Universal Journal of Educational Research Vol. 4(4), pp. 868 - 877
DOI: 10.13189/ujer.2016.040424
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Teachers' Views over the Workout Strategies for Helping Students Motivate Themselves in the Classroom

Fethi Kayalar ^*
Faculty of Education, Erzincan University, Turkey

ABSTRACT

The purpose of the study is to compare and evaluate the teachers' views upon the workout strategies for helping students motivate themselves in the classroom in terms of such qualities as autonomy, competence, relatedness and relevance. We interviewed with fifteen teachers in primary schools in city of Erzincan, Turkey and compared their views with those of forty-nine teachers from different countries. To obtain the data from other countries, we used the comments of foreign teachers having shared their views with us at Edutopia Blog Page launched by the author. We used a qualitative research method with semi structured interview form to gather data and to compare them with the comments in blog page. Having analyzed, compared and discussed the views of the teachers, we concluded that the teachers in different countries use the same strategies to help their students motivate themselves in the classroom, and the most important motivation strategies that the teachers use in their classrooms are positive relationship with the students, giving choice in academic and social activities, getting to know them, relatedness and autonomy.

KEYWORDS
Motivational Strategies, Relatedness, Relevance, Competence, Autonomy, Classroom Management

Cite This Paper in IEEE or APA Citation Styles
(a). IEEE Format:
[1] Fethi Kayalar , "Teachers' Views over the Workout Strategies for Helping Students Motivate Themselves in the Classroom," Universal Journal of Educational Research, Vol. 4, No. 4, pp. 868 - 877, 2016. DOI: 10.13189/ujer.2016.040424.

(b). APA Format:
Fethi Kayalar (2016). Teachers' Views over the Workout Strategies for Helping Students Motivate Themselves in the Classroom. Universal Journal of Educational Research, 4(4), 868 - 877. DOI: 10.13189/ujer.2016.040424.