How Engagement And Motivation, Exhibited By Grade 10 English Igcse Class Essay

, we interviewed 165 students. 79% of the students were in ninth grade as Freshman, 8% were in tenth grade, 10% were in eleventh grade, and 4% were in twelfth grade as seniors. The participants were made up of 58% male

Engaged time is the amount of time that students are actively involved and participating in school instruction. In other words, engaged time is when students are in the process of learning. It is common for some students espically special needs students to be less actively engaged in class time instruction. If one increases the engaged time then the learning increases as well. One way for engaged time to increase is for the teacher to use full use of scheduled instructional time. There is time waisted when you add in housekeeping chores or get off topic. Another way engaged time can be increased is to emphasize instruction rather than independent practice. Teacher-led activities lead to a higher engagement rates. A third way engaged time can

Cognitive engagement is noted through student/teacher discourse within the classroom (Parsons, Malloy, Parsons, & Burrowbridge, 2015; Cleary & Zimmerman, 2012). Behavioral engagement is easily observed from students postures and eye contact on the speaker (Fisher, Frey, & Quaglia, 2018). In order for students to achieve, it is important for students to be engaged both cognitively and behaviorally (Ivey & Johnston, 2013). Students who are engaged both behaviorally and cognitively are proven to be more successful academically (Guthrie & Wigfield,

A famous tennis player Rafael Nadal once said “My motivation is tomorrow, just one day at a time, right?” What is motivation? Many people have a different connotations for it. As defined in the Discovering Psychology book it means the biological, emotional, cognitive, or social forces that activate and direct behavior. Motivation can occur by different reasons or factors for a person. Yet, What really motivates a person? Psychology has proposed many theories on what a person can be motivated by. I have found two articles about the different research or theories people purpose about motivation in physical activity for students.

Studies regarding the overall performance of children in the classroom have found that as students go throughout the academic year, their engagement or interest in the classroom decreases. The decrease in engagement has been linked to detrimental effects on the development of children in the classroom, such as lower grades. As the article states, “student engagement is a marker for healthy adjustment in adolescence and a precursor to attainment and performance in achievement and social domains.” This particular study looks at student’s perceptions of their teachers and the classroom setting to understand how this affects the engagement or overall involvement in the classroom. The self-determination theory is used in the study as an identifier

The film The World in Claire’s Classroom, 2000, shows us an alternative first and second grade classroom dynamic that Claire helps facilitate by her teaching style and beliefs.While certain parts of the film are socially problematic, in regards to some methods when learning about other cultures, Claire practices very progressive teaching methods and concepts that our class has covered. Because of using these varied teaching methods, Claire is also creating a more indepth and engaged learning environment that appears to have a positive impact on her students. Two concepts that I will be introducing and comparing to Claire’s classroom are Self-directed Learning and The Four Aspects of Engagement. Both of these concepts connect to multiple

This question determines the educator’s ability to use a motivation and engagement technique that they are not necessarily familiar.

By way of contrast, a more inclusive model of engagement was postulated by Appleton (2006) and Christenson et al. (2008) recently. In this model, engagement is an umbrella term for students’ academic, behavioral, cognitive, and psychological engagement respectively. The behaviors, unlike the two previous models, include academic (e.g., time on task, credits earned, and homework completion)2 and behavioral (e.g., attendance, class participation, and extracurricular participation)2 dimensions. This four- components model, which we will adopt in this study, is particularly distinct from the two former ones since it gives priority to the cognitive and psychological aspects of engagement. Appleton, Christenson et al. (2006) believe that these

During my time at Vernon I had the opportunity to observe Mr.Wilsie 's 8th and 6th-grade math classes, and Mr.Johnson 's 7th and 6th-grade science classes. As far as pedagogical strategies are concerned in some aspects they could not be more different in others they were identical. For example, both teachers provided numerous opportunities for cooperative learning among students. In Mr.Johnson 's class students worked together to complete lab experiments, and in Mr.Wilsie 's class students worked together to solve math problems. While both teachers had high expectations for their students, in my opinion, Mr.Johnson had higher and clearer expectations of his students. He consistently told his students what was expected of them through rubrics, and daily classroom conversations. He also continuously challenged them to do better and told his students that regardless of what you can already do there is always room for improvement. Furthermore, he created an environment open to discussion and questions. Both teachers did a fantastic job reaching multiple learning styles. Mr.Wilsie created a science fiction project that appealed to kinesthetic, visual, linguistic, and musical learners. Mr.Johnson used a variety of presentation modes in order to reach multiple learning styles. These are all pedagogical strategies that I plan to implement into my teaching philosophy.

What is student engagement? Student engagement is when students are given “work that enables them to demonstrate and improve their awareness as competent and successful human beings” (Hall, 2015, p. 37). Teachers can learn and use strategies in their classrooms that will encourage students to be engaged in their learning. It is important to engage students and ensure that "all students have meaningful access to the content of lessons through active-engagement learning activities" (Feldman & Denti, 2004, p. 3). Furthermore, according to Wood & Turner-Vorbeck, “classroom discussion based on students’ own ideas and solutions to problems is essential to learning” (as cited by Van De Walle, Karp, Bay-Williams, 2016, p. 27).

The realization that learning increases with the incorporation of student engagement activities (CITe the CHART RESEARCHER) was just that: evidence that student involvement in the learning process increases learning. It was not a prescription to abandon the lecture, entirely. Yet somehow over the years professionals have taken to the practice of thinking dichotomously about teaching falling into one of two categories: 1) passive learning and 2) active learning. Furthermore in such instances we are lead to think that all passive learning is bad teaching and to the

Habitually, student respond better to teachers who are engaged in the information they are lecturing about and with the students whom they are teaching. There are several different ways to foster learning through engagement. First, enabling learning through educational, discovery, games is one of the most natural ways that children soak up and retain information. When I was young, I remember that my mom would construct games on school subjects such as spelling, grammar, and history, in order to ensure that I would view learning as enjoyable. Through the interactive learning enabled by the games, I joyfully learned and retained the

The experimenter chose 22 elementary participants with the combination of different gender. The experimenter chose to have different gender for the participants so that there will be no biases among the gender of the children involved. The experimenter divided the participants into two groups to be the experimental and the control group. The form of language that was used in this experiment is Filipino so that the participants would clearly understand the story. The tools that were used in this experiment are the form of instruction that will be used is an oral type, this is chosen by the experimenter because oral form of instruction is the easiest way to make communication with the children without any extraneous variables except noise. The experimenter chose this type of instruction instead of a movie because the movie type or visual type of instruction might catch the attention of the participants and might affect the results of the experiment. Another tool that was used in this experiment is the story that will be narrated to the students, “Bakit nangangagat ang putakti”. Lastly is the questionnaire that was distributed to the participants, the

(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’.

“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)