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factor that affect student motivation-the teacher
factors affecting motivation of students performance
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Chapter Two
Review of Literature
Personal achievement are made through dedication and learning never to give up. Many people are able to accomplish goals because of what someone taught them and instilled inside of them. The most assistance from this comes from teachers, the examples they set, and the experiences that the students have because of them. This is why it is up to teacher to create environment where students can learn and grow. Faculty Focus from Magna Publications (Weimer, 2014) believes that “It’s not about changing innate preferences, making introverts into extroverts, or turning hands-on-learners into abstract thinkers. It’s about equipping all students with skills that prepare them for a future of learning lots of different things under lots of different circumstances.” Saying there is no need to change the student just help to build and enhance them for their
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Two studies (Poole & Okeafor, 1989 and Poole, Okeafor, & Sloan, 1989) used (Gibson and Dembo 's, 1984) instruments to explore relationships among teacher practice, teacher efficacy, and teacher collaboration where there was "natural" coaching. Neither study established formal coaching networks, but in each there was substantial informal coaching. Rosenberg Self-Esteem Scale (Rosenberg, 1965) and Personal Growth Initiative Scale (PGIS, Robitschek, et al., 2012) were used for data collection. Pearson correlation and regression analysis showed that subscales of personal growth initiative i.e., planfulness and intentional behavior, along with self-esteem has significant positive correlation with academic achievement however, only planfulness and self-esteem were found to be the significant predictor of academic achievement (PJSS, 2015). Which mean if teachers show positive attitudes and confidence these are key things that students can pick
Setting goals for yourself creates an individual growth. In the article, “Why we are looking at the ‘value’ of college all wrong” by Valerie Strauss, Nelson discusses how an independent learner is able to teach themselves and learn from the challenges they tend to face. “The educated graduate is an independent learner…able to direct his or her own learning in accordance with the challenges that life presents in the circumstances of his or her own life.(Strauss 1)” For example, I want to become Registered Nurse; therefore, I write that down as one of my goals. However, I would then have to write everything else in order to become a Registered Nurse. Having a goal set that I want to become a RN, I now have something to strive at and to motivate myself to reach that goal. Therefore, creating goals helps establish what direction I am trying to go in, and also allows me to figure out how to solve a problem. Another example is if I failed a test, I will try to examine the errors within my work; however, I will then create a goal for myself to make sure I do better on test the next time. Finding the errors and creating goals to fix the errors makes me an independent learner. I am taking the charge that I want to do better; therefore, I am going to create a goal to help me succeed. By fixing the errors, I then challenge myself inside and outside the
...ssional growth.” (Cunningham, 2009). If the research is showing us that students are more motivated and learn best in environments that are rich in autonomy, mastery, and purpose, then I, as a school principal, will need to be an advocate for that to happen in my school. Students who are offered a chance to connect with others in self-directed, meaningful, and rigorous activities are going to be more motivated to be here to learn. Teachers who provide students with this type of learning environment will be more happier and more satisfied, as well. Why? Because it works.
The article “How to Be a Success” by Malcom Gladwell speaks about how success is something that can be achieved if you put the time and work into it, and how success is not achieved overnight but rather through long hours of constant practice. His article is targeted to more than one group of individuals. The groups of individuals that his article targets are teenage students, young adults, adults, people who want to become an expert, or want to succeed in something they have an interest in and in general society. Another article also related to the success of an individual “An A+ Student Regrets His Grades” by Afraj Gill describes how in society many schools focus more on students’ grades, rather than their learning, and how a student is
Instructional Coaching (IC), described in Instructional Coaching: A Partnership Approach to Improving Instruction (Knight, 2007), provides intensive, differentiated support to teachers so that they are able to implement proven practices. The Conceptual Framework is centered on the educational professional and several themes that support the professional practice. This assignment will use the previous week’s focus group participant responses that summarized the expectations of characteristics and types of support offered by an effective coach or mentor within the teacher’s school. The information will relate the teacher’s responses to instructional Coaching components and Conceptual Framework themes from this course.
Dwecks growth mindset has been effective but there is work to be done. Dweck conducted a study and the results were astonishing. Dweck states, “Although both groups had started seventh grade with equivalent achievement test scores a growth mindset quickly propelled students ahead of their fixed mindset peer gap increased over a two year study” (2). Students who developed a growth mindset developed a long-term learning method this mindset will persist towards their transition to adulthood; they will expand their learning. Students with a growth mindset will be encouraged and persistent in their academic performance and would not be easily discouraged. Dweck states “before teachers were aware of these mindset existed would single out students in the growth mindset group as showing clear changes in their motivation”(5). Students develop a growth mindset, they should
In a growth mindset, “students understand that their talents and abilities can be developed through effort, good teaching, and persistence” (Clear). Students with a growth mindset consider failure and setbacks as a sign that they should strive to improve their abilities instead of a sign that they are not skilled (Clear). If people believe that intelligence can grow and improve, then they will most likely be active in their education and actually have motivation to learn more (Sieck). Students with a growth mindset are more likely to embrace challenges, persevere in the face of setbacks, and learn from criticism (“The Impact of a Growth Mindset”). These qualities allow these students to worry less about proving their intelligence through their grades and focus more on their
Research findings regarding classroom managements have been applied in three domains in educational psychology: in-service and pre-service teacher preparation programs, teacher assessment and evaluation, and teacher’s pedagogical knowledge (Emmer & Stough, 2001).
