Module 5: Motivation/Classroom (Chapter 12)

Well, here we are once again. We have completed another interesting chapter in our class. The subject was Chapter 12: Motivation. This was a really in-depth look into how and what motivates students to learn and perform in class and what teachers do to keep their students motivated, goal oriented, and interested in school and their lessons. This was a very good chapter to read because I learned quite a bit about motivation and its use and purpose. I learned that there are several ways to approach motivation. The first is the behavioral approach. With this view, student motivation is fueled by rewards and incentives. Rewards are the results of a job well done. Incentives are the offerings to do a good job in order to receive the reward. As I mentioned in my previous posts, I would use rewards and incentives sparingly. Sometimes too much of a good thing can be a bad thing. The expectations of rewards can be deceiving. Students may think they should always be offered rewards for things that they should be doing anyway.  Another approach to motivation is the humanistic approach. This method explains how choices and self-determination are important for personal growth. From a humanistic view, motivation would be described as encouragement for people's inner resources for their sense of competence, self-esteem and autonomy. The cognitive view of motivation is determined by our thinking. The social cognitive approach to motivation is viewed as motivation being the result of 2 factors: expectations and values. If one expects success, there is value in reaching that goal. The last type of motivation is the sociocultural concept of motivation. This type of motivation is concerned with one's identity. It focuses on the participation and interpersonal relationships in the community. (p.433)
Along with motivation is the term deficiency needs. This idea was created by Abraham Maslow, a theorist who suggested that humans that are measured from low level needs to high level needs. He named his four lower level needs deficiency needs. He explains in his theory that when the needs are satisfied, the motivation that  was used to urge it on lessens. Then there are his three higher level needs- he named these being needs. When these needs are met, the motivation increases. The two types of needs have opposite effects of each other. (p.434-435) Self-determination plays a major role in motivation because it is brought on by one's competence, autonomy, and control. Students that have self-determination have a greater self-worth. (p.435)
In order to motivate students, it is important to create goals for them. As a teacher, I will definitely motivate my students to strive towards the best students they can be. In order to do this, I will create a positive environment where they will always feel comfortable with learning and asking questions. I want them to learn that asking questions is not a weakness but a strength. It opens up communication and students learn how to rely on the teacher to guide them to achieve their goal of understanding what they are taught. Although many teachers would like students to perform their best, it is not always a reality. Work avoidance is an issue with students who are not motivated to learn. How do we get these students to become interested in their work? This is very important. It could mean the difference between passing and failing. The epistemological  belief, or the beliefs we show about the structure, stability, and certainty of knowledge and how knowledge is best learned. If a student believes in their abilities to learn they will still need reinforcement. 

I learned a lot of things I did not know about in this class. My hope is to take in this knowledge and apply it to my methods as a teacher. I do not want to sound cliche but I do want to make a difference in the lives of students who are eager to learn and an even bigger difference to those who are not interested. I hope I can teach until I see that difference. My motivation for teaching goes back to when I was a little girl. I would always hear my father's aunts (4 of them) talk about their students. The stories were funny, inspirational, and interesting. I decided to become a teacher early on but my dream was deferred when I got married and started a family. I come from a long line of teachers in my family on my father's side. I suppose it comes naturally. I will continue to pursue my dream and I am grateful to have the opportunity to do so. 

Module 4 Complex Cognitive Processes/Learning Sciences/Social Cognitive Views

Well, here we are again. I must admit that this week's module was tough for me. There was an enormous amount of material to cover. My hope is that I can retain all the information and use it to the best of my ability when I become a teacher. We were assigned a concept map for chapter 9 and it was more work than I imagined. The ironic part was that I do not mind the work but after a while I felt as though I was spinning my wheels trying to complete the map. I was not really in favor of the concept map but I would not rely on them. Trying new ideas in teaching was the focus. I am very open to new things but everything is not viable. I want to be able to teach effectively and I will refer to my traditional roots which I am comfortable with. I want to be able to be flexible. I know it is an advantage to stay current but perhaps I can use the methods I have learned over the years to pass them along to my students. I was read to, I was shown how to add and subtract at a blackboard. These are just some examples of traditional teaching that have changed. SmartBoard is one of these changes. I used it and I liked the premise of being able to composing a lesson my students could watch and learn from.The chapter on complex cognitive processes offered learning strategies and problem solving information. Although there was a lot to read, it was helpful to know what choices and tools are available for future teachers.

