Extrinsic and Intrinsic Motivation

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.