Does teaching imply learning?
According to Byman and Kansanen (2008, p605) ‘… teaching in itself does not imply learning’. The underachievement of young people in education has been a priority in British politics for over two decades (Ross, 2009). The estimates of academic underachievement at Key Stage 4 (KS4) are reportedly between one fifth and one third of the KS4 population in England (Steedman and Stoney, 2004). An Ofsted (2013) report identifies that pupils’ aged from 11 to 16 (early KS4) is below the national average. Underachievement in KS4 has become a recurring phenomenon (Wogboroma, 2014), with several academics and government bodies, identifying a range of significant implications, not only for the individual but also for wider society (Beinart, et al. 2002; McIntosh and Houghton, 2005; Hosie, 2007; Ofsted, 2013; DfE, 2014). This unseen cluster of learners that are academically underachieving is representative of an objectionable waste of potential, in addition incurring subsequent costs, from an individual viewpoint to a national scale (Ofsted, 2013). Consequently, recognizing and instigating timely interventions to tackle underachievement in KS4 and subsequently achieve social justice for this learner group should be a fundamental goal for schools. Motivation is recognised as an effective tool to overcome underachievement (Mega, et al. 2014) Furthermore, the intrinsic loci of motivation has developed to become an important phenomenon for educators, as it produces high-quality and effective learning in addition to creativity and achievement that can be progressively nurtured by teacher practices (Ryan & Stiller, 1991). Theories of motivation, self and society are critically evaluated to determine effective strategies...
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...motivation. However, SCT recognise the importance of social interactions and their influence of motivation. Furthermore, SCT is a social cognitive expectancy x value approach to motivation, reflective of Eccles and Wigfield’s (2001;2002) model of expectancy value theory. Similar to attribution theory, SCT determines that motivation is influenced by the environment and interactions with others and how these influence learners’ attributes and judgements. Conversely, SCT is unique as it determines that motivation and behaviour is influences through observation and cognition, disregarding Blooms (1956) domains of affect and psychomotor. Self-regulation is a recent development in SCT. Like SDT, self-regulation comprises of two categories, with learners being self-regulated or not. According to this theory, underachievement occurs when a learner is (Woolfolk et al. 2013).
Having known that adults are supposed to be self-directed, internally motivated and goal-oriented in the learning process, it is believed that Expectancy-Value Theory proposed by Wigfiled and his colleagues might be fruitful in explaining adults’ learning motivation in this case study.
“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.
This shows that children who were poorer were disadvantaged when it came to school. Having explored the main points of teachers in the 1970’s shown in Kes I have concluded that although there is a few dreadful teachers there are good teachers as well. Gryce and Sudgen being the worse teachers and Mr Farthing being a great teacher. I concluded that Corporal punishment did not work although I thought it did in a way because I felt it worked well on pupils who were not getting into trouble
er expectations from middle-class pupils. Macro research reveals the higher the social class the higher the levels of educational achievement, but this approach does not take into account such factors as gender, race, religion etc. Similarly, micro-sociology describes the mechanism of educational failure rather than explaining it. Therefore it is difficult to reach a reliable explanation without analysing from both perspectives. Education is such a vast area; the question of why some pupils underachieve in school is complex and has many answers.
In many low income communities, there are teachers that are careless and provide their students with poor quality education. These teachers are there just to make sure that they keep receiving their monthly paychecks and act in this way because they believe that low income students do not have the drive, the passion, or the potential to be able to make something of themselves and one day be in a better place than they are now. Anyon reveals that in working class schools student’s “Work is often evaluated not according to whether it is right or wrong but according to whether the children followed the right steps.” (3). This is important because it demonstrates that low income students are being taught in a very basic way. These children are being negatively affected by this because if they are always being taught in this way then they will never be challenged academically, which can play a huge role in their futures. This argument can also be seen in other articles. In the New York Times
...and observing the consequences. The role of self-efficacy is also emphasized by Bandura; self-efficacy underlies people’s faith in their own abilities. Self-efficacy can be developed by paying close attention to past success and failures, positive reinforcement and encouragement from others also plays a role in developing self-efficacy. The social cognitive theory is unique among other learned personality theories in that the emphasis places on the reciprocity between individuals and the environments they find themselves in. Learning theorists have been accuses of oversimplifying personality to such an extent that is has become meaningless, this is because they ignore many of the internal processes that are inherently human. These criticisms are blunted somewhat by social cognitive approaches because it explicitly considers the role of the cognitive process.
“Motivation is the process whereby goal-orientated activity is instigated and sustained” (Schunk, Pintrich & Meece, 2008. As cited in Eggen & Kauchak, 2010, p.284). Motivation comes in many forms and can be divided into two broad categories - extrinsic and intrinsic motivation. Extrinsic motivators are external factors which can motivate a student; rewards are an example of this. An issue with extrinsic motivators is that the desire for the learner to participate often lessens, once the rewards are withdrawn (McCullers, 1987). On the other hand intrinsic motivation comes from within - learning for the joy of it - where the desire to learn leads to a higher level of knowledge, and is a reward in itself. Kohn (1996, p.285) states that research suggests, “Rewards actually decrease interest in intrinsically motivating tasks, therefore sending the wrong message about learning” (as cited in Eggen & Kauchak, 2010a)
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum
Weiner, B. (1985). An attributional theory of achievement motivation and emotion. Psychological Review, 92(4), 548-573. doi:10.1037/0033-295X.92.4.548
Educating is hard, understudies can be testing, the activity can influence you in ways you never anticipated. Working towards a capability sets you up for this. The issue is, a significant number of the inadequate educators don't adapt well. They think that its difficult to manage conduct and understudies' social issues.
My self-motivated to learn and understand is not only driven by grades or external praise only, my self- motivation is to be moved to do something that very important to my future life including having compatible knowledge. I am someone who has energy or activated toward and an end is to achieved positive result and also that to expressed my ability to shape self-directness, which I calls proactively, and so that, more than that of driven by grades or external praise. Pushes him/herself to think deeper about issues and draw connections to their personal, academic, and professional lives.
Motivation is a very important factor that distinguishes this group of learners. They are more aware of the need to learn a foreign language as something that will benefit them in the future. Moreover Pinter (2006) claims that children need to express their opinion about English lessons and their own progress because this is a fundamental part of building self-reliance and awareness. Furthermore Scrivener (2009) says: ‘Studying for work itself, setting oneself a personal challenge or just for reward make the strength of learners’ motivation a great factor in determining how seriously higher-primary school learners approach the work.’ Motivation must be kept at the same level during the acquisition of L2. If it is declining, it is the teachers’ responsibility to stimulate learners. Gaining new knowledge can be problematic or even fruitless if the students’ attention span is not maintained at a steady level.
Theorists believe that motivation within the classroom has its benefits when able to produce work from students. Some students have the ability to work without much motivation. This is known as intrinsic motivation. Intrinsic motivation is where students are able to motivate themselves and produce work at high standard. The students have to be determined to strive and have the self-ability to do the work that is needed (Brewer, Dun, Olszewski, 1988). Students who need more praise and encouragement to produce work come under the category of extrinsic motivation. Extrinsic motivation is about rewarding the students for their work. If a student is able to get done what they have been asked, they will be rewarded with for example a sticker or a lucky dip. Extrinsic motivation for some students means the reward is...
Pintrich, P. R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16(4), 385-407.
Fischman, Wendy, Jennifer A Dibara and Howard Gardner. "Creating good education against the odds."Cambridge Journal of Education, 36. 3 (2006): 383--398. Print.