Analysis Of Becoming A Self Regulated Learners

Motivation is essential to encourage students to go beyond simple declarative knowledge. If one of the goals of education is to develop higher order thinking, educators must engage students minds through multiple and challenging opportunities that encourage deeper understanding of curricular content (Blumenfield 1991). One way to foster this deeper understanding is to integrate motivational strategies into instructional design. The six C�s of motivation (Turner 1995) are strategies to enhance students� motivation to learn. They are:

The concepts of motivation allowed me to understand each of my students on an individual level as well. Not all students are motivated the same way and learning new ways to motivate first graders that are not, “if you do this, you will get a prize” changed my classroom environment. I used strategies like goal-setting to get my students motivated to do well on their assignments. When they saw the growth they were making it was pushing them to do better. They didn’t need to get something in order to do well. The satisfaction in seeing their growth gave them motivation. I am hoping that by starting them out with this strategy young, stays with them as they move on to the upper grade levels.

Since I was very young, I have always strived to maintain excellent grades, be involved in extracurricular activities, and be a leader in my community. It never ceased to amaze me when I would see students letting themselves not live up to their full potential. As I progressed into high school, I began to notice this lack of motivation more and more. Students would

After my first two years of highschool, I learned that I lacked motivation. This was because academics have always come easily to me, so I saw no need to put forth as much effort with my coursework

Motivation can be broken down into several subtopics that can address finer details with student motivation. One of the main issues is that students are not becoming personally invested in the class rather then being motivated by their grades. According to Alfie Kohn, students who are motivated by their grades is known as especially problematic, this has effects of decreasing a student’s interest in learning, and shutting down curiosity and risk-taking (Kohn, 2009). Also Mr. Kohn wrote a great book about how students are punished by rewards. In his book Punished by Rewards; he states incentives never produce anything more then temporary obedience. The more we use incentives to motivate people, the more they lose interest in what you are having them learn (Kohn, Punished by Reward, 1993). Couple ways to influence a student’s personal investment in a topic is to affect their self-efficacy and action possibilities. When helping students become confident in the subject matter, they can successfully engage in-group work and have positive outcomes in class by working on their self-efficacy skills. Closely connected to the concept of self-efficacy is that of action possibilities because actions you believe are possible and what you believe about the consequences of those actions (Peteranetz, Motivation, 2015). When students think that they are able to learn by just doing the necessary things to

In the book titled Visible learning for Teachers, Hattie has drawn up the four phases of motivation. They are as follows: 1.) See a gap. The student needs to see where they are at and then where they need to go. 2.) Goal setting. The student has to see the gap before moving onto stage 2. This involves making a plan with a goal in mind and then make a plan to meet the goal. 3.) Strategies. When the student has a goal and plans, they can then search for strategies to move closer to the end goal. 4.) Close the gap. The students reevaluate whether they have achieved their goal with success. If success is reached they are able to move on (Winnie, Hadwin, 2008). Hattie wraps up the 4 phases with this statement “To make the transition involves being aware of the goals of the lesson, the nature of the gap, and then developing cognitive strategies and planning, as well as having the motivation to reduce this gap.” In order to be able to identify these four phases the person needs to see there is a need and then from there follow through with the plan. We all want our students to be successful in what they do in life. Providing them with great strategies on how to manage their learning is a large part in helping them be successful.

What is motivation and why is it important? As brought out by Dornyei, "teacher skills in motivating learners should be seen as central to teaching effectiveness" (2001). He asserts that motivational strategies should include appropriate teaching behavior, good teacher-student rapport, a pleasant and supportive classroom atmosphere and a cohesive learner group characterized by proper group norms. In addition, everything that a teacher may do or say in the classroom has a motivational, or de-motivational, influence upon students. Dornyei refers to teacher behavior as a powerful motivational tool (2001). Rapport between teacher and student is crucial, as is the need for mutual trust and respect. Enthusiasm and genuine interest in individual learners is a fundamental element to fostering this trust and rapport.

Student Motivation can be categorized as the second most important factor in the academic achievement of a child, without motivation no one has ever been able to do anything that really matters because motivation in a person arises when the person really wants to do something to achieve something that matters, be excellent in academics.

Teachers are holding the hands of their students all the way up till high school, they are taught step by step what we are supposed to do. Students are told colleges want self-regulated learners and high school is to prepare them for that. In his article, Becoming a Self-regulated Learner : An Overview, Barry J. Zimmerman says “Self-regulation is important because a major

For students in school, it manifests as an inability to consistently take action toward goals – or even the inability to create goals in the first place! Without accepting full responsibility for the direction of their life, students will not be able to commit to a plan of action, and will ultimately remain sitting on the fence. These students find it easy to blame people and situations for their failure to move forward in life. Students can be motivated differently for a variety of reasons, from age to culture to special needs. Teachers will need to incorporate various scenarios. Some motivations might work better than another or a combination of the two is a better approach. Individual students respond differently, some may respond to tangible rewards, stickers, and praise. Motivation for others will be a sense of accomplishment, responsibility, and pride.

As educators we need to constantly strive to maximize the potential of our students. In my opinion one of the most effective ways to maximize learning is to motivate in the classroom. Even though most educators would agree that motivation in the classroom is an effective strategy to maximize learning as a whole we do not emphasize and use this strategy enough. There are several reasons why educators do not take advantage of this good teaching strategy; some of these reasons are that it takes more thought and time, we are to focused on curriculum, and we have not been educated on how to motivate and why it is important. It is my hope that this paper will improve how we motivate in the classroom and to learn how we can

In reviewing the Nine Central Topics of Educational Psychology, the topic under review is - Motivation. “Why do students engage or not engage in certain activities/tasks? How can teachers use student interest to facilitate learning? How can students self -regulate their learning and behavior?” (Edmunds & Edmunds, 2010, p.11)

Motivation is necessary for survival. In order to obtain the food necessary to live another day, one must do something for it, whatever has to be done. When it pertains to obtaining an education, young teens and children need to be motivated in order to learn. The majority of youngsters that show up to school at such an early

(Hayes & Stratton, 2003) described motivation as a “General term given to inferred underlying state which energies behavior, causing it to take place.” This essay will explore how motivation could improve learning in schools, by examining key arguments that explore both ends of spectrum, this essay will also explore areas where focusing on motivation has helped and where it has not. This essay will evaluate this claim from the perspectives of perceived benefits to how this claim can influence the way in which students learn in the future. In addition, this essay also will argue that whilst there is research to suggest there is a correlation between student learning and motivation. Can psychological theories equate to this and what effects will it have on student’s attitudes towards learning. Furthermore, this essay also aims to explore what happens to those students who have no interest in learning no matter how much motivation is given. Moreover, what are the alternatives for such students? How will schools deal with students who are not familiar with conventional forms for motivation? Is motivation theory the only tool that can be used to improve learning or are those students just labeled as ‘disruptive’ and/or ‘unwilling to learning’.

Academic motivation is a crucial need to deal with in high school education since motivational factors are flexible and can have significant impact on engagement, learning, accomplishment, students’ intentions, and future aspirations (Hardre & Sullivan, 2009, p.1). While many students in the high school setting have above-average potential, they tend to exhibit low motivation, which in turn affects their achievement