Reflective Discourse
Through my experiences working at aquariums, state parks, and environmental facilities, as well as my own internships and academic coursework at the University of New England and my Student Teaching Internship at Brunswick Junior High School, I have reflected on how I believe that motivational theory, my teaching methods, and my classroom management style impact student performance and success. Motivating students requires the combination of learning strategies and theories. On many occasions giving up before trying a variety of motivational strategies has been observed. After researching motivational techniques, educators can create a motivational plan that meets the needs of their learners.
Anderman and Anderman describe five main theories in their book “Classroom Motivation.” These five theories are as follows: 1) Self-determination theory, 2) Attribution theory, 3) Expectancy value Theory, 4) Social Cognitive theory, and 5) Goal Orientation theory (Anderman and Anderman, 2010). Self-determination theory refers to the motivation of students to participate in activities that meet these three basic needs 1) autonomy, 2) competence, and 3) relatedness (Anderman and Anderman, 2010). Individuals can be intrinsically or extrinsically motivate according to Anderman and Anderman, however some students are both (Anderman and Anderman, 2010). I had a group of toddlers at the Mommy and Me class at the aquarium participated in 3 set tasks 1) marine animals yoga poses, 2) touching animals, and 3) matching pictures to animals on display. Each of these activities provides opportunities for autonomy, competence, and relatedness for these toddlers and gives their parents a chance to see how not interfering in their child’s learning affects these three basic needs. I had one parent who insisted on not giving the toddler enough time to match the picture to the animal on their own and I could see their frustration. On the other hand I had a parent who stepped back and allowed the toddler to harness all three of these basic needs. He succeeded in all three activities and had a smile of his face and told me he couldn’t wait to tell and show the absent parent about what he had done like a big boy.
Attribution theory is very important to academic and motivation of students (Anderman and Anderman, 2010). There are 3 main dimensions to attribution theory. They are as follows: 1) stability, 2) locus, and 3) control (Anderman and Anderman, 2010). Stability refers to the ability to determine if there is a constant across time and situation that relates directly to the event (Anderman and Anderman, 2010). Locus focuses on if the event is believed to be related to the internal or external to the individual (Anderman and Anderman, 2010). Control focuses on if the individual can control the cause of certain events (Anderman and Anderman, 2010). Many time students want and need an explanation of why they got a bad grade or why they need to know something or why do we have homework. As an educator the word because is not a good motivational tool. We should be able to provide the student with a definitive answer or at least guide them to answer the why themselves. In my practice I make sure I give students an answer to any question they ask. I do this by relating why to something they can understand and move forward from.
Expectancy-value theory deals with achievement motivation (Anderman and Anderman, 2010). There are expectancies for the task and a value for the task. Many students can determine the expectancies and values of a teachers assigned class work, homework, and testing strategies immediately. This is usually determined at the beginning of the school year when the teacher talks about what she expects and how she plans to assess the students learning. How a student perceives this can determine how motivated the students will be. At the beginning of all classes at the I always review what is expected of all students.
Social Cognitive theory focuses on self-efficacy. Self efficacy is the belief in ones capability to achieve a goal or outcome (Anderman and Anderman, 2010). Students with self efficacy have the ability to put a lot of effort into their work and take responsibility for their shortcomings, knowing they have the power to rectify them. The student believes in their capability to overcome obstacles and complete the tasks ahead of them. Self efficacy provides a great base for motivation in that student’s world. However, in students with low self efficacy do not believe in themselves and their abilities. This leads to students not taking responsibilities in areas where they do poor and instead blame outside factors. These students can be more difficult to motivate. In my practice I try to give students a way to show what they know as to encourage them to believe in their abilities. I try to differentiate my lessons to allow success for all my students. An example would be allowing them to draw or create a unique journal entry instead of a traditional written entry on occasion to boost their confidence and show them that journaling can be fun or putting them in charge of a specific task when out in the field collecting samples.
The final theory is Goal Orientation theory. There are two parts to this theory 1) mastery goals and 2) performance goals (Anderman and Anderman, 2010). With mastery goals student compare current outcomes and tasks to previous ones they have done. With performance goals student compare current outcomes and tasks with that of their peers. Included within this is approach and avoidance of both mastery and performance goals. With mastery approach they want to truly learn the materials and with mastery avoidance they are trying not to misinterpret what they are learning. With performance approach students are trying to compare their abilities with others and with performance avoid the students are trying to avoid humiliation for not knowing the material or misinterpreting the material. During my classes, I want every student to participate, sometimes I feel it’s easier to get all students to participate when in the field verses the classroom, because it takes many to use the equipment to collect data. This makes every student feel useful and since they are all learning to use the equipment it becomes a fun group challenge to complete the collection of samples. I make sure that each student knows they all have to participate in some way.
References Anderman, E.M., & Anderman, L.H. (2010). Classroom motivation. Columbus, OH: Merrill/Prentice Hall.
In order for parents to understand my motivational techniques in the classroom, I send a letter to them so that they can understand how I use them in my classroom. I have attached the file for your viewing below. I also state that parents can contact me with any questions and that I would like for their involvement and understanding in their child’s learning environment.
