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.
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