Motivation in Social Contexts Within the Classroom

Educators must always offer encouragement on a regular basis as it builds a supportive classroom environment. It encourages student to focus on their effort rather than their achievement. Therefore students receive positive feedback for trying hard, but may be unsuccessful with the task. Educators must also look for assets in each student as it encourages the student to display the positive behaviour exemplified by assets such as cooperation, persistence and loyalty (Edwards and

A widely observed behavior in students is their decrease in motivation. Many will label students as being ‘lazy’ or ‘careless’ with their work when in reality multiple factors are influencing their motivation to do well in school. Two kinds of motivation, intrinsic and extrinsic, are the primary influences on how students behave in school. Intrinsic motivation is very important because it is what makes students want to learn more because the reward is self-satisfaction and enjoyment in the tasks they are doing. If a student is more motivated by extrinsic motives it means they are working by external pressures or constraints such as grades. These students will tend to show more signs of extrinsic motivation, which in turn decreases intrinsic motivation. This decrease in intrinsic motivation is what sets many students apart from their seemingly more successful peers. In a study done by Henderlong and Lepper in 2002, it was shown that too much focus on extrinsic values leads to an overall decrease to perform in school because the intrinsic motivation has decreased. This also shows that intrinsic motivation is in fact what leads to students being motivated in school and in the classroom. Overall, intrinsic motivation is crucial to student wellness in terms of behavior, academics, and emotional wellbeing. Authoritative figures in the classroom such as teachers have the most influence on student motivation whether they are aware of it or not. This being said teachers

In this paper, I will examine Disposition Four, “the educator uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.” This paper is an effort to contest the many relentless influences affecting learners today. Its focus is the necessity of a partnership of resources for students to succeed. (Schulte, 2009) stated, “Increasing academic performance, enhancing social and emotional skills and even retaining quality teachers are all related to positive school climate” (p.46) .Thus the critically importantance for educator to be skilled at creating meaningful interactions between students and practitioners as well as practitioners with students.

The key to advancing the learning of individuals, small groups and whole classes is motivation. Our

Educators throughout the nation have become frustrated with the demand of how to encourage and motivate their students especially those that are not prepared academically and socially. In this case a student will generally display disruptive behavior, a lack of interest, and unrealistic ambitions. Once an educator is able to identify the different factors that affect a student’s motivation along with a few helpful strategies he or she will be able to create the educational motivation needed for effective student learning.

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.

First of all, it is important for teachers to create a learning environment where students learn to be intrinsically motivated. Intrinsic motivation occurs when students willingly participate in an activity because they find enjoyment in the activity. When students become intrinsically motivated they are willing to take

With this students gain a strong sense of purpose and motivation to improve on their learning skills

In the spring of 2015, I won the Underclassmen French Department award. This award was presented to a student who had taken French 1, French 2 and was currently enrolled in French 3. Kathleen Vogt, French Department Chair claimed my qualifications for this award were highest cumulative GPA in French 1 through three, outstanding effort in the classroom, as well as active participation in French Club. Winning this award took three years of hard work and dedication. I had to learn an entire new language and be the best at it for three years straight. Intrinsic motivation is what kept me going when it got challenging. I studied for hours to work on my pronunciation, spelling, and grammar. At the end of my second year in French, I almost stopped

Self-motivation is essential for students to partake in an active and responsible role in their education.  Self-motivation allows students to perform at their best and to learn without any sense of limitation.  With this, students will find a reason to work — and as a result, they will give their best to every assignment.  In addition, students will take an initiative to participate in class. Studies made by Csikszentmihalyi and Nakamura state that, “activities will not continue unless they are enjoyable—or unless people are motivated by extrinsic rewards” (602).  Motivated students

There are a myriad of reasons why a student may become unmotivated in their studies—but whatever the reason, an unmotivated student becomes an unmotivated member of society, and possibly an unmotivated parent or teacher themselves. It is therefore a societal necessity that teachers, parents, and anyone else involved in the education of the youth in this world are informed about how to best motivate their students to understand and internalize what they are learning, so that they can pass the skills and information on to the next generation. Possible methods that could be utilized to enhance motivation are: encouraging internal motivation and decreasing dependence on external rewards, creating mastery-oriented as opposed to performance-oriented classrooms, and focusing on attribution as opposed to persuasion as a means

Determining what motivates individual students and engages them in a classroom, is as essential as it is challenging. In a classroom setting, faculty must know how to use motivation and engagement together to enhance students’ learning outcomes (Woolfolk & Margetts, 2007). Although student engagement is seen as a necessary element for learning, it needs the support of motivation to serve as a prerequisite. Furthermore, motivation sets the foundation for implementing learner-centered approaches to learning. Unfortunately today’s teachers are confronted by larger class sizes, fast-paced academic calendars, and standardized assessments that force them to lump all students together (Toshalis & Michael, 2012).

Motivation and classroom climate. Classroom atmosphere can play a critical role in giving students a place where they feel a sense of ownership. The classroom is a student’s second home as they spend a considerable amount of time with their teacher. From the time students walk into the school they are affected by the school s physical appearance (Butterworth & Weinstein, 1996). In addition to Butterworth and Weinstein (1996), Hadre and

One of the key aspects in increasing participation and engagement in the classroom is the role of motivation. Children can be motivated for a variety of reasons where the classical distinction lies between intrinsic motivation, which is defined as doing an activity for its inherent interest or enjoyment and extrinsic motivation, which refers to attaining an outcome that is separable from the activity itself (Becker, McElvany & Kortenbruck, 2010; Deci, 1971 as cited from De Naeghel, 2013). Harter (1991) found that children’s intrinsic motivation decreases and they feel increasingly alienated, across the preschool to high school years of education. This can result in disaffected children who do not try hard, give up easily in the face of challenges and can be withdrawn from learning opportunities or even rebellious toward teachers and classmates (Skinner & Belmont, 1993), hence resulting in a lack of classroom engagement and participation. Therefore teachers firstly need to be supportive to their students, as

The relationship between the teacher and the student has a lot to say for the motivation for learning in the student. The teacher should always aspire to be the kind of teacher that the students feel comfortable and safe with, and the teacher can acquire this by being an authoritative person. (Stray &Wittek, 2014, p. 330) This means a teacher that is warm and nurturing towards their students, but at the same time portrays a strong professionalism and knows what he/she is doing academically. By having this teacher personality you will hopefully gain your students respect in a positive way; they respect you because of your skills as a teacher in both academicals and personality. In this way we see that the student’s motivation for learning increases when the relationship between the teacher and the students is