Abstract
Purpose. The purpose of this descriptive study was to explore and define what teacher behaviors motivate the academically at-risk eleven- to fourteen-year-old early adolescents to learn as reported by the students and compared to the perceptions of their teachers and principals. Methodology. This study identified from the students' perspective the behaviors of teachers that help academically at-risk eleven- to fourteen-year-old early adolescents to learn. Students wrote responses to specific writing prompts designed by the researcher to bring out their perspectives regarding their teachers' behaviors that help motivate them to learn. After collecting the written responses of the students, the researcher collected perception data from teachers in the sample schools that describe what teacher behaviors motivate students to learn. The interview process was through focus groups consisting of six to eight teachers from the sample schools. This study collected perception data from principals of the sample schools through face-to-face interviews. The common themes of teacher behaviors as described by teachers and principals were examined for differences to the data provided by the students in their written responses to three writing prompts. Findings. What was most important to students was not mentioned by principals. The behavior considered most important by students was helping the student individually. Having "interesting and fun classes" that involved the students was considered important by students, teachers, and principals. Students, teachers, and principals identified the importance of establishing a teacher-student relationship. Principals placed an emphasis on the seriousness of school. Students and teachers, on the other hand, put more emphasis on fun, including parties. Students stated the importance of teachers repeating explanations as many times as needed, showing "step by step," slowly, using many examples. This behavior was mentioned once by teachers and not at all by principals. Conclusions. Students will not learn from teachers they think do not like them. The student/teacher relationship is central to learning. Students want their teachers to know them well and have a positive attitude, including being fun and humorous. Based upon the key findings from this study which are also supported by the literature it can be concluded that: Students want to learn from their teachers. Students want teachers to care about them and do whatever it takes to help them learn. Students' perceptions about whether their teacher likes and believes in them, affects their ability to learn. Recommendations. Further research is advised: replicate this study with a population of middle school students in a K-8, middle school students in a 5-8, and middle school students in a 7-8. Also, it is recommended that the study be replicated in which the classified staff of the sample be included.