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Essay on professional growth as a teacher
Factors affecting student motivation
The importance of motivation for students in the classroom
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“Students are motivated when they believe they are able to succeed at a given task and when they understand and value the outcome of the task” - Paula Wise
Educators have one of the most challenging professions in the world. They are called upon to teach and engage students on a daily basis to not just learn but to understand several different concepts. In a classroom of twenty plus students, there might be a small handful of students that are actually motivated to learning. The bulk of the students show signs of motivation throughout the day, and then another small group proves to be a struggle to even motivate them to write their name and student number on the top of their paper. According to Ormrod (2016), motivation is an internal
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Brozo and Flynt (2008) suggest that collaboration for student motivation is the result social networking that takes place for the purpose of supporting students’ literacy and learning (p. 173). Student motivation tends to rapidly increase when teachers prove to be allies in their student’s learning process (Guthrie, 2008 as cited in Brozo & Flynt, 2008 p. 173). Pressley, Mohan, Raphael, & Fingeret, (2007) conducted a study of Bennett Woods Elementary School, which is known for producing a reading and writing rich environment with demanding instruction (p. 221), where students and teachers were interviewed to determine the daily instruction processes within each classroom. The results provided insight into a strong student teacher bond. Every teacher at Bennett Woods Elementary expressed extremely confidence that their students were going to pass statewide assessments simply because they were thoroughly prepared for each assessment. Prior assessments were studied and used to prepare their students for upcoming assessments and benchmarks (p. 227). Once students are given adequate tools, which is also backed by the confidence of their teacher, assessments don’t seem so daunting and scary. Doing well and having the ability to see one’s academic is often motivation in and of …show more content…
32). The students are then able to visually keep up with their results and progress over a short or long period of time, which is then used as a motivational, visual tool. Not only does self-graphing aide in improving positive academic behaviors and habits, it also is, a contributing force for motivating students to improve due to the visual stimulus the graphing provides (p. 32). All of the student’s progression is laid out for them in one place, whether it is on a Microsoft Excel spreadsheet or a simple bar graph they draw themselves. Self-graphing is a great way to promote an increase is wanting to do better particularly in reading and writing. Teachers and students are also able to sit together and decided which graph would be best to satisfy the greatest amount of motivation. According to Hirsch, Ennis, and McDaniel (2013), self-graphing allows for flexibility in the since that if a student does not make their goal one week, they still have the option to make it the following week (p. 33). Hirsch et. al. (2013), suggest that setting up long term reading goals on a graph allows the students to visualize where they need to be at a specific time frame, providing motivation in a visual way (p. 33). If a child seems to struggle with behavior choices, self-graphing is a positive way to provide a visual
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
As people move through their journey of life, quite often they’re faced with challenges and events that make them re-think who they are and who they want to be. Quite often change can be a daunting subject that elicits fear and uncertainness. As nurses we have the opportunity to work closely with clients in order to delve into their emotions and experiences, and collaborate with them and other professionals to come up with achievable goals. Motivational Interviewing provides a more client-centered approach that encourages individuals to make a change but also allows them to delve deeper into their uncertainties and struggles. In this video, my partner Beth expresses her struggle with using alcohol as a coping mechanism for her overwhelming
Motivation is a key factor, especially in an educational environment or learning context. Motivation gives a reason for the actions that people carry out. A motivated learner is a strong learner and because language education requires a considerable amount of time and effort, it can be easy for a learner to lose motivation and interest. Therefore, it is important to understand the different types of motivation, and how they can be used in order to enhance a learning experience.
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.
“Motivation is a complex part of human psychology and behavior that influences how individuals choose to invest their time, how much energy they exert in any given task, how they think and feel about the task, and how long they persist at the task” (Urdan & Schoenfelder, 2006). The biggest question educators face in today’s classroom is what motivates a student to do something and why? Virtually all students are motivated in one way or another. Research of student motivation suggests a theory that emphasizes a social-cognitive perspective. The cognition of students regarding academic work are influenced by social factors, such as messages from the teacher about the difficulty of the task, the perceived abilities of classmates, and the information about the importance of learning the material (Urdan & Schoenfelder, 2006). In this paper the focus will primarily be on those elements within the classroom that influence student motivation and engagement.
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?
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
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.
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...
According to Smith (2008) the key concern in research relating to training, is developing an understanding of motivation. Most research on student motivation adheres to classroom and employment related motivational drives. Therefore, this project researches student motivation in relation to physical activity i.e. training.
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
My motivation for teaching is giving the students the same opportunity, motivation and understanding that has been provided to me throughout my own education. In the article “How to Motive Students: 12 ways,” it talks about twelve ways to motivate students and how they work. Also, the article talks about how to put it in effect the ways to motivate the students.