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Compare and contrast intrinsic motivation and extrinsic motivation
Compare and contrast intrinsic motivation and extrinsic motivation
Reflection methods in education
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developing this attitude through: developing a personal relationship with students, creating a pleasant and supportive classroom atmosphere, helping students set their personal learning goals which they use their strategies to achieve and creating a sense of "belonging" in the class by involving students in the decision making process for activities and even in the evaluation (Brown, 2007). Although research shows that intrinsic motivation is more important than extrinsic motivation in second language learning, teachers should not overlook motivating the learners externally. Brown (2007) stated that "extrinsic motivation refers to language learning for some reward from an external source such as money, a prize, high marks, positive feedback …show more content…
Students or teachers?) are doing during the teaching and learning process. Lewin (1947) defined this point as documenting the effects of the action. By paying more attention to the implementation of the change during class, the teacher will gain a vivid description of the whole operation process, which is necessary for the next step. During this stage, the teachers can discern how well their interpersonal relationships are formed during class, what the classroom environment looks like, how the students engage, how students ' sense of belonging are reflected during the class and how they are rewarded.
All of these observations will provide the basis for the reflection stage. "Observation will always be guided by the intent to provide a sound basis for critical self-reflection" (Lewin, 1947, p.
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A strong and effective leadership, where there is trust and tolerance between all stakeholders, promotes a culture where individuals are encouraged to take on greater risks and deliver significant results on students ' motivational state during the teaching and learning process. Through leading by example, the foundations for successful change management, implementation and embedding are paved. Only authentic leaders can turn a vision into reality. This results from engaging followership, who, in turn, deliver meaningful and lasting change. According to Flood 's (2010) view, action research can benefit from a system’s perspective because it reminds us that we are "in relationship" with others. In this changing context, the head of the panel who planned the change action is also involved in implementing and acting towards the change. The four moments(is this correct terminology? Maybe consider ‘processes’ or ‘stages’) of the action research cycle are applied in this planning. The action researchers break the general plan into a number achievable steps namely: planning, acting, observing and reflecting. Meanwhile, reconnaissance is completed before the planning phase to give teachers a vivid description of the circumstances of the field and fact finding (I don’t think this needs paraphrasing) of those conditions. Eliciting feedback from both colleagues and the students is crucial as
Dr. Tanisha L. Heaston, principal of Treadwell Elementary talks to me about educational change. In my first meeting and interview with her, she displays many if not all the leadership benchmarks of a Change Master and Facilitator. Defined by McEwan (2003), a Change Master is a highly effective principal who is flexible and futuristic. A realistic leader who is able to both motivate and manage change in an organized, positive, and enduring fashion. As a Change Master, she uses a situational approach since every school community requires somewhat different skills. Dr. Heaston respects change resisters, procures resources for her school, and trusts her teams which aligns with ISLLC Standard Six.
Once stated by Dwight D. Eisenhower, “Motivation is the art of getting people to do what you want them to do because they want to do it.” The aforementioned ideology places an emphasis on an individual’s internal desires, rather than an outside/external force driving the individual’s consciousness (cognitive evaluation.) Therefore intrinsic motivation is one in which an individual 's own desire comes from within; a relentless and genuine passion for an intended goal. On the contrary, when an individual relies on external factors such as, a reward or any other form of external reinforcement, an extrinsic motivation is exhibited. Although society likes to stress the importance in pursuing an internal motivation, in today 's modern world, an extrinsic factor far outweighs an internal desire to accomplish an objective.
Intrinsic motivation has several advantages over extrinsic motivation. First of all, intrinsically motivated learners are more likely to select challenging tasks. Second, evidence suggested that learners gain more knowledge when they read material that they consider intrinsically interesting. Third, the conditions that support intrinsic motivation also promote greater creativity and better conceptual learning. Fourth, intrinsic motivation is associated with greater pleasure and more active involvement in activities.” (p.
In Change Leadership, Keagan and Wagner (2006) discuss the many factors of change and the systematic approach to change. Change affects people in different ways. Leaders need to be able to respond to the individual throughout the change process. School Leadership that Works In School Leadership that Works, Marzano introduces twenty-one responsibilities of a school leader (see Appendix A). These leadership responsibilities are used in the two change orders discussed by Marzano, McNulty and Waters (2005).
