Motivation and Discipline
Description of the Concept:
Motivation is the desire to do things; it is what helps us strive to reach our goals and to persevere. In the classroom, it can be used to energize and direct student activity. Without motivation in the classroom, there will not be an effective learning environment. “Motivation already exists. It is the role of the teacher to discover, direct, and sustain student motivation to learn and behave appropriately” (Savage, 2010, p. 46). The teacher's responsibility is to motivate the students to learn and to behave in appropriate ways. In order to motivate the students, the teacher needs to learn what motivates them; this would involve finding out what their needs, interests, and values are and using those in ways that will motivate the students. “A teacher needs to remember that motivation is related to student perceptions of the setting, not teacher perceptions” (Savage, 2010, p. 49). This would be accomplished by relating the content to students’ needs and interests, increasing the value or learning goals, altering the perceptions of the required effort of tasks, and increasing the probability of success.
Significance of the Concept:
This concept is very important in giving students the best opportunity to succeed. Teachers need to be constantly motivating the students in order to have them be engaged in the learning tasks, to give them the value to learning, and to desire to accomplish the goals that are set before them. Without providing the students with motivation, they will not desire to do all of the tasks that are set before them by the teacher. Motivation the second most important concept, I believe, because without it, students will not want to or care to do anything in class unless they are already interested. It is therefore crucial for the teacher to provide every individual with that motivation and desire to do things in order to create an effective learning experience for them. It is fourth on the list because students will not respond to help or leadership from the teachers if they are not motivated to do so.
Integral Components:
To understand motivation, a teacher needs to understand that there are two basic types: extrinsic motivation and intrinsic motivation. Extrinsic motivation is motivation that is directed by forces that are external to the individual (Savage, 2010, p. 46). Intrinsic motivation is directed by factors or reinforcement that come from within the individual. It is related to the values, needs, interests, curiosities, and feelings of achievement or competence that come from within an individual (Savage, 2010, p. 47). This is the most powerful type on motivation.
Practical Examples:
An example of extrinsic motivation would be providing the students with the incentive to behave well and to follow the rules by giving them things that they desire if they do these things. An example of this is using the "Marble Jar" method: There will be two jars displayed in the classroom; one jar will be full of marbles and the other jar will be empty. When the whole class is demonstrating appropriate behavior or using manners and showing respect marbles will be added to the empty jar. When the jar is then filled with ALL of the marbles, the class earns a class party (Webster, 2012). The students will be motivated to behave because they want the class party. It is a force that is outside of the individual.
An example of intrinsic motivation is that if I know a student loves outer space, I can allow him to write a research paper on that because I know that he will be motivated internally to do it.
The following video is a video about a 4th grade teacher who made a deal with his students: "If you can master your multiplication facts by Spring Break... I'll shave my head!"
This was successful for him because the students were motivated to master their multiplication facts because they wanted to see their teacher shave his head. You may not want to do this exactly, but it clearly demonstrates the concept of doing what you can to motivate your students to learn and making it exciting and engaging for them.
Motivation is the desire to do things; it is what helps us strive to reach our goals and to persevere. In the classroom, it can be used to energize and direct student activity. Without motivation in the classroom, there will not be an effective learning environment. “Motivation already exists. It is the role of the teacher to discover, direct, and sustain student motivation to learn and behave appropriately” (Savage, 2010, p. 46). The teacher's responsibility is to motivate the students to learn and to behave in appropriate ways. In order to motivate the students, the teacher needs to learn what motivates them; this would involve finding out what their needs, interests, and values are and using those in ways that will motivate the students. “A teacher needs to remember that motivation is related to student perceptions of the setting, not teacher perceptions” (Savage, 2010, p. 49). This would be accomplished by relating the content to students’ needs and interests, increasing the value or learning goals, altering the perceptions of the required effort of tasks, and increasing the probability of success.
Significance of the Concept:
This concept is very important in giving students the best opportunity to succeed. Teachers need to be constantly motivating the students in order to have them be engaged in the learning tasks, to give them the value to learning, and to desire to accomplish the goals that are set before them. Without providing the students with motivation, they will not desire to do all of the tasks that are set before them by the teacher. Motivation the second most important concept, I believe, because without it, students will not want to or care to do anything in class unless they are already interested. It is therefore crucial for the teacher to provide every individual with that motivation and desire to do things in order to create an effective learning experience for them. It is fourth on the list because students will not respond to help or leadership from the teachers if they are not motivated to do so.
Integral Components:
To understand motivation, a teacher needs to understand that there are two basic types: extrinsic motivation and intrinsic motivation. Extrinsic motivation is motivation that is directed by forces that are external to the individual (Savage, 2010, p. 46). Intrinsic motivation is directed by factors or reinforcement that come from within the individual. It is related to the values, needs, interests, curiosities, and feelings of achievement or competence that come from within an individual (Savage, 2010, p. 47). This is the most powerful type on motivation.
Practical Examples:
An example of extrinsic motivation would be providing the students with the incentive to behave well and to follow the rules by giving them things that they desire if they do these things. An example of this is using the "Marble Jar" method: There will be two jars displayed in the classroom; one jar will be full of marbles and the other jar will be empty. When the whole class is demonstrating appropriate behavior or using manners and showing respect marbles will be added to the empty jar. When the jar is then filled with ALL of the marbles, the class earns a class party (Webster, 2012). The students will be motivated to behave because they want the class party. It is a force that is outside of the individual.
An example of intrinsic motivation is that if I know a student loves outer space, I can allow him to write a research paper on that because I know that he will be motivated internally to do it.
The following video is a video about a 4th grade teacher who made a deal with his students: "If you can master your multiplication facts by Spring Break... I'll shave my head!"
This was successful for him because the students were motivated to master their multiplication facts because they wanted to see their teacher shave his head. You may not want to do this exactly, but it clearly demonstrates the concept of doing what you can to motivate your students to learn and making it exciting and engaging for them.
Individualization:
I will use both extrinsic and intrinsic motivation in the classroom to motivate and engage the students in the tasks they are given. By building relationships with my students, I can find out their interests and use those to find ways in the class to motivate them. For example, I know that the majority of the class like Legos, I will do projects that involve using Legos so that they wil be intrinsically motivated to do the work.
Relevant Scripture:
1 Thessalonioans 5:11 Therefore encourage one another and build each other up, just as in fact you are doing.
This verse relates to motivation in teaching because as teachers, we need to be constantly motivating and encouraging our students. We need to encourage them when they are discouraged, and motivate them when they feel that they cannot complete a task.
I will use both extrinsic and intrinsic motivation in the classroom to motivate and engage the students in the tasks they are given. By building relationships with my students, I can find out their interests and use those to find ways in the class to motivate them. For example, I know that the majority of the class like Legos, I will do projects that involve using Legos so that they wil be intrinsically motivated to do the work.
Relevant Scripture:
1 Thessalonioans 5:11 Therefore encourage one another and build each other up, just as in fact you are doing.
This verse relates to motivation in teaching because as teachers, we need to be constantly motivating and encouraging our students. We need to encourage them when they are discouraged, and motivate them when they feel that they cannot complete a task.