Anderman and Anderman describe five main theories in their book “Classroom Motivation.” These five theories are as follows: 1) Self-determination theory, 2) Attribution theory, 3) Expectancy value Theory, 4) Social Cognitive theory, and 5) Goal Orientation theory (Anderman and Anderman, 2010). Self-determination theory refers to the motivation of students to participate in activities that meet these three basic needs 1) autonomy, 2) competence, and 3) relatedness (Anderman and Anderman, 2010). Individuals can be intrinsically or extrinsically motivate according to Anderman and Anderman, however some students are both (Anderman and Anderman, 2010). I had a group of toddlers at the Mommy and Me class at the aquarium participated in 3 set tasks 1) marine animals yoga poses, 2) touching animals, and 3) matching pictures to animals on display. Each of these activities provides opportunities for autonomy, competence, and relatedness for these toddlers and gives their parents a chance to see how not interfering in their child’s learning affects these three basic needs. I had one parent who insisted on not giving the toddler enough time to match the picture to the animal on their own and I could see their frustration. On the other hand I had a parent who stepped back and allowed the toddler to harness all three of these basic needs. He succeeded in all three activities and had a smile of his face and told me he couldn’t wait to tell and show the absent parent about what he had done like a big boy.
Attribution theory is very important to academic and motivation of students (Anderman and Anderman, 2010). There are 3 main dimensions to attribution theory. They are as follows: 1) stability, 2) locus, and 3) control (Anderman and Anderman, 2010). Stability refers to the ability to determine if there is a constant across time and situation that relates directly to the event (Anderman and Anderman, 2010). Locus focuses on if the event is believed to be related to the internal or external to the individual (Anderman and Anderman, 2010). Control focuses on if the individual can control the cause of certain events (Anderman and Anderman, 2010). Many time students want and need an explanation of why they got a bad grade or why they need to know something or why do we have homework. As an educator the word because is not a good motivational tool. We should be able to provide the student with a definitive answer or at least guide them to answer the why themselves. In my practice I make sure I give students an answer to any question they ask. I do this by relating why to something they can understand and move forward from.
Expectancy-value theory deals with achievement motivation (Anderman and Anderman, 2010). There are expectancies for the task and a value for the task. Many students can determine the expectancies and values of a teachers assigned class work, homework, and testing strategies immediately. This is usually determined at the beginning of the school year when the teacher talks about what she expects and how she plans to assess the students learning. How a student perceives this can determine how motivated the students will be. At the beginning of all classes at the I always review what is expected of all students.
Social Cognitive theory focuses on self-efficacy. Self efficacy is the belief in ones capability to achieve a goal or outcome (Anderman and Anderman, 2010). Students with self efficacy have the ability to put a lot of effort into their work and take responsibility for their shortcomings, knowing they have the power to rectify them. The student believes in their capability to overcome obstacles and complete the tasks ahead of them. Self efficacy provides a great base for motivation in that student’s world. However, in students with low self efficacy do not believe in themselves and their abilities. This leads to students not taking responsibilities in areas where they do poor and instead blame outside factors. These students can be more difficult to motivate. In my practice I try to give students a way to show what they know as to encourage them to believe in their abilities. I try to differentiate my lessons to allow success for all my students. An example would be allowing them to draw or create a unique journal entry instead of a traditional written entry on occasion to boost their confidence and show them that journaling can be fun or putting them in charge of a specific task when out in the field collecting samples.
The final theory is Goal Orientation theory. There are two parts to this theory 1) mastery goals and 2) performance goals (Anderman and Anderman, 2010). With mastery goals student compare current outcomes and tasks to previous ones they have done. With performance goals student compare current outcomes and tasks with that of their peers. Included within this is approach and avoidance of both mastery and performance goals. With mastery approach they want to truly learn the materials and with mastery avoidance they are trying not to misinterpret what they are learning. With performance approach students are trying to compare their abilities with others and with performance avoid the students are trying to avoid humiliation for not knowing the material or misinterpreting the material. During my classes, I want every student to participate, sometimes I feel it’s easier to get all students to participate when in the field verses the classroom, because it takes many to use the equipment to collect data. This makes every student feel useful and since they are all learning to use the equipment it becomes a fun group challenge to complete the collection of samples. I make sure that each student knows they all have to participate in some way.
References Anderman, E.M., & Anderman, L.H. (2010). Classroom motivation. Columbus, OH: Merrill/Prentice Hall.
In order for parents to understand my motivational techniques in the classroom, I send a letter to them so that they can understand how I use them in my classroom. I have attached the file for your viewing below. I also state that parents can contact me with any questions and that I would like for their involvement and understanding in their child’s learning environment.
![](http://www.weebly.com/weebly/images/file_icons/rtf.png)
Letter to parents about motivation in my classrom | |
File Size: | 26 kb |
File Type: | doc |
The video below was my final reflection of my overall experience in the Masters of Science Education program at the University of New England. I hope after viewing this video you will be able to understand how being in the program has improved my understanding of being an exceptional educator, and how it has advanced my abilities as an educator.