unnecessary; (2) whether it is obligatory or non-obligatory; (3) whether it is interesting or uninteresting; and (4) whether it is embarrassing or not. (SED)

Describes a technique used to help American Indian students see the connection between their lives and interests and poetry. (RBW)

Reviews major findings on the relationship of attitudes and motives to second language learning, proposes a framework within which other psychological variables may be considered, and urges the consideration of nonverbal variables involved in cross-cultural communication. (Author/AM)

An alternative approach to current epistemological views related to the psychology of second-language (L2) learning is presented. Attitude is described as a basic component of motivation for L2 learning, and theoretical considerations and research data are discussed in which L2 or diglossic/bilingual situations are involved. (15 references) (LB)

A theory of interest is presented, with comments on the assessment of interest in a student. The concept of interest as an affective state, elicited by certain characteristics of the material, is not sufficient, since situational factors do not seem solely responsible for making information more interesting. The educational interest theory here…

Teachers need to encourage wonder, curiosity, and speculation in their students, and in themselves, because these emotions form the wellspring of science and discovery. By limiting their curriculum to the known world and proven facts, teachers may stifle their students' curiosity about the unknown. (MDM)

Discusses three classes of nonacademic outcomes to foster in students: (1) social, ethical, and civic dispositions; (2) attitudes toward school and learning motivation; and (3) metacognitive skills. Provides guidance about how to accomplish these goals. Suggests that this broader school reform agenda will promote dispositions needed to sustain a…