Based on the different reasons or goals that give rise to an action, motivation can be classified into intrinsic motivation and extrinsic motivation (Ryan and Deci, 2000). The first type, intrinsic motivation, refers to doing something because “it is inherently interesting or enjoyable” (Ryan and Deci, 2000, p. 55). This type of motivation refers to the reasons for L2 learning that are derived from one’s inherent pleasure and interest in the activity and the activity is performed because of the spontaneous satisfaction associated with it (Noels, 2001). Researchers (e.g. (Vallerand, 1997; Vallerand et al., 1992; Noels et al., 2000) have categorized intrinsic motivation into three subtypes: (1) intrinsic motivation-Knowledge, which is the motivation
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 ...
One of the objectives is to use the Kurt Lewin’s Change Theory to amend the current teaching instruction. At the end of the teaching transformation, a satisfaction survey will be used to collect feedback on the changes made. A review of the evidenced-based changes will provide a better picture of what works and what doesn’t.
Motivation can come from internal sources (intrinsic), which have psychological and biological variables or from external (extrinsic) sources like incentives and goals (Deckers, 2010). Intrinsic motivation develops in individuals to give them their own personalities and preferences towards specific behaviors, examples include participating in certain activities or sports because you find them enjoyable or doing a Sudoku puzzle because it is a challenge you find fun or interesting. In these examples, an individual’s behavior is motivated by something internal that makes them want to participate in the activity just to do it (Cherry, 2013). Extrinsic motivation is when an individual performs...
Motivation to learn- The motivation is possibly for self-esteem, recognition or the possibility of a better quality of life.
Assessment, in the context of education, was defined by Lambert, D (2000, pag 4) as the processs of gathering, recording and using information about pupils' responses to educational tasks. Despite some can consider that assessment is separated from the learning process, assessment is, in fact, an essential part of the learning proccess. Maguire, M. and Dillon, J. (2007, pag 213) pointed out that assessment is intrincately bound-up in the teaching-learning cycle.
...ased on the job or actions of a person, and not because their title (Waite, 1995). It will be imperative that the leader could take in consideration how to facilitate any changes and the action to research. These two will help in identify best practices and goal setting for the school improvement.
Action research proceeds through a process of planning, action and reflection upon action. This can be thought of as an action-reflection ‘cycle’.
The biggest challenge before a teacher is the presentation of a lesson. If a lesson presentation is effective, students can reach the goals of life by acquisition of knowledge; and if the teacher is unsuccessful in his presentation, it is impossible to achieve the educational objectives. The method of teaching is directly related to the presentation of the lesson. The method of teaching depends on the nature of the subject, and the tact of the teacher. This essay is aimed at assessing teaching methods and strategies used in schools and discuss innovations that should take place to make them more effective and learner centred. Brandes and Ginnis (1996:167) acknowledge that the movement from established well-known ground to explore new teaching strategies is a tough challenge to teachers.
Research can be defined as collecting data, information, and facts to gain knowledge. Research can be used as a tool to engage an efficient approach to one’s practice and provide them with effective data to make changes based on what he or she may have learned from the research. By conducting research, school administrators gain knowledge about not only their practice but their staff members, students, and district. Thus providing the administrator the abil-ity to make more effective decisions that can bring more success to the school or school district. When conducting research, one may decide to traditional research or action research. This paper will address the differences between action research and traditional research regarding their use in an educational environment, as well provide explanations and examples to delineate their uses in an education setting.
Through the implementation of my lesson, I learned I have to work on the assessment and the details of lesson planning. During the planning of this lesson, the assessment was an aspect that needed more thought. The students had a problem with reading the words for the word sort and understanding the writing section. If I were to reteach the lesson I would add pictures to the words on the word sort to help the students to read and understand the words. In addition, I would include a sentence strip for the assessment that the students could copy but then finish the sentence on their own. The writing prompt was too hard for the students, I received various answers some students copied the prompt only while other students understood it and wrote appropriate answers.