Appropriating Motivational Strategies in the Classroom: Approaches to the 21st Century Educators

Adrian A. Sab; Ma. Wenavil Y. Omane | Heide S. Omilig | Honeylane C. Legaspi; Janice G. Torrefalma

Title:
Appropriating Motivational Strategies in the Classroom: Approaches to the 21st Century Educators

Authors:
Janice G. Torrefalma | Adrian A. Sab | Ma. Wenavil Y. Omane | Heide S. Omilig | Honeylane C. Legaspi

Cite This Article :

Janice G. Torrefalma | Adrian A. Sab | Ma. Wenavil Y. Omane | Heide S. Omilig | Honeylane C. Legaspi "Appropriating Motivational Strategies in the Classroom: Approaches to the 21st Century Educators" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-1, December 2019, pp.912-916, URL: https://www.ijtsrd.com/papers/ijtsrd29783.pdf

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Abstract :
The nature of motivation is vital to improving student learning outcomes. This research review explored the concept of motivational strategies of the teachers in elevating engagement and maximizing the learning growth of the students. Based on the gathered data, varied motivational strategies were employed by the teachers to meet the students’ needs. Motivation and engagement, building a community in the classroom and mindset were labeled as the new approaches in maximizing the students engagement and learning beyond self. Further, Motivational strategies are highly influence on how students interact and engage in learning. Moreover, the students have elevated their responsibilities in the learning process due to awareness of their capabilities as an individual.

Keywords :
Motivational Strategies, motivation, Mindset, Growth Mindset

Publication Details:

Unique Identification Number : IJTSRD29783

Published In : Volume-4 | Issue-1, December 2019

Page Number(s) : 912-916

Publisher Name : IJTSRD | www.ijtsrd.com | E-ISSN 2456-6470

Copyright © 2019 by author(s) and International Journal of Trend in Scientific Research and Development Journal. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (CC BY 4.0) (http://creativecommons.org/licenses/by/4.0)

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