High School Motivation : My Observation Of A Community

The article “Motivating Firs-Generation Students For Academic Success and College Completion” by Tanjula Petty describes the additional challenges first generation students have to overcome while attending college. A well-heeled diversity and world of opportunities are a few of the positive outcomes of attending college. According to Tanjula Petty (2014), “Yet, the most cited and widely used definition for first- generation students is someone whose parents has not completed a college degree”. Students whose parents did not acquire a college degree, have a lack of support at home. Their family members are not equipped to provide information required for college difficulties students may have. They lack knowledge and resources that students that students with college-educated parents have. The article states that these students are less psychologically prepared for college. Many low-income families do not understand the benefits of graduating from college. First generation students spend more time working and less time studying unlike their classmates. (Petty 2014) Coming from low-income families, many of these students have to divide their time between college and working. Leading students to prioritize money before school. Many work full time while going to school. Working more hours than studying can potentially harm students ' success.

Goals are achieved in different ways by different people. Goals can be joining a sport, making new friends, or even as simple as becoming organized. However in order to achieve your goals, you must have an ability. My abilities of being respectful and calm, will help me to have more honor classes, graduate with a 4.0 or higher, go to college and become a pediatrician. Before I become a pediatrician I will need to use my abilities to do so.

Motivation is the foundation of all athletic effort and compliment or simply defined as the ability to initiate and persist at a task (Taylor). All athletes at all levels have their own motivation. They all have that will that pushes them to complete a task. There are also athletes that have low motivations but still participate. Athletes are usually in school unless they play at a professional level, the ones that are not professional are student athletes. Student athletes are among some of the hardest working people at schools and are also a complex subject for news and social media. Everything these athletes do is monitored and if they have many slip ups they could potentially lose both the titles of student and athlete. What motivates a student athlete? There are a lot of factors that contribute to their motivation. In this paper I will be talking about what motivates a student athlete and why student athletes come to certain schools, and last taking about buying into the athletic program they are in and letting it take over their school work to start helping them build a successful career on and off the campus.

I felt it was very important to be fully involved in my academics and activities in high school. My freshman year I took part in Show Choir, Football Cheer, Basketball Cheer, and finally Softball. My class schedule consisted of accelerated classes like Geometry because I took Algebra I in middle school. I decided to stay a part of only Show Choir and Football Cheer during my sophomore year, while still being challenged in my classes. By my junior year, I was in Football Cheer, HOSA, and Key Club. I took classes such as AP English and Pre-Calculus in order to keep myself challenged. My junior year was when I started taking part in community service at the local middle school

The standard way of thinking about motivation has it that the only way to get people to be driven is to reward them extrinsically. In other words, the way we generally try to motivate people is by dangling a carrot in front of their face, or pushing them with a poke to the ribs with stick. Many people assume that if you want someone to do something, you incentivize them with external compensation. For example, if you want a student to work harder in class, offer them extra credits. If you want your basketball team to be better, make them run more suicides as punishment. However, in this book, Drive: ’’The Surprising Truth About What Motivates Us’’ by Daniel Pink challenges this conventional, preconceived notion of motivation of carrot and stick mentality. Pink divided motivation into three categories that evolved over time: motivation 1.0, 2.0 and 3.0.

I agree with Dottie; it is often hard to get students to see the value of Humanities in their day to day lives. Sometimes "Period Classes", like 20th Century, make it easier to show a student how the class content applies to their day to day lives. A class like "Intro to Hum" applies to their lives in a much more abstract was than a tangible way.

Currently I am attending Houston Community College in Houston, Texas. I lost both of my parents at the age of one, and since then sacrifices was something my family and I had become accustom to. As the youngest some assume that everything is given to me. I had to teach myself how to become my own idea man. Rise by my God fearing grandmother was very challenging at times. With the help of God, family, friends, teachers and community also taught me the true meaning of hard work, responsibility, work ethic, teamwork, and dedication. I was a member/ student currently mentor with the Positive Black Male Association of Houston. Our mission is to empower youth, build strong bodies, minds and spirits in our homes. By impacting achievement and promoting

Have you ever wondered about how you’ll graduate high school? If you attend college, or go traveling around the world instead? I know I do, a lot. I especially think about what strengths I will need in order to take part in college and achieve my goal of being an architect. However, I can tell that my abilities of getting work done and learn new things quickly will lead me to graduating high school with a 4.0 grade point average and attending Stanford college which will let me access my dream job or becoming an architect. But before I can go to Stanford, I first have to work on my skills.

Numerous stories have been conducted about College Graduation focusing in different levels of observation like motivation, goal-setting and their GPA. According to Dweck et al, When face with a difficult academic challenge, why do some student cheerfully roll up their sleeves ready to dig in and tackle the problem, while other students throw up their hands and in despair and defeat? Dweck argues that these two behavioral patterns reflect different underlying achievement goal orientation and different explicit stories of intelligent (Dweck, 1986; Dweck and Leggett, 1988). Unquestionably , academic success should include meeting the University expectation for being a good standing student and making satisfactory progress towards your degree. As a student you should you should create academic expectation about your institution, student think about their goal creating motivation factor, so they can create goals to work towards base on what they want to achieve during their University period in life. For some student, College become just earning a specific GPA, for others it becomes their future and pursuing a career, from these students plan to attempt graduate school after finishing with their bachelor’s degree.

Motivation in the classroom plays an important part. There are many reasons why motivation is important and there are many different things that effect a student’s motivation. A student outside or home life may affect the student’s ability to perform in the classroom or the students social life while at school. When a teacher is trying to get his or her class motivated about learning there are many things that her or she needs to take in consideration.

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.

On October 4, 2017, I had the honor to observe Mrs.Patino`s fifth grade class. I erudite many aspects on by what means children absorb knowledge. Mrs. Patino was a great mentor all so helpful, enough to go out of her way to explain to me what strategies she uses to direct her classroom. Correspondingly, she presented me a brief explanation on exactly how to input grades, planning, and school requirements expected from the teacher. As I perceived her classroom, I took warning into the organization of the classroom, classroom environment, teaching strategies, classroom management, and learner motivation. Consequently, going into Mrs. Patino`s class made me realize that teaching truly is a gift, plus her passion for teaching inspired me to be as prodigious as she is.

The purpose of this paper is to outline what motivation means/is, how high school students are motivated, the societal implications of having a lack of motivation, ways to motivate a student, and current information and theories regarding motivation.

My main motivation to be a CCM student was the fact that I am a high school senior, and it would make me a challenger student. This is good for college applications. Also, since I am taking college level courses, I can transfer the credits I earn here to the college I plan on attending next year. Aside from these factors, I personally thought it would be a good opportunity to see what college is like and to get a feel for what I like and dislike about college life.

“Motivation is hard to characterize and quantify, and it is influenced by many factors outside the classroom. Partly because of these challenges, many teachers feel they can do little to improve motivation. But a growing body of research shows that they can: teachers can employ a number of strategies that have been proven to enhance students’ engagement in learning”(S. Haedden & S.McKay, 2015). Current research states that the best ways to increase student motivation and engagement is to have high but realistic expectations, building a good quality work relationship with our students and strengthening our student’s self-motivations and setting achievable goals. (Northwest Regional Educational Laboratory)