Critically reflect on the theories of at least two psychologists and apply their theories to techniques for improving student motivation.A student who is motivated believes that the content to be learned will, in some way, be either of extrinsic or intrinsic benefit to him/her. The student sees the learning tasks to have some relevance to his/her path in life. This motivational factor relates directly to the fulfillment of needs, as discussed by both Maslow and Glasser.
Maslow’s needs view of motivation describes in ascending order the basis on which meaningful learning can occur. Maslow argued that if one or a combination of these needs were not being met, a student would adjust his/her behavior to meet the defecit.
This is a phenomenon that I observe on a daily basis in the classroom. As a teacher of creative performing arts, I am often challenged by teenagers who claim my subject area to be ‘useless’. If, however, I explore a theme which I know to be in some way connected to their lives or interests, the willingness to participate constructively is heightened. It is the task of the teacher to foster engagement by reaching out to the student so that he/ she can see relevance and thereby satisfy higher order needs.
Similarly, Glasser proposed the following needs: survival, and the four fundamental psychological needs : connectedness/love, power/significance, freedom/responsibility and fun. In my opinion, Glasser’s view reaches to a deeper level than Maslow’s by stressing the fundamental basis of relationships for student motivation.
Although the word is rarely mentioned in public debate on education, the underlying principle is love. In the article : “Teaching as a form of Love”, (1) Metcalfe and Game explore the value of relationships in teaching. They make reference to the works of the philosopher Martin Buber. His “I-Thou” relationship basis allows both teachers and students to see the ‘undefended essence’ of each person. Such a meeting , according to Buber, is where Life happens. Rudolf Steiner education recognises this essential foundation for all meaningful education:
“Receive the child in reverence, Educate the child in love, Let the child go forth in freedom”.
As depicted in the film “Stand and Deliver”, a student can be motivated to near miraculous achievement on the basis of a loving, supportive, respectful and challenging relationship with his/ her teacher.
The second factor of significant influence on student motivation is the self-concept of the student,as well as the beliefs held by the student about the value of his/her learning capacities(self-efficacy). These beliefs impact strongly on the willingness of a student to make a sustained effort or even to ‘have a go’. Weiner(1992) explored the attribution view which examines the factors to which a student attributes his/her success or failure. Those factors which a student believes to be out of his/her control (such as an unreasonably tough exam) undermine student motivation.
A teacher must set meaningful and attainable goals for the students which build on a sense of progress and success. In my teaching experience, I have found that students will willingly work beyond the time limits of the lesson if they are being helped to unravel a ‘knot’ and leave with a sense of confidence and achievement.
The important implications for teachers revolve around the understanding of what students believe about the reasons for their achievements or ‘failures’. I recently had a long discussion with a teenager who was convinced that she was ‘too dumb’ and a ‘loser’ due to the fact that her closest friends are exceptional high achievers. Her belief that she can never match them undermines her self esteem radically..
The third factor influencing student motivation is teacher expectation. A student will rise or fall in both behavior and achievement levels according to the ‘label’ he/she has been given by a teacher. This concept has been increasingly recognised since the publication of “Pygmalion in the Classroom” by Robert Rosenthal and Lenore Jacobson (1968) (2). The effects of teacher expectation can be significant at an individual level, a class group level or a school level.
Rosenthal and Jacobson concluded that self-fulfilling prophecies were commonly at work.
“The teachers had subtly and unconsciously encouraged the performance they expected to see. Not only did they spend more time with these students, they were also more enthusiastic about teaching them and unintentionally showed more warmth to them than to the other students.” (3)
Beginning teachers, as well as those of many years experience must be vigilant in honestly examining their expectations of and attitudes towards students, the influence of which cannot be underestimated. This words from Rudolf Dreikurs sum up the essential aspects of productive teacher-student relationships:
If a child lives with criticism, he learns to condemn.
If a child lives with hostility, he learns to fight.
If a child lives with ridicule, he learns to be shy.
If a child lives with fear, he learns to be apprehensive.
If a child lives with shame, he learns to feel guilty.
If a child lives with tolerance, he learns to be patient.
If a child lives with encouragement, he learns to be confident.
