Extrinsic Motivation Essay

I like to make all of my students feel important, speaking to them directly, using eye contact, using their name, asking them direct questions. Initially I carry out an assessment to test their prior knowledge, their preferred learning styles and to assess if any additional support is required. I can then adjust the teaching level and pitch it correctly to each individual.

I like to make all of my students feel important, speaking to them directly, using eye contact, using their name, asking them direct questions.At first, I carry out an evaluation to test their prior knowledge, their preferred learning styles and to assess if any additional support is needed. I can then change the teaching level to fit new conditions and pitch it correctly to each individual.

Motivation often is classified as intrinsic or extrinsic. Students who are motivated intrinsically have an internal drive to succeed and a personal interest in the material. Students with extrinsic motivation engage in activities to obtain external incentives, such as grades or rewards (Sedden & Clark, 2016). Although, instructors note that intrinsic motivation is best for students, many

Respect: as a professional, respect should be demonstrated in your work, attitude, and communication with others. One way to gain the attention of your students is by creating an atmosphere of respect. This will then create a relation among you and the student that will keep the student engage and enthusiastic to learn. Generally building up an atmosphere of appreciation makes your students feel welcome and acknowledged in your classroom. Students who see themselves as regarded notwithstanding their learning contrasts are best ready to profit by distinctive chances to learn (Moore et al., 2011).

When a person plans or wants to do something, he or she has a motivation for that specific thing. In other words, when a person does something, that person has a reason why he or she should do that thing. Not always there is a reason to do something, but sometimes may be many reasons that are backing a person to take those actions to do it. This happens not only to humans, or living organisms, but also in nonliving organisms. An example is when a rock which had bounced after it hit the floor while falling down. Scientists may tell some of the reasons why the rock does that kind of action, but they cannot tell all of the reasons that back the rock’s actions. A similar thing, as the scientists, was Alfie Kohn trying to do in his essay, “Why

Intrinsic motivation is a key aspect of student success in school. Van den Broeck, Vansteenkiste, and De Witte (2013) define intrinsic motivation as, “the engagement in an activity for its own sake, that is, for the satisfaction and enjoyment experienced during the course of the activity itself” (p. 4). Educators encourage intrinsic motivation within their students as it boosts

Extrinsic motivation it is the motivation brought about by what a person is getting from a certain task, rather than interest in the task. An example of extrinsic motivation is when a student who is not particularly interested in math works hard in order to attain a good grade, and in a working person’s life, it could be working on a task that is not necessarily interesting to him/her, but that is giving a good amount of financial reward. A good example of intrinsic motivation is working as a volunteer in a children’s home because taking care of children is of personal interest and satisfaction, to the person, despite getting no reward.

The work of Harlow and Deci, however, brought a different perspective to the table. The idea that people can be motivated internally by things that cannot be seen or touched was a startling new concept. Intrinsic motivation, or Motivation 3.0 as Pink calls it, was officially born. Motivation 3.0 suggests that “I want to do something” because the sheer act of doing so is personally satisfying and deeply meaningful on a much grander scale. Intrinsic motivation, as the name implies, comes from within an

"Thank you teacher". That is kids that’s getting the attention they need from there teacher that's something you wont get that in a larger class. If you are in a class with a class set of 32 would you get the time to talk to your teacher about how to do the work ? Will she have the time

Motivation in general is the drive to do something. There are two types of motivation, intrinsic and extrinsic motivation. Intrinsic motivation refers to the action done for the sake of enjoyment (Study.com, n. d.). The action is done simply because we like the activity and not for other outcomes. In intrinsic motivation, people do it just because they find it fun and enjoyable. For instance, Leigh Anne was known for her commitment to the less fortunate. She had been doing charity simply because she wanted to and not because of profit or any other repayment.

Although intrinsic motivation has numerous benefits, few drawbacks of intrinsic motivation should also be considered as well. An intense form of intrinsic motivation can reach to the point that employees can completely lose track of time and space, completely ignore authority and other important tasks, as well as not having enough time to learn or perform other essential tasks while learning and enjoying a particular academic activity. When performing an enjoyable task, a person can lose track of space or self-awareness. Individuals motivated by intrinsic gratification seek an experience for itself, rather than for anticipated rewards. The process is considerably more important to them than the resulting product or outcome, which has them working often

Written notes, e-mails, or a thank you letter from the supervisor on a job well done, is a tangible reminder of their appreciation. The employee can post it on their wall in their office and look at it to motivate them to strive to achieve the common goal. A note from the teacher in a child’s folder complimenting on their behavior, motivates the child to continue the behavior pattern in class. Written acknowledgment meets the needs of competence, relatedness and autonomy to achieve more.

Motivation is the “why” behind our behaviors. Behavior that is usually goal-oriented. The forces that lie beneath motivation can be biological, social, emotional or cognitive in nature. There are, indeed, a plethora of inducements that cause us to act the way we act and do the things we do. They include things like quenching our thirst, reading to gain knowledge, studying to ace an exam, surpassing quotas and meeting deadlines for a promotion, etc. According to Kendra Cherry’s article on “WHAT IS MOTIVATION”, there are three components of motivation: activation, persistence and intensity. Activation is the decision to initiate a behavior. Persistence is the continued effort toward a goal even though obstacles may exist. Intensity is the

needs are met and they feel as if they are respected by the teacher. Mutual respect is once again

3) Let students know that you care about them. Although many of us assume our students know this it 's not necessarily the case. Let the students know that you want them to succeed, whether it be to pass your latest test, or class, or graduate from college and get a good job. Let them know that you appreciate the work they do on classwork, or a test, or homework. Take the time