Action Plan
Among four areas of teaching inclusion, I am going to discuss the motivational issue. One thing we know about FE learners is that they have short attention spans. This is especially true at the beginning of the year.
One of the challenging aspects of becoming a lecturer is to keep the learners motivated. We should know how to motivate our students. Students without motivation will not learn effectively. They won’t remember material taught in the lesson, they won’t get involve in the learning process and some of them may even disrupt the lesson and learners. There can be various reasons for learners for being unmotivated in the lesson. They may feel that they have no interest in the subject, find the teaching methods un-engaging or be distracted by other forces. It may even come to light that a student who
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Some learners are self-motivated, with a natural love of learning. But even with the students who do not have this natural drive, a great teacher can make learning fun and inspire them to reach their full potential. Motivated learners are likely to value the course they are studying and understand the importance of the course in helping them achieve their goals after the course has finished (Fuller & MacFayden, 2012).
In my practice, I have seen learners are enthusiastic about the course in the beginning and the certificate and proper job at the end of the course. However, their motivation in coming to the lessons goes down as course progresses as its same class and similar activity. I would like to see a change put in place where every lesson is different from other. Something new and different is introduced in every possible lesson, that can be by changing the room layout, changing the way of teaching, introducing a guest speaker from industry, taking a field trip or doing research on topic of their
Students become more engaged in lessons when he/ she is interested. Using the previous example about my small teachers excitement to use the chromebook showed his level of motivation. Also during this lesson, he was very interested in watching the videos their teacher allowed them to watch.
What do we do with children with disabilities in the public school? Do we include them in the general education class with the “regular” learning population or do we separate them to learn in a special environment more suited to their needs? The problem is many people have argued what is most effective, full inclusion where students with all ranges of disabilities are included in regular education classes for the entire day, or partial inclusion where children spend part of their day in a regular education setting and the rest of the day in a special education or resource class for the opportunity to work in a smaller group setting on specific needs. The need for care for children with identified disabilities both physical and learning continues to grow and the controversy continues.
Keller, John M. (2006). What Are the Elements of Learner Motivation? Retrieved July 4, 2011
“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)
Petty states, ‘motivation in the behaviourist world is extrinsic in nature. Learning is encouraged by a reward of some description’ (2012: 17). The majority of my learners attend my courses through their employment advisors and come with a positive attitude keen to be on the course. Giving rewards to learners increases their confidence and desire to learn to further keep them engaged and enthusiastic. My course focuses on the end outcome of gaining a qualification and this is achieved by an on-line examination with set topics to be covered in the lessons. This curriculum demonstrates a behaviourism theory of learning by a teacher centred delivery, whereby the teacher provides the stimuli for the learners to respond. I use this method with rewards to draw out as much output from learners so they can achieve their full potential to complete the set units in the course and to achieve the main objective of gaining the qualification for the course.
Inclusion in classrooms is defined as combining students with disabilities and students without disabilities together in an educational environment. It provides all students with a better sense of belonging. They will enable friendships and evolve feelings of being a member of a diverse community (Bronson, 1999). Inclusion benefits students without disabilities by developing a sense of helping others and respecting other diverse people. By this, the students will build up an appreciation that everyone has unique yet wonderful abilities and personalities (Bronson, 1999). This will enhance their communication skills later in life. Inclusive classrooms provide students with disabilities a better education on the same level as their peers. Since all students would be in the same educational environment, they would follow the same curriculum and not separate ones based on their disability. The main element to a successful inclusive classroom, is the teachers effort to plan the curriculum to fit all students needs. Teachers must make sure that they are making the material challenging enough for students without special needs and understandable to students with special needs. Inclusive classrooms are beneficial to students with and without special needs.
An effective teacher will excite, inspire and motivate students to be active in their learning, investigate new areas of knowledge and make connections to future learning (Whitton et al 2010). When a teacher is successful, their students are motivated, mutually respectful and ready to build on their knowledge and solve real-world problems. To be a teacher of value, one must have many skills and qualities to cater for a diversity of learners and their individual development; this includes many personal traits that are noticed students.
