Motivation in Classrooms Final Take Away Gillian Laird Sleeper EDU 615 Instructor Amy Wheeler February 19,2009

Extrinsic and Intrinsic Motivation Engage in an activity as a means to an end. Intrinsic Involved in an activity for its own sake Eggen & Kauch, 2007, pg.299

Cognitive Theories of Motivation Expectancy x Value People are motivated to work on a task if they expect to succeed and value success on the task Why people are motivated to study an area even if they aren’t intrinsically interested in it. Self-Efficacy People’s beliefs about their capabilities influence their motivation Why some students persevere on challenging tasks, whereas other quickly give up. Goal Setting appropriate goals increases motivation Why one may go to the gym and work out even when they are tired Attribution People are intrinsically motivated to understand their successes and failures Why students want feedback on their tests, negative and positive. Self-Determination People have instinctive needs for competence, control and relatedness Why people are motivated by challenging experiences and praise that reflects genuine accomplishment Eggen & Kauch, 2007, pg.325

Learner Focused Classroom What does it look like? Success and value are measured by improvement Satisfaction is achieved by meeting challenges with hard work Teachers are focused on student learning Mistakes are part of the learning process Effort increases understanding Ability is viewed as achieved from effort Assessment is a tool to measure progress, not a competitive tool

Engaging Students in the Learning Process Teachers need to learn about the student Challenge them with interesting, cooperative learning style lessons and activities Allow students to be a part of the learning/teaching process by giving them more responsibility and choices in how they are learning and being assessed.

Cooperative Learning Structures How can these affect the motivation and learning of the students? Fun, energetic atmosphere allows students to learn in a safe, welcoming environment Encourages team building and active learning Goal setting is encouraged and achieved with peers Allows for a busy, learning environment where students accomplish goals, social interactions, and skill building

Classroom Management What do teachers need to do? Have procedures established for common situations Allow time for students to learn, practice, and review these procedures. Post classroom rules the very first day of school and review them for the first week Have a queue to bring the class’s attention to you quickly Establish consequences and relay them clearly to the students. Follow through with any set consequences Follow routines. Students find security in knowing what is happening next. Always have schedules posted. Reinforce good behavior Remember, each day is a new day! Harry Wong, “The Well Managed Classroom”

References: Eggen,P. & Kauchak, D. (2007). Educational Psychology. Windows on Classrooms.(7th edition) Upper Sadle River, New Jersey: Pearson Education Inc. Wong, H. “The Well Managed Classroom” http://go.hrw.com/resources/go_sc/gen/HSTPR034.PDF (Accessed December 15, 2007.)