2+Sample,+Motivation

= Motivation =

I chose "motivation" for my Wiki research because I believe motivating students is one of the most critical tasks of teachers. Looking over the available resources allowed me to examine the questions, "What factors affect motivation?" and "How can teachers create a classroom environment which intrinsically motivates students?"



=The Top 5 Things I Learned: =

1) There are two types of motivation: intrinsic and extrinsic.



====Motivation is defined as an internal state that arouses, directs, and maintains behavior. // Intrinsic motivation //is associated with activities that are their own reward. On the contrary, // extrinsic motivation //is created by external factors such as rewards, punishment, or competition. Extrinsic motivation cannot be successful in the long run because: ====
 * === The behavior last only as long as the reward is given ===
 * === Rewards only motivate students who would show the desired behavior anyway ===
 * === Punishment does not eliminate behavior, it only suppresses it ===
 * === Punishment does not generalize the undesired behavior ===
 * ** Punishment only works as long as the threat of punishment exists **
 * ** Punishment models aggression **

2) In the past, we have failed to transfer our knowledge about motivation to the field of education. We still use a "carrots and sticks" method (stickers, sweets, additional recess, loss of recess, or money!) to try to coax students into working harder, cooperating, or staying on task.



==== 3) Students are only motivated to do what a teacher wants them to do if their primary needs (deficiency needs) are met. According to Maslow the primary needs include survival, safety, belonging, and self-esteem. ==== ==== 4) Our secondary needs such as intellectual achievement, aesthetic appreciation, and self-actualization are our intrinsic motivators! People are motivated by a different set of factors. These include status, inquisitiveness, affiliation, power, achievement, aggression, gregariousness, and autonomy. As teachers we must find the factors that motivate each individual student. ====

5) Many students with learning disabilities suffer from a chronic success deprivation, because we tell them, "If you would just try harder, you would do better!" instead of realizing, "If they would only do better, they would try harder!"

Resources If you only have time to watch one video, I recommend choosing one out of a series of 9 by Richard Lavoie. These video clips are each 9 minutes long and together document an entire workshop for teachers on motivation. I would give these video clips a “5 out of 5” because they provide a thorough overview over the factors affecting student motivation and I find the many examples used in the presentation extremely helpful. Towards the end of the video Richard Lavoie details several techniques which can be used to deal with students who are only motivated by power. They include "minor choice technique" and "getting a commitment technique".

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The next two podcasts were published by National Public Radio (NPR). I enjoyed listening to NPR on a daily basis and these two resent podcasts beautifully contrast extrinsic versus intrinsic motivation.

The first podcast is an interview with the co-founder of Ultrinsic.com, Jeremy Gelbart, in which he explains that his web site will let college students wager cash on their ability to meet — or exceed — a certain grade. He claims the venture will motivate students, while critics fear it could encourage online gambling. I believe this concept is even worse than simple cash incentives!

The second interview introduces Corey Hardiman who won a Gates Millennium scholarship. During the interview Corey explains what motivated him to work hard in school despite his incarcerated father. I would give both of these interviews a "5 out of 5", because they are great illustrations of the difference between intrinsic and extrinsic motivation.

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The following report on PBS provides evidence that extrinsic motivators such as monetary incentives, common in our capitalistic societies, actually achieve the opposite of making people work harder or faster. I will give this video clip a" 5 out of 5" because it demonstrates that paying students for good grades will not achieve the desired outcome! media type="custom" key="8591940"

The article by Fran Smith //Greenbacks for Grades: Schools Use Material Rewards as Incentives// was posted on the Edutopia website in 2008. On the contrary to the PBS video above, Smith found that in some instances it might be beneficial to use extrinsic motivators to improve students academics. It really worked well for "students who never get anything" or "students who can earn a lot". I would give this article a "4 out of 5" because it raises some interesting points. The comments that follow the article are also interesting to read.

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The next video clip is from Daniel Pink's new book //Drive//. I like it because it brings self-motivation down to two final questions that can help us on a daily basis: "What is your sentence?", refers to the question what you would like to be remembered for and "Was I better today than yesterday?", reminds us to make small steps toward improving ourselves. I would give this video clip a "5 out of 5."

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I also would like to share a book by Thomas Good and Jere E. Brophy //Looking in Classrooms//. This is a great resource for beginning teachers looking for inspiration on student motivation and adapting instruction for individual learners. I would give the resource a "5 out of 5".

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Last but not least:

The following YouTube video clip was cut from 40 different movies and is the ultimate "inspirational" speech. Please watch it any time you feel unmotivated and I guarantee you it will make you feel better right away! Definitely a "5 out of 5."

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11) This is a Youtube but I couldn't get it to embed, "diabled by request." Here is the url @http://www.youtube.com/watch?v=RVQMX4cGyow