  What stood out the most to me in the section was the learning strategies. Every teacher needs to be able to reach each student the best way they can. The information on the strategies for struggling students included The LINCS Vocabulary Strategy was really a good system put together to help students that are having trouble to learn how to identify, organize, define and remember words (Woolfolk, 328). Students in the 6th and 9th grade were separated in two groups. They were behind by 2 years in reading.They were from different schools and and at random they were assigned to the traditional lessons or to a Learning Strategy Curriculum. They monitored the students for a year and when the time cam to check their performance, the 6th graders who participated in the curriculum did better in reading comprehension and strategy use. The 9th graders showed no difference in their performance. After the experiment, the conclusion was that it was possible that reading and strategy instruction was perhaps more effective in elementary school because students are learning through reading. The creativity and problem solving section was interesting as well. This is something every teacher can use at some time or another, I'm sure. I think algorithms provide a good guide to solving problems but they must be used in a certain way in order to work out problems, especially in math and science because you are dealing with numbers and accuracy, 

Chapter 10 (p. 354) focused on 'The Learning Sciences and Constructivism". The learning sciences consist of psychology, education, computer tech, philosophy, sociology,anthropology and neuroscience. It is important to me to know the basic elements of each of these subjects because at some point I will have to cover some of the information that will be in my student's curriculum. Science is not my subject of interest but it is good to know.  Piaget's view of constructivism is one that does not focus on 'right' answers but more on the ideas that students develop their knowledge by being active learners. It is sometimes referred to as "first wave constructivism". In my opinion this is a sensible way to learn. It makes sense to view learning as an activity. A hands-on approach is helpful because you actually see, hear, touch and involve yourself in what is being taught. His views are based on a psychological approach. On the other side of this is the social constructivist's views such as Vygotsky. He believed that social interaction, culture and activity are key to an individual's development and learning. The opposite of these views of cognitive perspectives is radical constructivism.  "Radical" meaning this 'perspective holds that there is no reality or truth in the world. Knowledge is assumed to be the individual's construction". (p. 360) I would have a problem with this position because it is negative thinking and it promotes radical thinking. I am inclined to believe that not all theories and belief systems work all the time. As this class and my college experience in learning moves forward, I am developing my own teaching style and beliefs about what I feel is necessary to teach and what isn't. What I like about the constructivist approach is the choices of teaching and learning opportunities such as: inquiry and problem based learning,reciprocal teaching and collaboration. One type of learning that I am in favor of is service learning, or learning that is combined with academics and social development primarily for high school students. My own children have participated in this activity and had good things to share about the experience. They met interesting people  and volunteered their time for an array of duties that promoted cooperation and work.

Chapter 11 (p. 398) focused on the student and how they can regulate themselves in the classroom setting. Through modeling, (p. 400), students learn how to develop their behavior by modeling what they observe. This is why we need good role models to teach students. The section on self-efficacy was a bit confusing for me at first but after reading it again I  learned that even if students' self-esteem is high, their self efficacy may be low because the 2 concepts are different. Self-efficacy deals with the things we are not sure of doing and how we judge our abilities to do them. 

The information on self-regulation was interesting because the students that follow this pattern seem like the ideal student to want in the classroom. On the illustration in the book ( p. 412), there are specific components that describe what a self-regulated learner will complete.  I also was in favor of the 4 posters (p. 418) that could assist a student to "talk themselves through" various activities in school. I often tell my last two children that are in grade school to stay organized, ask questions, take notes and do what they know is the right thing to do in order to learn and grow.

With the completion of each step in this class and in this program I am realizing that my dream to teach is nearing. I have learned so much and have so much more to get through. This past module was tough for me. I am trying really hard to stay on point. I feel as though I am the student in elementary school who is struggling but determined. I am absorbing this material and the things that I know will work for me, I will embrace. The other things I will save for a rainy day and will use them as needed. I am fortunate to have the knowledge of the previous 11 chapters that I read. I am also grateful that I learned about concept maps and how to use them.

It was a tough module but I am still here trying my best and remaining positive.