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Student motivation and their impact
Importance of motivation in teaching and learning
Student motivation and their impact
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Introduction: Effective teacher’s have the ability to motivate and inspire students to want to actively participate in learning. Motivation energizes, guides, and prolongs behaviour, it gets people going, guides them in a particular direction, and keeps them going (McDevitt and Ormrod, 2010, p. 482). Motivation has been defined as the level of effort an individual is willing to expend toward the achievement of a certain goal. Virtually all children and adolescents are motivated in one way or another. Whilst in the class room it is up to the teacher to accommodate for students differing motivational influences. The teacher’s responsibility is to provide an environment that enhances students’ motivation to pursue academic goals actively over a long period of time. A teacher is as effective as the plan they undertake to teach and learn. In determining what constitutes an effective teacher specific consideration should be given to various areas that encompass effective teaching and learning such as knowledge of child development, planning, teaching and learning strategies and knowledge of Curriculum content. Teaching and Learning Strategies: Intrinsic and extrinsic motivation: There are two main motivational influences intrinsic and extrinsic motivation. Both extrinsic and intrinsic motivation can encourage children to attain new knowledge and skills and engage in productive behaviours (McDevitt and Ormrod, 2010, p. 482). The goal of an effective teacher would be to have all students motivated intrinsically so students don’t develop a reliance on extrinsic factors to be motivated. Most students rely on extrinsic motivation to begin with. It is up to the teacher to work to develop, encourage and maintain intrinsic motivation in ... ... middle of paper ... ...Annick, M., Brennen, MA. (2010). Article and resources on educational and administration and supervision: Enhancing Students motivation. Retrieved April 21, 2010 from http://www.soencouragement.org/enhancing-students-motivation.htm Department of Education and Training (2007). Duty of Care for students. Government of Western Australia Maslow, A. (1987). Motivation and personality. Saddle River, NJ: Pearson Education Inc. Fetherston, T. (2006). Becoming an effective teacher. South Melbourne: Thompson. Hurst, C. (2009). Professional practice in primary education: for Curtin university of technology-Bentley. Australia: Cengage learning Australia Pty limited. Marsh, C. (2008). Becoming an effective teacher. Frenchs Forest: Pearson Education Australia. McDevitt, T., & Ormrod, J. E. (2010). Child development and education. New Jersey: Pearson Merrill Prentice Hall.
Motivation can be defined as one’s direction and action to behavior. To be motivated means to be moved to do something (Ryan & Deci, 2000), also a person who feels activated and ambitious toward an end is considered motivated, whereas someone who feels inspiration to do something is characterized as unmotivated. Rather, there are different kinds of motivation, such as extrinsic motivation, intrinsic motivation and amotivation. In this article, the dominant areas I would like to research are about extrinsic and intrinsic motivation, which directly related to students’ performance in school.
Teresa M. Mcdevitt, Jeanne E. Ormrod (2013). Child Development and Education. United states: Pearson education.
Another important quality of an outstanding educator is competence. Outstanding teachers are highly capable. They know how to do their job, and they do it very well. They are smart, well ed...
Teachers are able to set clear goals for learning and relate that learning to the needs of the students therefore motivating the intrinsic learner. While teachers should predominately use intrinsic motivators in their classrooms extrinsic motivators do have their place in motivating the extrinsically orientated student. Extrinsic motivators though should be used with caution as students will only ...
Moyles, J (2007) Beginning Teaching Beginning Learning in Primary Education, 3rd ed. London: Open University Press
In the process of teaching and learning, motivation is regarded as an important element that allows the students to be actively involved, the learning process becomes the last in a meaningful, worthwhile and enjoyable (Hj Kamarudin Husin, 1993)
Effective teachers are those that can develop the knowledge and skills they need in the classroom, they are well prepared, and produce higher student achievement (NCATE, 2013) . Teacher effectiveness is assess through the grades students get in the classrooms but a much more comprehensive system for assessing teachers is needed to determine their preparedness to enter the classroom as a sole practitioners. Teacher preparation is composed of two elements the knowledge they poses of the subject to be taught and knowledge and skill in how they teach that subject (NCATE, 2013). Many teachers have the knowledge of the subject but fail to teach the subject. Knowledge is not the same as teaching, there are a variety of differences between the two. A teacher goes to school learns a myriad of subjects decides on one and goes into learning how to teach that subject. There is a difference between knowing the material and being able to teach it.
McDevitt, T.M., & Ormrod, J. E. (2010). Child development and education (4th ed.). Upper Saddle River, NJ: Pearson Education Inc.
Most educators can tell you that motivating students can be a full time job. Finding the perfect balance between instruction and motivation, all while maintaining harmony in the classroom, can be a tricky task to accomplish. Doing so with 4th – 8th graders offers even more challenges as students at this age are starting to develop individual identities at students, and develop more social and outside of the classroom interests. However, instructors that are able to identify different types of goal orientations and learning styles can still break down barriers, and build relationships that will help motivate students in the modern world.
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.
This paper will identify different definitions of an effective teacher, along with how to assess teachers for being effective. Teacher Effectiveness: Characteristics and Skills of an Effective Teacher. Teacher effectiveness has generated different definitions depending on how it is viewed. Jupp and Education (2009) define effectiveness as “the practical outputs of teachers”. These outputs take place in two different forms, quantitative and qualitative.
McDevitt, T.M, & Ormrod, J. E. (2010). Child development and education (4th ed). New Jersey: Pearson Education.
As I researched for articles dealing with motivation, the most common information that I found was strategies for increasing motivation. Some of the articles showed actual studies where certain strategies helped the student want to learn. The “Intrigue Model” by Lewkowicz is one strategy example that I will be writing about. Another article I found explained different types of motivation, which motivation is the best to have, and factors that influences the development of student motivation. Robert Case wrote a paper about a study he did in an India high school wat...
Motivation also plays a key role in the success of an individual. Many students are not successful in school because they do not see an immediate return on the time and effort investment they are makin...
According to Jere Brophy (1987), motivation to learn is a competence acquired "through general experience but stimulated most directly through modeling, communication of expectations, and direct instruction or socialization by significant others (especially parents and teachers)."