The Rewards Of Motivation In The Classroom By Edmundson And Freire

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Today’s culture is for students to sit, listen, and learn. While Edmundson and Freire indicate that there are valuable rewards in provoking students to critically think and analyze the materials provided, they 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.
When teachers find presentation methods for their material that student’s find relatable the results have a greater impact. However, if students aren’t able to relate, the words seem detached, alien, and motionless; leaving the students …show more content…

Because that’s what works.” (Edmundson, 2015, p. 391) Edmundson declares that he and his students reap the rewards of conformity and compliance with the culture of the university. However, one must wonder, what are the students and teachers missing out on by conforming to the present culture? Would they learn more and get more out of each lesson by changing this culture? Surely they would. “A common frustration among college teachers is the tendency for students to compartmentalize what they learn rather than transferring or applying knowledge from one context to another.” (Marshik, Kortenkamp, Cerbin, & Dixon, 2015) A simple answer to gain back some of what is missing would be to take the motivation of students seriously. Once the motivation is in place, communication and authentic thinking will be viable. “Furthermore, the importance of the culture in the classroom and the interaction between student and instructor can facilitate or impede student motivation.” (Sedden, & Clark, 2016) Figuring out what their motivational trigger is can help gain their interest. “Several researchers found that students respond to instructors who are motivated themselves, and …show more content…

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)

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