Creating
motivation in students is extremely important! When students are motivated to
learn and positively praised for their efforts in learning, learning is
increased. “Acquisition of complex knowledge and skills requires extended
learner effort and guided practice. Without learners’ motivation to learn, the
willingness to exert this effort is unlikely without coercion.” (McCombs
& Miller p. 54). Students need to be connected to the material,
understanding how the material being taught is relevant to their lives. Answering
the question: Why is this useful for me to know?
I can remember a
time in tenth grade when I was inspired to learn and perform. I decided to take
an introduction to accounting class. I figured I was good in math, so it would
be easy. Wrong! It was extremely complex and required a great deal of high
order thinking. I remember thinking, “What have I gotten myself into? I’m never
going to be able to pass this class!” Then the teacher created, what I now know
as problem based learning, assignment. Each student was given a mock company to
run, complete with accounts payable, accounts receivable, memorandums,
invoices, and legers. We were tasked to input all of the data from our
companies last quarter and decide how the company was doing. We then had to
create a plan to increase the company’s productivity. This motivated me to
learn because it was a real life scenario. We could have either a positive or
negative influence on this company. It created an opportunity to apply what we
had learned in the class previously. My motivation was increased because other
students in the class had the same company and we could compete amongst each
other to see who could create a better performance. This was an external factor
to my motivation.
Each week we
would receive an envelope filled with receipts bills, memos, and productivity
reports that we had to input into our journals and ledgers. We then had to analyze
the information and make changes accordingly. This connected me to the material
because again I was applying what I had previously learned, but it took it to
the next level. I had to analyze, synthesize, and create all of which involves
a higher order of thinking. Some weeks would be successful; I was able to find
a manufacture of goods at a cheaper price with a higher quality, which inspired
me to keep my company growing. Even in the weeks that weren’t successful I was
determined to figure out a way to fix the problem to create success. I thinking
having this type of assignment with cause and effect based on my performance
created the intrinsic motivation to learn more. To go above and beyond the
basic requirements of the assignment. It catered to my learning style and my
need for organization. Till this day I feel as though this class is responsible
for my budget/money management skills. I remember and use strategies learned
from this class in my everyday life almost 20 years later.
Conversely, I
remember a time being completely deflated in my learning. Writing was the
subject I struggled in throughout my elementary and high school education. I remember
my first sentences/paragraphs would be a page long. The beginning would be
indented and the period and the end of the sentence would be at the bottom of
the page. I worked very hard in my writing to learn how to write without run-on
sentences and how to create the five-paragraph essay. I went to college feeling
somewhat confident in my ability to write a five-paragraph essay, and then I
took my first college English class my first semester. The first assignment was
to write an essay about the best place we have ever been in our lives. I wrote
the essay in the typical form I had worked so hard at learning throughout high
school. I got my essay back from the professor and it was covered in red ink,
he went on to lecture the class on how the five-paragraph essay is wrong and
not the way to write! I was completely deflated! He was basically telling me
all that I have learned and knew was wrong. I remember thinking, “Now what? How
am I ever going to pass this class? I have no idea what I am doing? I must be
an idiot?” I sulked around for about a week then figured I have to do something
to figure this out, the professor wasn’t any help, so who or where could I go
to get help. I wasn’t ready to give up on college English yet. I found a
writing resource center on campus, which was my savior. They taught me many new
skills in writing that were useful. I also found friends who were willing to
proof read and edit my writing, which was amazing. It helped me to use their
input to create a better paper.
As a teacher I
will be certain to praise students efforts in learning and provide opportunities
for them to succeed in the classroom. I plan to create lessons and learning activities
that relate to their lives to increase motivation. I also plan to create a
positive classroom environment where students feel safe to take risks in their
learning. I will avoid criticizing student’s work and using negative reinforcement
when interacting with students in the classroom. It is important to find the positives
and work from there. Even if the student answers a question wrong, they are
still putting forth an effort to try, which should be acknowledged and praised.
Then you can guide them to discovering the correct answer or provide clues for
them to figure it out on their own.
Reference:
McCombs, B. L., &
Miller, L. (2007). Learner-centered classroom practices and assessments:
Maximizing student motivation, learning, and achievement. Thousand Oaks,
CA: Corwin Press.
