Saturday, March 24, 2007

Critical Reflection on Improving Student Motivation


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.

Essential Elements of a Good Discipline Model

What are the essential elements of an adequate discipline model?

An adequate discipline model is one which optimises the circumstances in which teaching and learning occur. This is a highly individual matter and no particular model will fit every situation.
In addition, the discipline model chosen by the teacher will ideally be compatible with his/ her own convictions and with the educational philosophy espoused by the school.

The element which is of vital significance is the creation of positive student-teacher relationships. This is the lasting and invaluable contribution of William Glasser and the foundation upon which all other methods, agreements and techniques rise and fall.

A teacher must be able to draw upon a wide range of discipline techniques ranging from the use of behaviour modification to positive behaviour leadership, depending on what the particular situation calls for. The goal should always be, however long the path, leading the individual to a position of authentic self-responsibility.

It is of vital importance that the teacher has a sound understanding of the psychological theories upon which the various discipline techniques are based and is engaging with the students in a pre-emptive way to avoid problems arising. In the article: “Teachers Make a Difference”, (1) John Hattie highlights the practice of expert teachers in terms of being ‘effective scanners of classroom behaviour’ and being able to ‘anticipate and prevent disturbances from occurring’. Hattie also concurs with Glasser’s view on relationships: ‘respect them as learners and people, and demonstrate care and commitment for them’.

This implies an inner approach of connectedness, of working together. On this basis, guidelines for responsible behaviour can be established openly with the students. The aim of such guidelines is to nurture a sense of belonging, as highlighted by Dreikurs, and to establish a clear framework in which meaningful learning can take place.

Such discipline models must be complemented by competent and enthusiastic teaching. This in itself creates students who are engaged and inspired, responding to a voice of inner authority: In the book ‘Teachers who Change Lives’, (2) Leslie Devereaux describes such an optimal learning situation:

“He was the kind of man who could hold the class’s attention. He took himself seriously in the sense that he took the act of living seriously and I think his authority came from that -I don’t remember him foisting anything on us, but his love of things kept spilling out, his passions…”

These essential elements of a good discipline model culminate in the experience expressed in the words of William Glasser: “Education is the process in which we discover that learning adds quality to our lives.”




(1)Hattie,John: Teachers Make a Difference: What is the Research Evidence? University of Auckland 2003



(2)
Metcalfe,A and Game,A Teachers who Change Lives 2006 Melbourne University Press, Melbourne

Monday, March 19, 2007

Code of conduct for Parents and Caregivers




“There are two lasting bequests we can hope to give our children.
One of these is roots, the other, wings.” Hodding Carter




Parents and caregivers!

Live by example. Teenagers hate hypocrisy. Walk the talk!

Share your lives with your teenagers in a way that is authentic and loving. Share your search for meaning, your struggles and failures as well as your hopes, achievements and questions.

Express your beliefs; describe your faith but never force them onto your teenage child.

Communicate the challenges involved in making responsible choices in life. Involve your teenager in such processes- seeing all sides of an issue and coming to decisions.

Allow your teenager, step by step, to consciously recognize the balance between freedom and responsibility. Support them in increasing their levels of self-responsibility with age.

Take time. Really make the space to spend time together. Share a meal together daily in the absence of television or radio. Listen without judgment.

Be patient. Allow for phases, fads, extremes and contradictions. Nurture your sense of humour.

Show understanding and be generous in times of stress, such as exams or a romance break-up. It will be appreciated.


Be real. If you are annoyed or angry, say so. Don’t pretend you are something that you are not. Communicate honestly your needs e.g. those relating to cleanliness.

Talk to other parents to help put your situation in perspective. Seek professional advice if you need support.

Negotiate boundaries based on common sense. Some issues are black and white, e.g. “Never get into a car with a drunk driver. Call us or call a taxi.” Most issues have grey areas and need open discussion. Negotiate logical consequences should these boundaries be transgressed.

Encourage an active social network as well as out-of -school activities such as soccer, dance, music lessons. Show genuine interest and a willingness to support both financially and with your time.

Be compassionate. Do something for others with your teenager e.g. the Oxfam walk.

Respect your teenager’s need for privacy.

Forgive. Teenagers make mistakes. Don’t hold grudges.

Rejoice! Acknowledge achievements, and positive behavior.


Monday, March 12, 2007


William Glasser
“It is almost impossible for anyone, even the most ineffective among us, to continue to choose misery after becoming aware that it is a choice.”
These Seven Caring Habits are:
1) Supporting;2) Encouraging;3) Listening;4) Accepting;5) Trusting;6) Respecting; and7) Negotiating differences
while also listing his Seven Deadly Habits:
1) Criticizing;2) Blaming;3) Complaining;4) Nagging;5) Threatening;6) Punishing; and7) Bribing or rewarding to control
(William Glasser Institute, 2005).

Classroom Management

Glasser's Theories in Practice:
http://www.brains.org/classroom_management.htm