These days, there is an ongoing debate among people about the importance of motivation. With many people claiming that motivation and structure practice can consider as the most effective method rather than teaching in classrooms. While many other arguably arrogating that classroom coaching should not replace with any other alternate methods. However, this notion merits serious consideration. In this essay, I will explicate my point of view by analyzing both the sides of the assertion.
At the outset, there are myriad of reasons why people are in favour of supporting motivation and practice. The most conspicuous one stems from the fact that motivation and structured practice will give more confidence to the young aspirants. For example, giving
The power perspective has in influencing human behavior is immense. In “The Perils and Promise of Praise”, Carol Dweck describes the power that education on how learning works and proper motivation coaching can have in promoting learning amongst adolescents.
“Motivation is a complex part of human psychology and behavior that influences how individuals choose to invest their time, how much energy they exert in any given task, how they think and feel about the task, and how long they persist at the task” (Urdan & Schoenfelder, 2006). The biggest question educators face in today’s classroom is what motivates a student to do something and why? Virtually all students are motivated in one way or another. Research of student motivation suggests a theory that emphasizes a social-cognitive perspective. The cognition of students regarding academic work are influenced by social factors, such as messages from the teacher about the difficulty of the task, the perceived abilities of classmates, and the information about the importance of learning the material (Urdan & Schoenfelder, 2006). In this paper the focus will primarily be on those elements within the classroom that influence student motivation and engagement.
My personal philosophy of classroom management focuses on creating an environment where children feel safe and where they feel like they belong. I will create this environment for my fourth grade class through making my expectations of the students clear while developing an engaging lesson plan and personable interactions with my students. I developed my philosophy from studying different theorists and based my philosophy on the theories of Glasser and Kounin. Glasser believed that the teacher’s roll in the classroom is that of a leader rather than a boss. He believed that students should be given power in the classroom and that the teacher should share it with the students. I will use his ‘7 caring habits’ specifically supporting and respecting to help my classroom feel safe and welcoming to my students. Meeting the individual needs of my students will be the focus of my classroom management routine. I will meet individual needs by promoting self management and self efficacy in my students by creating an environment that that has predictable and consistent daily routines while focusing on my student’s successes (Shindler, 2010). Having a predictable routine will encourage a success oriented environment and will reduce anxiety and help towards creating positive self efficacy in each of my students (Shindler, 2010). In Glasser’s Choice Theory he talks about focusing on the present and not bringing up the past (Glasser, 2010). Therefore, I will focus my classroom on being goal driven and will help each student obtain their goals. Thus, helping my students have positive self efficacy. I will apply Kounin’s technique of Momentum (Pressman, 2011). This involves the teacher keeping exercises short and moving around the room a lot so...
Skinner E, Belmont M. Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. Journal of Educational Psychology 1993;85:571–581.
All effective educators need to find ways to motivate their students. The kids that fill our classrooms have different strengths and weaknesses. It is critical that teachers recognize the strengths and weaknesses of their students so they can use the right classroom management strategies to motivate their kids. In this particular case, the student named Jodie is inattentive and uninterested and neither the teacher intern or classroom teacher have a clue how to handle this situation. Ms. Marcia Thomas, who is the young intern feels that Jodie is just a problem child that lacks motivation and there is nothing she can do for this particular student. Ms. Thomas and the lead teacher Ms. Egan both lack the needed classroom management strategies that are necessary to motivate and engage students in a positive learning environment.
It is first important to understand how motivation works in the classroom. There are infinite procedures teachers use to achieve desired effects from their students, but there are general patterns these motivational tools follow. In order for teachers to communicate with their students, they must identify with their needs on an individual basis (Gawel, 1997). This proposal is much akin to Maslow's Hierarchy of Needs, which states five basic needs that must be met in order to achieve full motivation. These needs, in ascending order, are as follows: physiological, security, love and belongingness, esteem and self-respect, and self-actualization (Gawel, 1997). Each of these needs details a very important issue in motivation inside the classroom and out.
High school students today are finding it harder to have motivation in school. Lack of motivation can come from a range of dislike between teachers or the school itself. A Student “is the initiator of his or her actions with regard to studying” (Alivernini 241-242). That is why it is important to focus on how they are not being positively motivated by their instructors or the school. Today students are finding it harder to connect to their teachers. Some students think that “teachers who exhibit various forms of controlling behavior, such as giving rigid directions or ord...
