If your class is small, have students turn in brief notes on the day's reading that they can use during exams.

Ask students to write a one-word journal or one-word sentence. This assignment can then be used as a basis for class discussion.

Ask nonthreatening questions about the reading. Initially pose general questions that do not create tension or feelings of resistance.

Use class time as a reading period. Have students read silently or call on students to read aloud and discuss the key points. Make it clear to students that you are reluctantly taking this unusual step because they have not completed the assignment.

Prepare an exam question on undiscussed readings.

Give a written assignment to those students who have not done the reading. Some faculty ask at the beginning of the class who has completed the reading. Students who have not read the material are given a written assignment and dismissed. Those who have read the material stay and participate in class discussion.

(By Barbara Gross Davis, University of California, Berkeley.

http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/motiv.htm)

3. What is your opinion of the ‘steps’ to motivate students’ reading? Can all of them be applied to the teaching-learning process? Why/Why not? Is it appropriate in this country’s educational institutions to give a written assignment to those students who are not ready with their lesson and just dismiss them? How would you organize a class to involve all the students in work?

Speaking

1. Read the text below to learn advice on motivating students given by different sources. Pick up the recommendations which seem to you most and least effective. Fill in the table.

Most effective recommendations	Least effective recommendations

Comment on your choice: give your reasons pro and counter following the recommendations.

Techniques of Motivation

A) Although  motivation  is  one  of  the  prime  tasks  of  instructing,  it  is  both  the student’s  and  the instructor’s   responsibility.   The following   techniques   will   assist   you   in   developing   motivational  strategies to   use   when instructing.

1. Make   the   subject   matter   interesting. Plan motivational strategies to keep the lesson interesting. To promote interest, use a variety of materials  while  instructing.

2. Establish   goals.  Ensure that   you   present   the   objectives   for   each   block   of   instruction   so   that   students   will   understand exactly  what  they  are  expected  to  be  able  to  do  as  a  result  of  training.

3. Informative   feedback. You   can   give   either   oral   or   written   feedback,   but   be   sure   you   give   recognition   for   proper student behavior and  achievements.  

4. Show   interest   in   your   students.    Feedback   may   make   the difference   between   a   student’s   feelings   of   success   or   failure.   

5. Encourage   participation.   You should be open to student contributions and points of view.

(http://www.tpub.com/content/administration/134t/css/134t_27.htm)

B) 1. Set a major goal, but follow a path. The path has mini goals that go in many directions.

2. Finish what you start. A half finished project is of no use to anyone. Quitting is a habit.

3. Socialize with others of similar interest. Mutual support is motivating. We will develop the attitudes of our five best friends. If they are losers, we will be a loser. If they are winners, we will be a winner. To be a cowboy we must associate with cowboys.

4. Learn how to learn. Man has the ability to learn without instructors.

5. Harmonize natural talent with interest that motivates. Natural talent creates motivation, motivation creates persistence and persistence gets the job done.

6. Increase knowledge of subjects that inspires. The more we know about a subject, the more we want to learn about it.

7. Take risk. Failure is a learning tool. No one has ever succeeded at anything worthwhile without a string of failures.