Every day throughout the world, teachers strive to attain the most from their students in every aspect of life, from effective communication and language skills, to the development of individualism and the concept of being the best that you could be. With the use of exams, class discussions, and written assignments, educators subconsciously reinforce the idea that success can only be achieved from within, with personal expression and dedication to each and every task faced in modern existence. The world, as we see it today, has not evolved by people copying one another’s ideas. It has evolved from the willingness of individuals to step up and make their intentions known, to bring about new ideas and concepts to forever change the environment in which we live. All too often, though, due to stress, insufficient time allowance, or just plain laziness, people take the quickest and most unproblematic approach to getting work done, in turn, failing to play their part in society’s evolution by retaining individual ideas and viewpoints.
“Every child deserves a champion – an adult who will never give up on them, who understands the power of connection and insists that they become the best that they can possibly be” (Pierce). This quote offers the very reason adults should have a desire to encourage our students and help them be successful. In high school I did not have the benefit of having parents who encouraged me or guided me to be my very best nor help direct my future. Guidance counselors were not there to advise on how to get to college, but rather to help with personal problems. Though my goal is not to teach, I want to help students learn to be successful, be their best, and gain the knowledge to prepare for their future.
It is important that education is properly enforced and easily accessed by all people. Poor teaching is implemented in the classroom today, such as boring lectures consisting of taking notes and regurgitating information. Because of this, people lack the motivation necessary to take advantage of their academic opportunities. In his essay “I Just Wanna Be Average,” Mike Rose writes about how during the majority of his academic career “[he] did what [he] had to do to get by, and [he] did it with half a mind” (154). Not only had Mike Rose done this, but other students follow in the same footsteps as if they are blind to how valuable education is and how it can empower a person. The type of an educator you are taught by can differentiate whether you will “do what you have to do to get by” or actually engage yourself while in the classroom. Mike Rose makes it obvious that school was not fascinating to him, but when he is introduced to a new teacher, Jack MacFarland he states that “[he] worked very hard, for MacFarland had hooked [him]; he tapped [his] old interest in reading and creating stories” (160). Professors like Jack MacFarland are what leave impacts on students and help them realize the importance of academics. Rose even states “MacFarland gave him a way to feel special by using his mind” (160). When educators can make students feel the way that MacFarland made Rose feel they can ascertain a great amount of
The least recognized, most important people in this world are the educators. They must work hard toward inventing a method to help each individual student “be all they can be!” Teachers must try to stimulate students to create a hunger for learning and to expand their success in life. Teachers should be obligated to the need for the student’s individuality. To be able to teach targeting to the students’ needs will make a difference not only in the student but also in the future of our society. Today’s students are tomorrow’s future.
A key goal that I am determined to accomplish is to focus less on what grade I am receiving, and more on how in depth I am learning the material. My college education, in my opinion, is much more than a percentage or a letter grade; it’s an opportunity to learn absolutely anything you desire, and a chance for you to take on challenges to help you grow intellectually. To achieve such things, I have to change my mindset and this is something that I learned from Carol Dweck’s Mindset: The New Psychology of Success. In this book, she depicts the “growth” and “fixed” mindsets and places emphasis on how much more beneficial a “growth” mindset it, especially when it comes to learning. This growth mindset is characterized by embracing challenges, persisting in the face of setbacks, learning from criticism, and having a greater sense of free will, and I want to incorporate all of these into my learning experience here at Illinois State University. College provides many challenges and setbacks, and I want to be able to not only handle them, but also learn from them. Rather than feeling upset when I receive a poor grade, I will try my best to understand what I did wrong and create a learning experience out of it. Rather than giving up if I don’t understand something, I will persevere to comprehend the material on a deeper than surface level. My attitude towards my education is going will consist of nothing less than positivity, persistence, and eagerness to
Being a successful student and achieving continued academic success is fundamental in order to complete an associate degree and become a successful professional. College is challenging, but it can be a rewarding growth experience and easier when setting up goals. Having educational and career goals helps students keep the focus and motivation. Besides, having knowledge of different learning styles can help students learn about themselves and increase efficiency while studying. Writing skills learned in college are also a powerful tool for both academic and career success. The campus is a great place to find tools to succeed and achieve continued academic success. It is also important to keep academic honesty as a good habit and as a value of integrity throughout college and later on in the professional environment.
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
...sionate professors who helped shape the type of teacher I would like to be. They found ways to talk to me in a manner that motivated me to want to improve, all while honoring the work that I have already done. I would like to bring this same moral into my classroom, when a child is motivated, passionate,and self-aware of their needs, strengths, and weaknesses, they can and will push themselves to improve. Students do not solely care about how much knowledge an educator has, but they care about how much these educators truly care. We shouldn't judge a person on how educated they are based only on test scores. The most educated person may not be the most suitable person to teach children. I may lack the test scores, however, I do not lack the passion and motivation needed to be a great teacher. If we cannot celebrate small successes, the final outcome is less weighted.