|
|
Post by Maria on Oct 8, 2014 16:58:34 GMT -5
Each educational institution brings it's own certain extrinsically driven factors (curriculum, goals/objectives, etc.) for a teacher to follow. Extrinsic pressures are often developed because of language requirements set by the school and standardized testing. How could you develop your own classroom techniques to add dimension and intrinsic motivation in the classroom? |
|
kara
New Member
Posts: 19 
|
Post by kara on Oct 9, 2014 13:09:02 GMT -5
Each educational institution brings it's own certain extrinsically driven factors (curriculum, goals/objectives, etc.) for a teacher to follow. Extrinsic pressures are often developed because of language requirements set by the school and standardized testing. How could you develop your own classroom techniques to add dimension and intrinsic motivation in the classroom?
For ESL students, especially those who have just arrived, with no prior English knowledge, it is certainly not fair for them to be expected to accomplish all the goals that the educational institution has set up for them. it is impossible for a new English learner to be expected to take a test such as the ACT or SAT. In order to add intrinsic motivation to the classroom I would make sure I explain to the students the importance of learning English, and hopefully when they see how excited I become when they make strides in their new language they will also be happy. Not just to impress the teacher but so they can feel like they really are making accomplishments, no matter how small. I dont want to confuse it with external motivation by giving them awards, but I want to be a very positive energy for my students.
|
|
|
|
Post by ayteama on Oct 11, 2014 13:29:04 GMT -5
I disagree with you Kara about "t is certainly not fair for them to be expected to accomplish all the goals that the educational institution has set up for them"
As the most effective strategy about teaching lies on both :
1. High expectations of the students performance.
2. Challenging the student with hard requirements.
I think we over-think the issue of learning a second language. It is just a matter of learning for the students like any other class.
but the more important thing is how to inspire them to acquire the language.
The Curricula, the Goals, the Objectives,etc. are very effective factors to be followed as they were set by the Educational institute. Such experienced experts are definitely right and authorized. I can't be better than them at least in my early years of teaching.
I have to teach my students how to be self-motivated about learning in general helping them with all latest approaches, methods, strategies and activities assisting them to acquire the language in specific.
|
|
|
|
Post by kristine14 on Oct 13, 2014 14:12:06 GMT -5
I feel that intrinsic motivation is more important than extrinsic motivation. I don't feel that we should teach our students/children that they will be receiving some sort of reward (money, prizes, grades and positive feedback)after completing a task or behaving properly. I feel that you should not reward a child for positive behavior. Students are EXPECTED to behavior properly. Students are going to expect or rely on someone to constantly give them a reward or praise for everything they do. This is not how the "real world" works. What happens when the teacher "forgets" or simply doesn't reward the student? Some will feel as if they failed. It is more important to build their self-esteem, and confidence so this doesn't happen.
I feel that it is difficult to intrinsically motivate students. Similar to Kara, I feel that having a positive attitude makes a difference. Ideally, a teacher should always be excited about the lesson they are teaching. This can have an impact on other students. It is important to have lessons be engaging and hands-on when possible. I feel that students perform better when they are interested in the topic. It is helpful if the students can make a connection to the topic. Also, teachers should try to incorporate students' interests in the curriculum wherever they can. When students can relate to the topic and are engaged, you don't have to bribe them with rewards or other forms of extrinsic motivation.
|
|
|
|
Post by nstashenko on Oct 13, 2014 21:39:03 GMT -5
I agree with Kristine I agree that intrinsic motivation should be more prioritized then extrinsic. I believe that if you encourage intrinsic motivation it will continue throughout the school year. However if you encourage extrinsic motivation I feel that if you wont provide a reward the good behavior and the extrinsic motivation will shortly give up and the student will not try anymore because either they are not getting rewarded, don't like the reward or expect a different reward. However looking at the extrinsic factors such as things that teachers might not always have full control of such as the curriculum or standardized tests. working in a public school i think it is so unfair how they hold ESL students or even students with disabilities to the same bench mark as the rest of the students in the school because I believe that these students should be provided accommodations that will help them succeed. For example, I feel that it is unfair to distribute a science state test to a ESL student who just came to America and speaks no English yet the child and teacher are accountable for succeeding the same way as a student who has been attending and learning this information for the past 4 years and speaks and understands fluent English. Even with the accommodations I feel like their goals/objectives should be modified because they are a different level of learning then the rest of the students.
|
|
|
|
Post by nancy27c on Oct 15, 2014 21:12:38 GMT -5
I disagree with Kristine to an extent in that extrinsic motivation can be used in conjunction with the intrinsic. I have seen teachers who use the motivation as a random factor so that students do not expect it after every good behavior and do not know when the reward is coming and therefore do not associate these rewards with specific behaviors, but with overall behavior. Sometimes, the reward was for just being on task at a random point of the day, other times it was because the students answered a question correctly, but they did not get the reward for every (or many) correct questions. The teacher truly used randomness in his rewards. So I believe it is in the implementation of the system (or lack thereof) that shows we can still use reward along with intrinsic motivation.
|
|
Maria
New Member
Posts: 28
|
Post by Maria on Oct 16, 2014 16:04:40 GMT -5
Really great discussion guys, you all made some good points! kara positive energy is important and a teacher's attitudes definitely reflect upon his/her students. ayteama makes a good point that it's good to expect more from our students and help them become self-motivated to succeed in a second language. I agree with kristine14 that intrinsic motivation is more valuable and that it's important for lessons to be engaging so we don't lose students. nstashenko yes it doesn't seem fair that a new student who doesn't know the languge should be held to the same standards as a english speaking child right away & maybe that'd be more realistic down the road. nancy27c makes an excellent point that both extrinsic and intrinsic motivation can be used together if done correctly. Using intrinsic orientation has proven to be more beneficial for long-term retention but we can probably never completely remove extrinsic motives because some can be useful. Successful classrooms usually incorporate both. |
|
