Teacher Motivation

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

According to Seyfarth (2008) “all of the actions of a human being originate from inner motivation” (p. 81). Therefore, teachers need to reflect on their beliefs about education in order to keep motivated and teach effectively. This paper will present my own personal practice theories and beliefs about the learner, the teacher, and the subject matter. As well as to analyzing the importance of the classroom climate, the parents, the school leadership team and the principles of learning.

One of the most essential aspects of the educational process is to know how to motivate students for learning. A challenging part of being a teacher is to know and learn how to motivate students. First of all, a good definition for motivation is as Byrnes quote “Motivation is construct

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.

I believe every child can succeed in mathematics, and it is my role to unlock this potential. I aim to teach in ways that help children develop cooperation, assertion and responsibility, as well as a good understanding of subject matter. I believe this can be achieved by creating a culture in the classroom that is built gradually on trust, with a common language, through rules that we create together, and by practicing procedures until they become nearly automatic. I aim to use the resources, materials, and curriculum requirements I have to work with, to engage my students in meaningful learning. I believe that children want to learn, and that it is motivating for pupils when they and their teacher’s are enthusiastic about learning, too.

Teachers make students motivated by used many teaching strategies. Also by using scaffolding and making sure the challenges are achievable to the student. Lastly, experience shapes motivation to learn. We are not realizing it is more important to focus on, “how,” the student is learning, rather than, “what,” they are learning. Students more eager to learn perform higher in reading a math. A teacher can help motivate students by forming a rapport with them, working with families, and using various teaching methods.

Every accomplishment, small or large, comes from the motivation one has to succeed in their goals. Motivation is not always present in the classroom, for example in Mrs. Garcia’s classroom at Milby High School. For me, knowing Spanish was a given since most of my family speaks it. Although this is the case, I never used Spanish with them because they can understand English. For this reason, I only knew the basics and couldn’t hold a conversation with it. My parents always wanted me to learn more Spanish and perfect it in order to have a better future. I never saw the point of it until I was placed Mrs. Garcia’s Spanish level 1 class. The first days of class I had zero motivation into learning Spanish but as the weeks passed

The article I chose talks about motivation in the business world. As It goes in depth of ways to help employees by simply motivating them and how that could be the biggest difference of how they perform in their job. It also talks about the significance of understanding your employee as an individual and human being and what abilities work best for them. As opposed to just focusing on work related tasks and not understanding an employee’s mental approach. The way the article tries to explain it, is by emphasising on 6 factors. Which is communication, professionalism, management style, training, recognition, and fun. Each factor is thoroughly detailed and explains how to effectively use it to help the employee be more successful and how that will ultimately help with the business as a whole. As well touches on that being a good person is the main objective and everything comes after. As creating a friendly work environment where everyone feels included is the root of a successful company.

There are fears and obstacles that can hinder a successful life coach. According to (William, Menendez, 2015) coaches need an “activating event” (p.353). Motivation (Dale & Leger) is the most common threat to any individual entering any career field. We are our (Dale & Leger) worst enemy when it comes to our success. According to (Dale & Leger, 2015) there are four hurdles: “I can’t/you can’t, Past Failures/Future Failure, Handicaps, and self-knowledge” (p.15). Most coaches have a support system that help keeps the motivation strong. This book talked about a pro athlete Shaquille O’Neal struggles with his

In this course, we have also learned about the different types of motivation that teachers can provide to their students. The goal of an educator is to pass

You are welcome! Although your evals are a "little" problem for you now, your positive motivation will be the key and driving force to your success. I have no doubt that you will do just fine in everything you decide to do. I get the feeling that you really want to succeed and that you have a positive outlook in life. Do not lose that spirit! You have a long road ahead of you and there will be many exits along the way. Do not take any exit unless it is your intention to abandon your journey. Motivation is like a roller coaster. We accelerate and lose momentum during our course. Stay physically fit and mentally sharp. The opportunities in the Navy are unlimited and it will be up to you to exploit these opportunities. Find yourself "one" (best case) or "two" (worst case) mentor for your

According to the case study in our text, the teachers at Marshall Metro have a hard time motivating students to not just attend school, but to succeed in class. We are asked in the complete question to explain which motivation theory would be most successful in encouraging teachers to higher levels of performance? Before the teachers can do so, they need to understand what motivates the students. It is all about the perspective (Hardre & Sullivan, 2008). Looking at the inner city student where gang violence and drugs are prevalent; teachers need to understand that their students are motivated by Alderfer’s “existence” trying to survive daily encounters, Maslow’s “physiological and safety” needing food and shelter and McClelland’s “affiliation” as some students need family to belong to or look up to (Kinicki, 2012).

Curiousiteur is an area of motivation that was discussed in this week's lesson. As a chemistry teacher, most of my students are in 11th and 12th grade and motivation is limited. The important motivators at this level areACT test scores, GPA, graduation, and college. In my science class, I use many of the specific areas that were discussed in Yount's chapter four. Science teachers traditionally ask questions which are challenging and provoking. Science teachers "rock the boat but do not sink it" (Yount, 1999, pg 87). I have students working in pairs or teams during lab exercises this allows for peer interaction. Another area of student involvement is justifying answers. I have students to show me how they obtained their answers. Most of the topics covered in chemistry can be easily applied to everyday life. By having students dig deeper into each topic, it helps them make the connection between the content and the real world.

Classroom motivation can be a trying event in a high school arena especially in mathematics. Mrs. Bettice took matters in her own hands compiling questions for research action plan to evoke insight to her unenthusiastic math class. This qualitative study collected information through a student survey to apprehend reasons for her unenthusiastic math learners.