Effects Of Motivational Strategies On Student Motivation

In this essay I will briefly discuss differences between engagement and compliance and then some approaches regarding motivation and conclude by answering the question of whether or not it is possible to always motivate students?

Motivation is the key to supporting and advancing the learning of children and young people within my class. Motivation affects the nature of an individuals behaviour, the strength of the behaviour, and the persistence of the behaviour. There are many approaches to motivation: physiological, behavioural, cognitive and social. It is the crucial element on setting and achieving goals.

With these conditions in mind, decide whether Ms. Patterson is promoting intrinsic motivation to behave appropriately in her classroom.

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.

“ Students do become behaviorally, emotionally, and cognitively involved in the learning activities their teachers provide (e.g., write an essay, solve a math problem), and their extent of effort, enjoyment, and strategic thinking does predict important outcomes, such as achievement. But students also do more than this. Students also, more or less, proactively contribute into the flow of instruction they receive as they attempt not only to learn but also to create a more motivationally supportive learning environment for themselves ( Bandura,

I feel the information presented in this article is accurate, and cited many experiments/studies to back up information presented within the article. One of the most useful items I found in this article was the last point which is structuring collaboration for motivation. This section of the article was very helpful as it points out how the relationship between the teacher and student is a great factor when increasing motivation. I have seen this first hand with my younger sister, and I completely believe teacher-student relationships are very important, especially when aiming for motivation as the child has to be able to connect with the

Motivation can be defined as the desire or inspiration to carry out specific tasks or to do something. Motivation is required when goals are being set and more so in their execution. In a work setting, motivation can be defined as a process through which individuals choose between alternative forms of behavior with the aim of achieving personal objectives. The goals sought by individuals can be extrinsic or relatively tangible such as monetary rewards and promotion, or intrinsic or intangible such as self esteem or job satisfaction (Armstrong, 2006). In learning, the desire to attain good grades is what motivates a student to study hard everyday as they prepare for the exam. On the other hand, for a teacher to put his best foot forward, he

In Ganah’s article (2012), motivation is stated as “essential for successful learning as less able students who are highly motivated can achieve greater success than more intelligent students who are not well motivated” (p. 251). I believe this author described motivation dead on. For my students in their Special Olympic competition, motivation was key. We as their coaches along with their fellow athletes stood at the finish line whether it was on the track or at the end of the pool, we stood cheering for them and they would run faster, swim harder, or work harder to finish. Just like motivation is key for the athletes I worked with, it is also key in the classroom. In the short essay, Motivating Factors in Child Learning (1937), the author gives us many factors that can influence a student’s motivation. Although this article was written many many years ago I can see the relevance in some of the methods. In the article I read about how a student’s emotions can effect how they learn (Mast, p.3). This was found true in my students. My students would have off days just like myself and any other human being. We modified their classwork on their bad days so that they could still accomplish some task but they were able to do it in their time. Helping my students was my ultimate goal and so modifying their classwork so they still complete some work only helped

Current research on young adolescent student motivation shows that the teacher must; make the lesson connect to the outside world as much as possible, let the students decide where they sit or what project to work on, guide the student rather than tell them the way, and be someone the student can trust and depend on. Teachers must motivate their students to become better and more engaged within the classroom by using techniques that allow the student to develop their own sense of motivation.

The first study I am using focuses on teachers’ motivation and how it has come to be very important

According to the case study in our text, the teachers at Marshall Metro have a hard time motivating students to not just attend school, but to succeed in class. We are asked in the complete question to explain which motivation theory would be most successful in encouraging teachers to higher levels of performance? Before the teachers can do so, they need to understand what motivates the students. It is all about the perspective (Hardre & Sullivan, 2008). Looking at the inner city student where gang violence and drugs are prevalent; teachers need to understand that their students are motivated by Alderfer’s “existence” trying to survive daily encounters, Maslow’s “physiological and safety” needing food and shelter and McClelland’s “affiliation” as some students need family to belong to or look up to (Kinicki, 2012).

The analysis presented below is based on the background of Goodwill Secondary School and the findings presented above utilizing the literature sourced in relation to the motivation and reward strategies and the impact on teacher performance as well as leadership style.

The classroom with active learning can be described as “an extremely busy place, an environment in which important efforts by students can easily go unnoticed. When teachers do not notice students’ desired academic and social behaviors, those behaviors cannot be praised. In such instances an existing and potentially effective reinforcement contingency is “asleep” and needs to be “waked up’’ (Craft, Alber, & Heward, 1998). Based on this description and the study of previous research, the authors developed a research question with three parts directed toward increase “recruiting responses by the students, teacher praise received by students as well as students’ academic productivity and accuracy” (Craft, Alber, & Heward, 1998). about how to increase teacher attention while increasing

A theory that supports motivation is the self determination theory. In the self determination theory people need to grow and gain fulfillment by a drive in them. Self Determination is the process of deciding how to act on ones environment. When one is trying to overcome a challenge or encountering a new experience a person wants to gain the knowledge to succeed over the new challenge. When self determination theory is in focus internal factors are at play; a person is primarily focused on the need to gain knowledge or independence. There are three factors that contribute to a student’s self determination and the needs are linked to the student’s

Everyone at some point in life needs to be motivated to become better. In “Raising students who want to read” by Phyllis S. Hunter mentions students can learn by motivation. Phyllis S. Hunter points out how using motivation can lead students to do better “If teacher charts their progress, students become motivated by their own achievements and successes; its motivating to see your performance going up, rather than staying the same (02). Phyllis S. Hunter asserts students get motivated when we see our progress and make us work harder and reach our goal. If the teacher doesn’t show your work performance or does not give feedback on assignments students are going to give up and not try at