Motivation In The Classroom By Edmundson And Freire

Although today’s culture is for students to sit, listen, and learn, Edmundson and Freire indicate that there are valuable rewards in provoking students to critically think and analyze the material provided, but say little about ways to keep students motivated. Further research indicates that motivation plays a significant part in keeping the interest and focus of students and teachers. Adjustments to educational culture are insignificant if strategies for increased motivation in the classrooms aren’t utilized. Instead of teachers presenting their material for students to relate it to the “real world”, the words seem detached, alien, and motionless; leaving the students to be receptacles that the teacher “fills”. Interestingly enough, Freire

Are we encouraging them to be their best selves, or fit in and be like everyone else? Edmundson (2015) describes his students as desperately “trying to blend in, to look right, not to make a spectacle of themselves.” (Edmundson, 2015, p. 393) Edmundson (2015) also excitably describes a specific student, one that “is a singular…” (Edmundson, 2015, p. 391-392) Whose singularity doesn’t hold him back; it propels him forward. This student “decided to follow his interests and let them make him into a singular and rather eccentric man; in his charming way, he doesn’t mind being at odds with most anyone.” (Edmundson, 2015, p. 391-392) Motivating teachers and students to desire this type of attitude towards their learning experience will enable them to do more than listen, learn, repeat. “Students want to feel connected to and supported by their instructor, and when they feel this, students gain intrinsic motivation to learn.” (Sedden, & Clark, 2016) Sedden and Clark (2016) also explain that there is a significant potential for higher grades when the “instructor used humor, developed a rapport with the learners, provided an open atmosphere where students were free to ask questions and argue viewpoints, and exhibited high expectations of the students.” (Sedden, & Clark, 2016) Considering how important this factors into the learning experience, there should be more importance directed toward this improvement in the