Slavin proposes several way to tap into students’ intrinsic and extrinsic motivation. For example, to tap into students’ intrinsic motivation a teacher should make the content interesting, relevant, useful, and engaging. As well as using a variety of methods to present the material. Such as, including videos, and inviting in guest speakers. (Slavin,2015). Educator’s should also work on creating a classroom atmosphere that is warm, accepting, positive, and makes all students feel welcome. One way in which this can be accomplished is by creating a classroom that that values cultural diversity. (Slavin, 2015). Tapping into students’ intrinsic motivation, “… prepares students for a world in which they will increasingly need to take responsibility for motivation themselves, and maintain high productivity in less structures, more flexible workplaces.” (Slavin, p.263). …show more content…
I remember being guided to set goals using the S.M.A.R.T mnemonic. Smart stands for; Specific, Measurable, Attainable, Realistic, Timely. I also plan to set clear expectations on how students will be evaluated by providing a rubric. As well as, providing clear and immediate feedback on their assignments. (Slavin,2015). I plan to have students write a paper in the beginning of the semester that I will keep for safekeeping. Then at the end of the semester I will have students write the same paper, and have them compare and contrast the two essays. This will encourage students to focus on the progress they’ve made, rather than the grade that they’ve
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 ...
It is important at any level of teaching and/or training that whoever is being taught is not only motivated to learn, but they are motivated to retain what has been taught. In this paper, the definition of motivational design concept will be discussed as well as John Keller’s A.R.C.S. The Model of Motivational Design and Raymond J. Wlodkowski’s Motivational Framework for Culturally Responsive Teaching. The similarities between both theories, in addition to the differences, will also be discussed. What is a motivational design concept?
Robinsons says that, “In fact, the real challenges for education will only be met by empowering passionate and creative teachers and by firing up the imaginations and motivations of the students.” (247). The reason why he says that is because most often having a teacher not take a lot of interest in what they are teaching or not having the inspiration in wanting to get students excited for learning. What he means by this is
This student-centered approach to teaching allows students flexibility, freedom in choices, relevant learning experiences, deeper understanding of content, and with more meaningful connections (Contardi et al., n.d.). Little (2012) affirms that when teachers focus on authentic choices, student interest, and communicating support and feedback to students, students will be better engaged and motivated to partake in the learning process. Moreover, through utilizing integrated curriculum, providing themed units, big ideas essential questions, as well as meaning concepts (Contardi et al., n.d.), the “task focus boredom” or “self-focus boredom ” will not be apparent in the classroom (Little, 2012). Not to mention, curriculum that is meaningful allows students to relate and make connections to their own experiences, which in turn provide personal relevance and growth (Little, 2012). These personal connections are important not only for student growth, but also for student engagement.
Summary of the Day’s Activities At the beginning of class, students were told to get their assigned folders. Inside of said folders were progress reports based on the previous week of instruction. Students were asked to write a SMART goal based on their grade, meaning that they were to give a specific, measureable goal for next week’s progress report.
Steele, M. (2001). Ambush or Seduction? Some Creative Approaches Towards Motivating Learners. Innovations in Education and Teaching International, 38 (2), 112-118.
Keeping students motivated and engaged is among the hardest things we will do in our classroom. Teachers are always trying to find what works and what does not. In order to do this we need to know our students, and give them a reason to be involved. It seems that every year, and with possibly every lesson the big question is ‘”How can I keep my students motivated and actively engaged?” We have discovered that every class and every student is different, and we need to find what works for all students. It is possible to keep students motivated, if we do what works for them.
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.
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.
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
Walking into a classroom in which the student can become inspired as a result of a teacher’s excitement and knowledge of their subject is an amazing and unique experience. This desire to learn and delve into the deep corners of a subject is a result of both the teacher and the student playing their part. The teacher, however, (very much like a parent) sets the tone for the interaction. As students become older, they are expected to play a larger role in their education and have to be more adamant about fulfilling their desire for knowledge. When children are younger, however, the teacher greatly impacts the child’s outlook on learning and, if the student is lucky, will inspire a sense of curiosity in the student. What's more, teachers have the job of imparting knowledge into minds of all ages. Teachers and students have the possibility to form tight connections based on ...
First of all, we will consider the very word motivation. Motivation can be defined as an incentive. When we discuss students having the motivation to learn, we may consider them having the incentive to learn. Do students today have the incentive to learn? Many people claim that they do not and that the lack of motivation is increasingly becoming worse and worse in today’s society. The belief that society has unknowingly created for today’s students is that there is a separation between education that is taught in schools and that which is learned outside of schools. Children view these things as two different worlds. There is the school world, and the real world. Many children tend to believe that the things they learn in the school world will not affect them in the real world and are therefore have no motivation to learn in school. “When kids are not engaged, not only do they fail to learn, they also tend to become bored and restless” (Wolk, R.). This boredom and restlessness has serious potential for many kids to lead to a lack of motivation.
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,