Slavin proposes several way to tap into students’ intrinsic and extrinsic motivation. For example, to tap into students’ intrinsic motivation a teacher should make the content interesting, relevant, useful, and engaging. As well as using a variety of methods to present the material. Such as, including videos, and inviting in guest speakers. (Slavin,2015). Educator’s should also work on creating a classroom atmosphere that is warm, accepting, positive, and makes all students feel welcome. One way in which this can be accomplished is by creating a classroom that that values cultural diversity. (Slavin, 2015). Tapping into students’ intrinsic motivation, “… prepares students for a world in which they will increasingly need to take responsibility for motivation themselves, and maintain high productivity in less structures, more flexible workplaces.” (Slavin, p.263). …show more content…
I remember being guided to set goals using the S.M.A.R.T mnemonic. Smart stands for; Specific, Measurable, Attainable, Realistic, Timely. I also plan to set clear expectations on how students will be evaluated by providing a rubric. As well as, providing clear and immediate feedback on their assignments. (Slavin,2015). I plan to have students write a paper in the beginning of the semester that I will keep for safekeeping. Then at the end of the semester I will have students write the same paper, and have them compare and contrast the two essays. This will encourage students to focus on the progress they’ve made, rather than the grade that they’ve
“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.
It is important at any level of teaching and/or training that whoever is being taught is not only motivated to learn, but they are motivated to retain what has been taught. In this paper, the definition of motivational design concept will be discussed as well as John Keller’s A.R.C.S. The Model of Motivational Design and Raymond J. Wlodkowski’s Motivational Framework for Culturally Responsive Teaching. The similarities between both theories, in addition to the differences, will also be discussed. What is a motivational design concept?
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 ...
Summary of the Day’s Activities At the beginning of class, students were told to get their assigned folders. Inside of said folders were progress reports based on the previous week of instruction. Students were asked to write a SMART goal based on their grade, meaning that they were to give a specific, measureable goal for next week’s progress report.
Robinsons says that, “In fact, the real challenges for education will only be met by empowering passionate and creative teachers and by firing up the imaginations and motivations of the students.” (247). The reason why he says that is because most often having a teacher not take a lot of interest in what they are teaching or not having the inspiration in wanting to get students excited for learning. What he means by this is
Walking into a classroom in which the student can become inspired as a result of a teacher’s excitement and knowledge of their subject is an amazing and unique experience. This desire to learn and delve into the deep corners of a subject is a result of both the teacher and the student playing their part. The teacher, however, (very much like a parent) sets the tone for the interaction. As students become older, they are expected to play a larger role in their education and have to be more adamant about fulfilling their desire for knowledge. When children are younger, however, the teacher greatly impacts the child’s outlook on learning and, if the student is lucky, will inspire a sense of curiosity in the student. What's more, teachers have the job of imparting knowledge into minds of all ages. Teachers and students have the possibility to form tight connections based on ...
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.
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...
In many cases, it has become very complex to keep students interested in their education. So the teacher must be creative and find ways to keep pushing the student onward as well as upward. In order to devise the ultimate plan for educating students, a teacher must acknowledge that the “students” are what teaching is all about. The most important factor in the equation is unequivocally the STUDENT! All humans are different in some sort or fashion. But the fact still exists that we all have only this place to function in. So help by putting forth an effort to make it a better place for us all.
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.
Generally, in my experience, it can be difficult for me to define specific motivational problems, although recognizing it is vastly easier. For example, in 7th period Algebra II, it often strikes me as odd that Brandon P., a highly capable student, seems to be unmotivated during most lessons. From my first impression, regarding schoolwork, I would state that Brandon only seems to be highly motivated to avoid doing work; that is, he devotes more effort into ignoring challenges rather than confronting them. Likewise, his test performance often shows his potential whereas his classroom performance suggests that he is content with barely passing. In class, he displays detrimental behavioral traits, such as talking while Mr. Stromberger is speaking,
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
Motivation is really important tool in a learning environment. Also motivation effects student learning and their behavior as well. It directs behavior towards particular targets. Also it effect the decision which students takes. In motivation mainly we have two types which is intrinsically and extrinsically being motivated. For example: when a student is intrinsically motivated they just do it for themselves not because of the reward that they will get back. It’s just because they have their own interest and they enjoy doing that. On the other side, when a student is extrinsically motivated they just do it for the reward that they will get. That’s why in learning process it’s important that each student should
First of all, we will consider the very word motivation. Motivation can be defined as an incentive. When we discuss students having the motivation to learn, we may consider them having the incentive to learn. Do students today have the incentive to learn? Many people claim that they do not and that the lack of motivation is increasingly becoming worse and worse in today’s society. The belief that society has unknowingly created for today’s students is that there is a separation between education that is taught in schools and that which is learned outside of schools. Children view these things as two different worlds. There is the school world, and the real world. Many children tend to believe that the things they learn in the school world will not affect them in the real world and are therefore have no motivation to learn in school. “When kids are not engaged, not only do they fail to learn, they also tend to become bored and restless” (Wolk, R.). This boredom and restlessness has serious potential for many kids to lead to a lack of motivation.