\\Motivation is a way to get somebody to complete something that they might not aspire to execute on his or her own. Teachers have been using different forms of motivation in the classroom for centuries. It has not always been positive motivation, yet it has always been there. My mother has told me stories of when she was in school in the 40’s and 50’s the nuns at her catholic schools would smack her hands with rulers if she was not holding her pencil correctly. They would also use the same rulers to smack the students’ buttocks, when they were misbehaving. When I was in school our motivation to perform satisfactory in the class was to get decent grades. There were also times when students would be sent to the principal for issues and afterwards …show more content…
I do not believe that students need the sweets and snacks as motivation. Motivation can come in various forms such as those listed above plus hundreds of other ways. When a student comes in the classroom on Monday morning and they have had an awful weekend at home they might not care to learn. His or her head might not be into the lesson, yet the student still needs to learn what is being taught. It is the job of the teacher to figure out that the student might be having a difficult time and thenceforth if other resources need to be brought in the teacher should see to it. If the teacher can assist the student to get his or her mind off the issues long enough to get through the day that would be excellent. This student who has had these issues still might not want to learn for the day and the teacher will need to use a type of motivation to get the student to accomplish what is needed to get through the lesson. The teacher could tell the students that if everybody finishes by a certain time the class can have a few extra minutes at recess. The teacher might also tell the students that whoever is not finished by the time frame will lose a portion of his or her recess …show more content…
However after doing further observations in the classroom and learning additional information in or EDP class, I have modified my opinion on this question. I now feel that motivation for learning is controlled by the teacher. A student can be not be into learning the lesson, and it is the teacher’s job to get the student motivated to want to learn. This might require that the teacher alter the way he or she is teaching the lesson to giving the student incentives so that he or she wants to attempt his or her very best. When I examine my answer and compare it to my mentor teachers’ answer it is the same response, now that I have modified my response that
Ever since I began my teaching career, I have been fascinated with the topic of motivation and the role it plays in student learning. Daniel Pink’s book, Drive: The Surprising Truth About What Motivates Us, has been on my personal reading list for a couple of years now, and I was elated to find that it was one of the recommended books to read for this assignment. I have often wondered why some of my students, and even one of my own children, are more internally driven than others to complete a given task. Now that I am in the process of becoming a school administrator, my curiosity about what motivates adults has been heightened, as well. In the hopes of finding some insight, and perhaps the answers to some of my burning questions, I finally picked up Daniel Pink’s book and began reading.
According to Robbins et al; (Robbins et al, pg 296) motivation refers to the process by which a persons efforts are energized, sustained, and directed towards a goal. This definition has three key elements: energy, direction, and persistence. Motivation is a complex and important subject, has historically been given a great deal of attention by Psychologists, who have proposed theories to explain it. (Riggio, pg 188),
“Motivation is the process whereby goal-orientated activity is instigated and sustained” (Schunk, Pintrich & Meece, 2008. As cited in Eggen & Kauchak, 2010, p.284). Motivation comes in many forms and can be divided into two broad categories - extrinsic and intrinsic motivation. Extrinsic motivators are external factors which can motivate a student; rewards are an example of this. An issue with extrinsic motivators is that the desire for the learner to participate often lessens, once the rewards are withdrawn (McCullers, 1987). On the other hand intrinsic motivation comes from within - learning for the joy of it - where the desire to learn leads to a higher level of knowledge, and is a reward in itself. Kohn (1996, p.285) states that research suggests, “Rewards actually decrease interest in intrinsically motivating tasks, therefore sending the wrong message about learning” (as cited in Eggen & Kauchak, 2010a)
I know that I can do and have done all of this, but I choose to minimize what I do in terms of motivation. In a few of my college courses, I’ve had professors say, “Take a look around you that is your competition.” They are referring to the job market and who will be out there looking for the same jobs and making similar career choices as I would be. There is no motivation for me to motivate someone else who could potentially apply and get job that I want. If motivating was part of my job description and necessary for my career, then I would be motivated to do the best job. Employees are going to live up to or live down to expectations and you can bet that my expectations will always be high. What my supervisors say was my outlook in life, positivity is key. If I am willing to encourage my
Motivation is defined as the process that initiates, guides and maintains goal-oriented behaviours. Motivation is what causes us to act, whether it is getting a glass of water to reduce thirst or reading a book to gain knowledge. Goal Setting is where we set specific targets aims that we wish to achieve, they need to be S.M.A.R.T or else they become dreams rather than believable goals. .
Motivation is key in the workplace. It is developed from the collaboration of both conscious and unconscious principles such as the strength of desire or need, motivating force or reward estimation of the objective, and desires of the person and of his or her peers/co-workers. These elements are the reasons one has for carrying on a specific way. An illustration is an understudy that invests additional energy contemplating for a test since he or she needs a superior review in the class. The Inside and outside principles that animate want and vitality in individuals to be constantly intrigued and centered around their work, part or subject, or to try to achieve an objective.
People’s behaviour is determined by what motivates them. The aim of this essay is to discuss the essence of the motivation and psychological strengths, its evolution, a brief overview of the key theories of the employees’ motivation and behaviour analysis. The main task is to understand how motivation affects employee behaviour and to clarify the importance of motivation. In this essay I will discuss and produce definitions and examples to answer the main question of what is the driving force and how do people’s needs influence performance at work?
According to Greenberg (1999), motivation is defined “as a process of arousing, directing and maintaining behavior towards a goal.” Where “directing” refers to the selection of a particular behavior; and ‘maintenance” refers to the inclination to behave with consistency in that manner until the desired outcome is met.
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.
Because motivation is a very strong will power to support students to complete their goal or stay focus to overcome laziness. Next, students can reward themselves after they done something good or finish their schoolwork. The reward don’t have to be big or good, a little thing like pizza or go play game to relax their brain will help them, and make them feel accomplish. The last thing to do is stay active at all time, after done schoolwork, students can go workout or just go outside and run around for thirty minutes will help them clear their brain and make them
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...
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.
To a certain extent it can be said that without a sense of motivation, whether it be intrinsic or extrinsic, a child’s ability to learn and reach their potential is greatly lessened. Motivation is best described as an internal state that not only arouses and directs behaviour but also helps to maintain it (Woolfolk & Margetts, 2013). Motivation not only plays a large role in a child’s learning ability, it also shapes a student’s interests and enjoyment of school and study (Martin, 2003). For both pre-service teachers and expert teachers it is easy to see that if a student possesses high motivation to learn, their behaviour towards their school work is more positive and in turn leads to higher academic success, whereas a student with little to no motivation will exhibit negative behavi...
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
Motivation: Majority of young learners have no idea why they go to school. Some learn because their parents said so while others come to class just because their friend also comes. This makes them have no motivation of concentrating and wanting to learn more. Hence as a teacher it is important to keep on emphasizing on the importance of learning to the young learners.