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

2. 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

3. 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

4. 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

5. 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.

6. 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

7. 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”

8. 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” (Accessed December 15, 2007.)