I hope to create an environment where praise is given during (not just after) the process of learning and it will be rewarding effort on behalf of the student as opposed to what they are learning. A student with a growth mindset will see a wrong answer as an indicator of what they have to work on a little more as opposed to simply what they don’t know or have failed to learn. Students with a growth mindset understand that with time and effort, their ability to learn the material will increase. On the other hand, a student with a fixed mindset will attribute their setbacks to their ability. They view learning in the form of product as opposed to process, where the answer is either right or wrong and if they get it wrong, then they are simply unable to learn the mater... ... middle of paper ... ...velopment, and Health.
I thought that what I was saying was helping the children, not just trying to control them. I thought the children needed to hear that from me. According to Alfie Kohn (2001) when you praise a child with “good job” you are telling the child how to feel not allowing them to make the decision for themselves. They become more reliant on you versus them internally making the decision for themselves. Think ... ... middle of paper ... ...g kind of praise creates self-defeating behavior.
Also in Drs. Dweck and Blackwell’s research, there was a strong impact on junior high school student’s achievement based off of their beliefs and attitudes. Specifically, they found that, “students who believed that their intelligence was something that they could develop and increase”, which was known as growth mindset, “also held many other positive attitudes”. Although hard work and multiple errors were a part of reaching desired goals, the students knew that their ability can be improved over time. With the growth mindset, the students were also able to check their errors with more complex
Believing instructors to be uncaring of the value of integrity leads to indifference for the students. Fear of a negative consequence can, however, be an effective method to thwart dishonesty, but requires the student to believe the threat is valid and the consequence is actual, not just theoretical. Students can, however choose to cheat in an atmosphere that does not condone nor sanctify academic dishonesty. Bernardi, Barzhoff, Martime and Savasta (2012) found that it would take a semester to change cheating behaviors (p. 260). While some people will always try to find a way they perceive as easier than simple hard work, students are less likely to attempt dishonest behaviors if they believe that such dishonesty is morally wrong, they will be caught, and there will be a
First, be sure to use appreciations that are honest. For example, “Thanks, that was very nice of you.” The appreciation isn’t based on work or an activity, but for showing politeness, or positive behaviors in the classroom. Students are motivated or unmotivated from every factor in a classroom. Second, students are often wrong when answering questions and it is the teacher’s job to make sure if the student gets the wrong answer that they are not discouraged from trying again. An idea to solve this problem from occurring is to show the student that the mistake they have made is ‘not that big of a deal.’ A third idea of showing praise is to make the students feel as if their input or ef... ... middle of paper ... ...m This site describes what a teacher should say or not say in a classroom setting to students.
I try to get my work done on time and some lessons are easy for me. I appreciate having teachers that offer extra credit for those that complete their work early and could become bored. Making sure students stay motivated is something that all teachers should be aware of. The points mentioned in chapter nine are very interesting, especially in regard to what statements can be used to motivate students. Students that receive hollow feedback such as “excellent”, have no encouragement to improve.
There is no doubt that rewarding students may result in initial compliance or short term gains. However, Children that have grown used to expecting rewards can feel discouraged when they stop coming. In the end, this can diminish their determination and curiosity. There is evidence that in the long term, reward systems are ineffective. There are many who believe students’ motivation can be “jump started” by giving rewards.
Internal motivation is longer lasting that external motivation. When students achieve a feeling of satisfaction, learning occurs more successfully (HCC Intranet, 2001). In order to ensure students are intrinsically motivated, teachers must use certain strategies to encourage this type of learning. Praise One of the ways to engage children in intrinsic motivation is by praising the students for the efforts they make in the classroom and encouraging more positive learning. It is important to praise a child for small improvements along with large improvements.
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) 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 ... ... middle of paper ... ...0.1037/0022-35220.127.116.117 Powell, K. Kalina, C. (2009). Cognitive and Social Constructivism: Developing Tools for an Effective Classroom.
While if they know and understand what matters that they are doing, it could motivate them and increase their passion and creativity (Bates 2009). Frey and Osterloh (2000) found that there are two types of motivation, which are intrinsic motivation and extrinsic motivation. Intrinsic motivation defined as a motivation that is “valued for its own sake and appears to be self-sustained” (Frey and Osterloh 2000, p. 539). In other words, intrinsic motivation is a motivation that motivates people to do some activity based on individual’s need and satisfaction. For example, students maybe motivated to study harder and get the best score in class because they want to make their parents proud of them.