- When reprimanding students, I will avoid talking too much about grades, discipline or punishment. I will try to lay out something about students’ goals or consequences of their misbehavior. This practice aims to help students think about intrinsic motivation not just extrinsic motivation.
- I would like to discuss with students about striving for success. I like the idea that the school should be in an environment which is not an ability game. The classroom is not a place to win points or overcome peers. Students should be instilled to think that success is when they can master skills or apply knowledge. The idea shall be dispersed to other teachers when managing their classrooms.
- Teachers should not push students with a sense of competitiveness too much. In such an environment of competition, students’ relationship among themselves may lead to be against sharing and cooperation. Students must learn to work in teams, getting chances to be leaders, fellows and followers. This will help enhance their EQ. From many researches from my previous study, people who have a high degree of EQ tend to be successful in their careers. This is because they are capable of people skills also meaning can be good members of the team.
1994 in which they study about the equity paradigm using a simple rule: “The
better the grade students wanted, the more credit they had to earn, irrespective
of how well others were doing.” I am in favor of the term ‘noncompetitive
success.’
4. When having a chance to discipline students, I will indicate failure is nothing
to fear. Dare to learn, dare to perform and accept it. If the students choose to do
only simple things just because to avoid failure, they won’t learn as much as
they should. However, teachers have a great role to support this practice.
Teachers should give corrective feedbacks and praise students when proper.
5. According to the Cognitive Evaluation Theory (CET), intrinsic motivation is
enhanced by the feelings of competence and a sense of autonomy. At this point,
to design the lesson, we can consider Kelller’s ARCS model regarding the
strategies to assure students of their competence. This can be done by explicitly
stating the requirements of the course so that students know what is expected
from them. Then, the self-perception of competence is facilitated. In view of
autonomy, Keller’ ARCS model can be related also in terms of the learner
control. Teachers may design the lesson with choices or opportunities such as
letting students select their topic of interest or their method of work presentation.
However, the characteristics of tasks which do not hold individual intrinsic
interest, we will have to consider using extrinsic motivation.
References:
Goal Theory, Motivation, and School Achievement: An Integrative Review. Martin V. Convington. 2000. California.
Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions. Richard M. Ryan and Edward L. Deci. 2000. New York.
Thank you Ornisa,
ReplyDeleteI enjoyed reading your comments and analysis because you offered a constructive thought for dealing with the ideas expressed in the articles. Foremost, you begin your reflection explain the prohibitions in the learning process: talking about grades, punishment,Then you go on trying to explain your future plan to achieve the desired outcomes. I think it is interesting to deal with intrinsic motivation than extrinsic motivation because the first one related to students themselves more than the extrinsic one. In many situations, teachers confront many obstacles to deal with extrinsic motivation because of lack of rewards or managerial obstacles in their schools.
In the second point, you mentioned that you wanted to discuss with students how to succeed and achieve their goals. This is an important issue. According to motivation theories and models, when students know the value of the instruction, this will promote intrinsic motivation among them. In addition, their expectations to succeed will foster this form of motivation.
For the third point, I disagree with you because competitiveness among students plays a vital role to enhance intrinsic motivation. Therefore, teachers and instructional designer should design their instruction based on strengthen intrinsic motivation.
Hi Ornisa,
ReplyDeleteYour reflection from Module 3 readings is very interesting. I want to comment on the following aspects. Firstly, I agree that talking too much about the grades and punishment will thwart intrinsic motivation. But if teachers talk more about the consequences of students’ misbehavior, will it also harm the intrinsic motivation? I think students may feel frustrated or get afraid of the consequences resulted from doing something wrong.
Secondly, teachers do need to stress success and failure. For one thing, instilling students a correct sense of success will help students to be cooperative and be able to share. For another thing, letting students know failure is nothing to fear will prevent the intrinsic motivation from being thwarted when students fail.
Finally, I like your point about the role of EQ in learning and your idea of bridging CET to Keller’s ARCS model. The ARCS model does offer teachers many strategies about how to simulate the intrinsic motivation as well as extrinsic motivation.
Hi Ornisa,
ReplyDeleteI really enjoyed reading this reflection. I think it is great how you specified what you took from the articles and how you will use it. For your number 2, I think that it is great that classrooms are not meant to be a competitive game and teachers need to be aware of that. Sometimes it seems that teachers are not aware or do not do anything to stop it so I agree that this should be shared with other teachers.
For number 4, again I completely agree that is so important. Students do fear failure so it is great to establish a classroom community where students understand that failing something could be the BEST learning experience for them and make them an even better student. For my personal experience, I always remember what I did wrong on and assignment because I refuse to make that mistake again.
Hi Ornisa,
ReplyDeleteI like that you address your response to very practical points. On the competition issue. This mode of grading what common when I was in college, the grading on a curve. However I also had professors who basically engaged in mastery learning; you knew how many points were needed for an A, B, etc. There was no mystery on what one needed to do to demonstrate mastery of the content.
However, the one dilemma is that that still focuses on grades. That is one external motivator that is difficult to get around. I recall once saying I didn;t care about the grade, I cared about what I learned. A teacher reminded me that, while that sounded good, when it comes to moving forward (getting into college, or grad school) what gets looked at is grades. So that external motivator is always out there.
I believe competition can play a crucial role in motivation, even for the intrinsic and extrinsic alike. Competition will foster both sources of motivation to be energized. Both can appreciate the fact that they will be challenged. In either case, the reward or the activity of competition can be stimulating to either learner that obtains their source of motivation extrinsically and intrinsically. Knowing this source of motivation can also help w/ goal setting. Each will have an idea of what they want to strive for, as it pertains to what motivates them.
ReplyDelete