...ss, the vast amount of finding has provided hard to deliver a definite answer. The findings stated that majority of students get motivated by goal setting, socialising and image. However also stated that motivation affects different students of different gender, ages and of different studying environments. For example, female students appeared to be motivated by intrinsic rewards contrasting males who were motivated by extrinsic rewards. Then looking into specific target areas of students, younger students were motivated by social factors as opposed to older students who found motivation from intrinsic pleasures. Course environments also delivered interesting answers, looking at sports courses students were motivated by pressures from course mates. All of these findings have been analysed and can therefore generate answers towards why and how students get motivated.
For example, at the beginning of each class tell the students what they are going to learn in that class, and ask questions at the end of the lesson to ensure they have learnt it. “Speed writing” is also a good tool, as it not only gets students to practice writing quickly for exam situations, but will also allow students to be forced to recall what they learnt in that lesson. Collecting these notes made by students will allow the teacher to see if his or her goals for the lesson were achieved and allow them to see what students need more help. Another great tool is to create lfe connections to the information that is being taught. Teaching a student about percentages because it is on the syllabus by asking questions such as what is 10% of 50, for example, is not as effective as teaching a student about percentages in a way that they can adapt it into their lives for example, Julie wants to buy a dress that was $50 but has a 10% discount, how much will she now pay for the dress. By teaching students this way, students learn that they will need this for every day life, especially adolescents who are becoming more responsible and not relying on parents as much. Other ways that teachers can try to improve student motivation could be by getting students excited in what they are learning, giving students a sense of control in their learning, create a threat-free environment, the use of positive competition between class mates, offering rewards, allowing students to work together, giving praise when earned and tracking students progress, and allowing the students to see how far they have come through out the year. All of these strategies can help improve a students motivation to succeed which in turn should have a huge impact on their academic
Many students work hard to acquire good study skills in the class, but they do not realize that having the right place to study is just as important. Their study environment can be a big factor in how successfully they learn. For students, the classroom is where they will gain an understanding of the various skills, new learning as well as knowledge of the skills needed to succeed in future. For example, the classroom can be decorated in creatively that can make a positive learning environment. However, teachers also should play a role in doing many things to create or enhance classroom environment that motivates students to learn and behave in ways that can promote success. One of the best ways is a teacher can share their enthusiasm with their students. For example, when the teacher is excited about teaching, students will be much more excited about learning in class. The teacher can motivate students by telling them to take a look at themselves and determine their strength and weakness. So when they realize about their learning plan does not work, they are willing to take the step to improve their study habits and become more
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.
The strength of one’s belief in their own ability is known as self-efficacy and studies have found that self-efficacy is key ingredient in motivation (Bandura, 1997, p 23). It is from this that I believe that having a motivating disposition plays hand in hand with my learning. Just like a positive environment plays a key part the learning process, it is this positive mental attitude and awareness that the capability is there, that allows for successful
One contributing factor towards student success is student motivation. Motivation is reading unassigned books out of class that relate to the class subject matter, just to expand his or her knowledge. The need or want type of actions a persons’ mentality is, to reach a personal goal or objective of some sort. People’s motivational purpose in school can range from, higher earning potential, more job stability, greater benefits, and even just to gain more knowledge. In a YouTube video entitled “The Surprising Truth about What Motivates Us” by Dan Pink, he suggests that three elements: purpose, mastery, and autonomy play a part towards true motivation. Autonomy is ones self-drive, while
Motivating students and their interests is also important, since their interest is the power of learning. Only interesting things around students will activate them to pursue, explore and become more active in their environment. When students ask questions, we should answer in a timely manner, so students can be better accepted. Normally, we should give affirma...
I think all students yearn to learn. We as future teachers need to motivate students with learning, exploring, investigating, discovering and inquiring. Together you will be learning and teaching.