Teachers experience a tremendous amount of stress, with almost one-third stating that teaching is a ‘very or extremely stressful’ profession (Borg & Riding, 1991; Kyriacou, 2001). Work stress is often cited as a key reason for teachers leaving the profession after only three years (Ingersoll & Smith, 2003). Contributors to work stress include a variety of factors, including role overload, disruptive students, over-demanding parents, lack of support from the school management, poor relationships with colleagues and high-stakes student testing (Kyriacou, 2001; Manthei, Gilmore, Tuck, & Adnair, 1996; Montgomery & Rupp, 2005). It is no secret that teachers with high motivation can help realize the objectives of education, but reforms in the education industry tend to reduce teachers’ autonomy over their work. Educational policies such as establishment of a national curriculum, implementation of packaged curricular materials and development of an accountability system have resulted in teachers having less control over how they should teach in schools (Bowe, Ball, & Gold, 1992; Connell, 1995; Mok, 2003). Teachers’ workloads are also increased without factoring time for their completion. Non-teaching duties like documentation, report writing, after-school activities and school public relations have overshadowed the time available for instructional and educational duties (Ball, 2003; Hargreaves, 2003; Smyth el at., 2000). These bureaucratic reforms placed great demands on work-life balance and erode the sense of identity and commitment, especially when teachers find themselves in the stressful dilemma of having to balance the needs of their families against their career progressions (Fink, 2003; Gardner & Williamson, 2006). Additionally,...
...em to look at several elements that affect their student’s motivation and ask why and how this affects them in the first place. After that, I would tell him to arrange a lesson plan utilizing structural factors such as patterns and sequences, with a view to individual application and the group dynamics of the class. By doing so, the teacher can grow in his students a sense of shared motivation guided by these structural factors, so that each interrelated lesson are remembered. These lesson plans must also consider the effective ways of instilling discipline in the students. The teacher must allow for response from the students so that he may understand the students’ perception of reality, value systems, and will, so that he may understand how to motivate his students more. By understanding the motivations of his students, he can bring about a change in their lives.
My motivation for teaching is giving the students the same opportunity, motivation and understanding that has been provided to me throughout my own education. In the article “How to Motive Students: 12 ways,” it talks about twelve ways to motivate students and how they work. Also, the article talks about how to put it in effect the ways to motivate the students.
In many cases, it has become very complex to keep students interested in their education. So the teacher must be creative and find ways to keep pushing the student onward as well as upward. In order to devise the ultimate plan for educating students, a teacher must acknowledge that the “students” are what teaching is all about. The most important factor in the equation is unequivocally the STUDENT! All humans are different in some sort or fashion. But the fact still exists that we all have only this place to function in. So help by putting forth an effort to make it a better place for us all.
Student motivation can be affected by several factors. These elements include parent involvement, teacher enthusiasm, rewards, peers, the learner’s environment, personal experiences, personal interests of the student, and self-esteem and self-image.
This day and time motivation seems to be harder to achieve. The use of homework passes and free time would be used as a form of motivation. Students, young and old, appreciate rewards even if it is only verbal praises. Some form of recognition creates a desire to achieve even more. Notes written by the teacher on returned homework or test papers may give inspiration to a shy student. This is also a way in letting the student know that they are an individual who is capable of achieving great things if they really try.
To a certain extent it can be said that without a sense of motivation, whether it be intrinsic or extrinsic, a child’s ability to learn and reach their potential is greatly lessened. Motivation is best described as an internal state that not only arouses and directs behaviour but also helps to maintain it (Woolfolk & Margetts, 2013). Motivation not only plays a large role in a child’s learning ability, it also shapes a student’s interests and enjoyment of school and study (Martin, 2003). For both pre-service teachers and expert teachers it is easy to see that if a student possesses high motivation to learn, their behaviour towards their school work is more positive and in turn leads to higher academic success, whereas a student with little to no motivation will exhibit negative behavi...
Motivation is really important tool in a learning environment. Also motivation effects student learning and their behavior as well. It directs behavior towards particular targets. Also it effect the decision which students takes. In motivation mainly we have two types which is intrinsically and extrinsically being motivated. For example: when a student is intrinsically motivated they just do it for themselves not because of the reward that they will get back. It’s just because they have their own interest and they enjoy doing that. On the other side, when a student is extrinsically motivated they just do it for the reward that they will get. That’s why in learning process it’s important that each student should