If a child lives with acceptance, he learns to love.
If a child lives with approval, he learns to like himself.
If a child lives with recognition, he learns it is good to have a goal.
If a child lives with honesty, he learns what truth is.
If a child lives with fairness, he learns justice.
If a child lives with security, he learns to have faith in himself and those about him.
If a child lives with friendliness, he learns the world is a nice place in which to live, to love and be loved.
http://wik.ed.uiuc.edu/index.php/Dreikurs,_Rudolf
(1): Metcalfe,A and Game,A Teachers who Change Lives 2006 Melbourne University Press, Melbourne
(2) Rosenthal, R., & Jacobson, L. 1968. Pygmalion in the Classroom. New York: Holt, Rinehart & Winston.
(3) David Newman and Rebecca Smith. (Created September 14, 1999). Copyright Pine Forge Press. http://www.pineforge.com/newman.
As depicted in the film “Stand and Deliver”, a student can be motivated to near miraculous achievement on the basis of a loving, supportive, respectful and challenging relationship with his/ her teacher.
The second factor of significant influence on student motivation is the self-concept of the student,as well as the beliefs held by the student about the value of his/her learning capacities(self-efficacy). These beliefs impact strongly on the willingness of a student to make a sustained effort or even to ‘have a go’. Weiner(1992) explored the attribution view which examines the factors to which a student attributes his/her success or failure. Those factors which a student believes to be out of his/her control (such as an unreasonably tough exam) undermine student motivation.
A teacher must set meaningful and attainable goals for the students which build on a sense of progress and success. In my teaching experience, I have found that students will willingly work beyond the time limits of the lesson if they are being helped to unravel a ‘knot’ and leave with a sense of confidence and achievement.
The important implications for teachers revolve around the understanding of what students believe about the reasons for their achievements or ‘failures’. I recently had a long discussion with a teenager who was convinced that she was ‘too dumb’ and a ‘loser’ due to the fact that her closest friends are exceptional high achievers. Her belief that she can never match them undermines her self esteem radically..
The third factor influencing student motivation is teacher expectation. A student will rise or fall in both behavior and achievement levels according to the ‘label’ he/she has been given by a teacher. This concept has been increasingly recognised since the publication of “Pygmalion in the Classroom” by Robert Rosenthal and Lenore Jacobson (1968) (2). The effects of teacher expectation can be significant at an individual level, a class group level or a school level.
Rosenthal and Jacobson concluded that self-fulfilling prophecies were commonly at work.
“The teachers had subtly and unconsciously encouraged the performance they expected to see. Not only did they spend more time with these students, they were also more enthusiastic about teaching them and unintentionally showed more warmth to them than to the other students.” (3)
Beginning teachers, as well as those of many years experience must be vigilant in honestly examining their expectations of and attitudes towards students, the influence of which cannot be underestimated. This words from Rudolf Dreikurs sum up the essential aspects of productive teacher-student relationships:
If a child lives with criticism, he learns to condemn.
If a child lives with hostility, he learns to fight.
If a child lives with ridicule, he learns to be shy.
If a child lives with fear, he learns to be apprehensive.
If a child lives with shame, he learns to feel guilty.
If a child lives with tolerance, he learns to be patient.
If a child lives with encouragement, he learns to be confident.
If a child lives with acceptance, he learns to love.
If a child lives with approval, he learns to like himself.
If a child lives with recognition, he learns it is good to have a goal.
If a child lives with honesty, he learns what truth is.
If a child lives with fairness, he learns justice.
If a child lives with security, he learns to have faith in himself and those about him.
If a child lives with friendliness, he learns the world is a nice place in which to live, to love and be loved.
http://wik.ed.uiuc.edu/index.php/Dreikurs,_Rudolf
(1): Metcalfe,A and Game,A Teachers who Change Lives 2006 Melbourne University Press, Melbourne
(2) Rosenthal, R., & Jacobson, L. 1968. Pygmalion in the Classroom. New York: Holt, Rinehart & Winston.
(3) David Newman and Rebecca Smith. (Created September 14, 1999). Copyright Pine Forge Press. http://www.pineforge.com/newman.
