Reflection Of Motivational Goals And Challenges In The Classroom

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,

Firstly, in teaching enthusiastically, I would not only show Brandon that the content of the worksheet is important and valuable, but also that I take my role as an aide seriously. Secondly, by focusing on strengths instead of weaknesses, I would motivate Brandon with what he has already achieved instead of what he needs to change. Though change is important, I think that, within students and teachers alike, change develop internally through strengths rather than externally through failures. Likewise, I chose to use these two strategies first because I felt that they complemented each other in the sense that it allows me to model positive behavior (i.e. enthusiasm) as well as develop a foundational rapport with Brandon. Thirdly, in providing opportunities for him to realize his potential in life, I would be able to transition Brandon’s perceived purpose of math from an extrinsic motivation, “I have to do it because, otherwise, I’ll fail,” to an intrinsic motivation, such as “This content I learn in Algebra II could prepare me for life as well as help me reassess what I’m good at and what I want to do.” However, in my experience, this strategy only works if the teacher or aide shows the student that he/she genuinely care about the student’s success and life. Otherwise, the strategy may be perceived as a routine technique rather than a real interest in the student’s outcome; that is, without showing care, I would imply to Brandon that I am saying these things not because I want to but rather that is what the other teachers told me to