Student Motivation

The School Motivation and Learning Strategies Inventory (SMALSI) is a self-report tool designed to determine student performance across a comprehensive set of behaviors representing learning strategies, academic motivation, and test-taking. This inventory is unique in that it is designed especially for use with school-aged youth. There are two forms: a Child Form for students aged 8-12 years, and a Teen Form for students aged 13-18 years. Both forms consist of over 100 items written at a third grade reading level, which should take from 20-30 minutes to complete. The SMALSI can be administered individually or to a group; the form also can be read to students who have difficulty reading. The SMALSI is intended for use in both general and special education for the purposes of: (a) screening to facilitate identification of topics for group instruction; (b) prereferral intervention, which may ameliorate learning difficulties and avert the need for special education; (c) special education assessment, which is linked directly to intervention in areas that may exacerbate academic difficulties; and (d) research related to understanding the nature of these skills and to the development of effective interventions for learning strategies, test taking, and academic motivation.

Understanding how students are motivated can help educators engage students in learning activities and ultimately improve their academic performance. Researchers Mandy Sedden and Kevin Clark summarizes students’ and instructors’ perspectives on motivation and explores instructional strategies educators can use to motivate college students (Sedden & Clark, 2016). This journal article discusses the impact student motivation or lack of motivation has on the overall outcome of their educational experience. Sedden and Clark noted that many students of the millennial generation view education as an acquisition rather than a process of learning (Sedden & Clark, 2016). In other words, the thought of the high-paying job or improved intellectual status that awaits after completing school is more alluring than the process of attaining knowledge. According to the research students are intrinsically motivated when the instructor is motivated themselves, the lessons are interactive, the atmosphere is positive and well-organized, and the instructor demonstrates they care about the students.

The setting is Washington Elementary School in West Orange, NJ. The grade I picked is first grade. The age group in the class is between the ages of five and seven. The subjects they learn are math, language arts, social studies, and writing. But they focus more on reading and math throughout the day. There are 8 girls and 8 boys in the classroom which makes 16 students in total. The class is divided into three racial and ethnic groups which are Latino or Hispanic, African Americans, and Asian American. There are about 1 Asian American, 6 Latino or Hispanic, and 9 African Americans.

I performed my field experience at Chiefland Elementary. Chiefland is a very small town with the population of six thousand. There are over eight hundred students enrolled at Chiefland Elementary. There are fifty-two instructional staff members and two administers. In those fifty-two staff members, there is one African American teacher and one male teacher; the rest are women. This is a white dominate school. In the school there is 73% Caucasian students, 17% African American students, and 4% Hispanic students. There is only 3% of students that are ESOL and 5% are Gifted and Talented. This semester we learned that in small areas and with low income schools, there are more Hispanics and African American people. In this case, Chiefland Elementary

This evaluation is focused on a school district with 3, 000 high school students in New Jersey. The statistics were gathered from the student management system for this school district the 3,0000 high school students attend two high schools {High School “A” and High School “B”} during the 2014-15 school year. The racial makeup consists of: high school “A”, 78.6 percent of students identified as white, 14.8 Hispanic, 3.3 percent black and 2.7 percent Asian. At high school “B”, 82.8 percent of students were white, followed by 8.4 percent Hispanic, 5.5 percent black and 2.6 percent Asian. The overall graduation rate at High School “A” was 80 percent, and at High School “B”, 87 percent of students graduate.

The United States of America is known for being a country filled with people of many different ethnic backgrounds. Likewise, the student population in schools is just as diverse as it continues to grow. Lynch (2015) notes that schools are expected to teach their students “how to synthesize cultural differences into their knowledge base” as this will help “facilitate students’ personal and professional success in a diverse world” (para. 8). Educators must be able to provide for the diverse needs of students and are expected to equip students with skills that can lead to healthy development as it can affect higher levels of student achievement and students have more opportunities of success in their future. Providing students with tools and skills requires an awareness and acceptance of their ethnic identity. Once students have developed self-acceptance about their ethnic identity, they can begin to feel empowered and motivated to do well. Through cultural empowerment, students of color can develop intrinsic motivation and achieve academic success.

Can you elaborate on what your mean by your statement on staying motivated and how that brings excitement to lesson plans and keeping students engaged? Are you referring to staying motivated yourself in reference to bring excitement into the lesson plans? In other word keeping yourself pump up or motivated for the lessons you will be delivering. If so do you believe that your lessons all need to be exciting and entertaining for each student? Or are you referring to internist or extrinsic motivation for engaging students? If so, how do you tap into what motivates your students especially since each individual student will have their own motivational venue.

For my survey, I surveyed 100 individuals. I surveyed 50 females and 50 males. These people included some personal friends, family members, some random people, and some people from my parents work. The survey was conducted to portray if there is a visual difference between men and women drivers. The survey layout was as

I am interested in Malone University because of how involved I am in my community already and how I can transfer that to the Malone community in the future. I also would like to play soccer at Malone because my high school coach was an Malone alumni and played soccer. He is a role model to me because he is a successful soccer player and coach, and he is also a well respected figure in Hudson High School. I want to become a math or science teacher at the high school level and he showed me what a great teacher looks like. I have played soccer for only five years but improved every year and want to expand my growth into my college years. I visited Malone in 7th grade for a cross country race and immediately recognized the beauty of the campus.

The majority of ASCC’s course offerings are Associate of Arts and Associate of Science degrees. However, the college offers only a Bachelor in Education Degree, BED program, in 2006, under the Teacher Education Department. The BED program provides theoretical and practical experiences for pre-service and in-service elementary education majors. One of the major challenges of the program since its inception is the low enrollment from the general student population. A slow but significant climb in enrollment was noticeable when a new platform was required for the program in 2008 – the introduction of MOODLE in addition to the face-to-face format of the teacher education program.

questioning a large sample of people. Surveys usually consist of a set of questions, presented either

For my down the rabbit hole assignments I worked with topics that did not really interest me, so now I will be working with a subject that interests me as a Criminal Justice Major and as a Resident Assistant. I want to research and learn more about how different subgroups of USD students view UPD officers. How I can separate students into subgroups is by gender, race, age, and grade. I also want to see if previous altercations with UPD officers will affect how students see them for better or for worst. I will be collect data through an online survey that I will make with the website surveymonkey.com. I plan on having people fill the survey out on an Ipad that I will provide. I’m hoping that this deters people from putting down false information.

Why are some students more motivating to pass than other students? Some students have a challenge with their self and some not. Can you consider for five minutes in which kind you are? However, everyone like to be the best in this world, but if you will not come your class, do not do your homework, or you cheating from your friends how you will be good college student? Some students failing their courses because they do not have enough attention in class, they broken rules, and they do not study

Unfortunately, my partner and I only received 3 surveys so far, with numbers to go back as well as contact information to conduct an interview. Lately, we are finding strategies to become better communicators and ways to reach people on a level they will understand. For example, if an older person were to open the door versus a student, we changed the interaction to suit their level of comfortness.

What is motivation? What influences it? The term motivation can be defined in different ways. Motivation can simply defined as “ a need that, if high, is evident in a strong desire to achieve, to excel, to reach a high level of excellence” (Lefrancois 430). To become motivated, one must have a positive attitude to a variety of learning skills. Some factors that influence motivation include our peers, friends, parents, and environmental settings. Division four being high school division, attention is focused towards learning and what methods can be used. Students at this stage are more eager and develop a sense of what he or she wants to do and accomplish in upcoming adulthood. With a division comes a group of intelligent theorists. All