Motivation

An instructor has the ability to change the atmosphere of a classroom, by creating a motivating and safe learning environment. As a human-being, you want to feel safe and respected not only by your peers, but your instructor as well.    Brophy states, “Teacher personality and behavior have a powerful impact on whether a student feels motivated in a course.” (Brophy, 2004).  According to educational research, “Effective teachers are the most important factor contributing to student achievement and have a lasting effect on student learning.” (Stronge, 2003, pp. 48-52).  As a student myself, this especially rings true. I’ve put in extra effort when the instructor has believed in my abilities, driving me to achieve higher results.

Why did you select this particular motivational strategy?

This strategy exemplifies everything I want to be as an instructor; motivating, compassionate and approachable.  “A display of your motivation and passion, motivates your students.” (Bain, Nilson, Delong, & Winter, n.d.).   Energy is infectious, and my hope is that the energy and enthusiasm I project will be mirrored back to me.  Equally as important, is to create a safe and comfortable learning environment by promoting respect and nurturing confidence.   “To engage students in mindful ways, educators must support learners’ innate sense of curiosity and foster confidence.” (Burger, 2016). Edward Burger, President of Southwestern University, also states, “Confidence does not mean that we are devoid of doubt, but rather that we can move forward with a potential solution or answer and then be willing to engage in an open-minded process to further explore both the issue at hand as well as the promise of new insights.” (Burger, 2016).  As an instructor, I have to ask myself, what is it that I want my students to grasp and take away from this class? Certainly, course content won’t be enough in the real world to succeed.

Where would this motivational strategy work most effectively?

Enthusiasm, energy, and passion are not buttons that can be turned off and on, you either possess those qualities or you don’t.  I believe staying consistent is crucial to student success, which we established in adult learning theories.  As reference, I cite Raymond Wlodkowski’s motivational framework which I consider as the groundwork.  An invaluable tool in staying consistent throughout the course.   

Establishing inclusion, would act as my foundation. Creating a safe learning environment, promoting mutual respect, fairness, and camaraderie.  Developing a positive attitude, allowing the students to have a sense of control on what they want to learn and how it relates to their interests.  “Assess the learner in a variety of ways (tests, papers, projects, presentations, etc.) to give students more control over how they show their understanding to you.” (Bain, Nilson, Delong, & Winter, n.d.).   Students are individuals, and no two people are alike. Therefore, I see this resonating with both the intrinsic and extrinsic learner.  Enhancing meaning to challenge and engage, in turn, encourages critical thinking and cultivating a deeper meaning, thus maintaining student interest.  Lastly, engendering competence; creating an understanding that students are effectively performing something that have real world connections. This would allow the instructor to provide positive and constructive feedback, helping build student confidence.  Wlodkowski claims the utilization of his motivational framework, would work in concert to elicit enhanced adult motivation for learning throughout the entire learning sequence. (Wlodkowski, 2008).

What aspect of motivation are you examining in this report?

The aspect of motivation being examined in this report is intrinsic, as it’s driven from within for genuine purposes. “Intrinsic motivation occurs when we act without any obvious external rewards.” (Cherry, 2019). “We simply enjoy an activity or see it as an opportunity to explore, learn, and actualize our potentials.” (Cherry, 2019). However, educational researchers have found that, “Students who are not intrinsically motivated by their studies will put forth reasonable effort if they like and admire their teacher, just as they may become apathetic or resistant if they view their teacher negatively.” (Brophy, 2004, pp. 27-28).   We must also bear in mind,  “Students are individuals, therefore a variety of approaches may be needed to motivate different students.” (Bain, Nilson, Delong, & Winter, n.d.).  This can be challenging, but definitely attainable. Speaking from experience, the extrinsic learner is often disconnected and can have a negative effect in the classroom.

Who would be impacted by this motivational aspect?

I honestly don’t see one particular group that would be impacted to a greater degree than the other.  I believe this aspect would empower both the intrinsic and extrinsic learner; it may also benefit the educator.  Developing autonomy, nurturing confidence, and promoting curiosity may be a diverse approach to learning, perhaps even challenging the intrinsic learner. Building a foundation of respect, promoting positive attitude, and connecting with your students may gravitate to the extrinsic learner.  Although, it may seem quite the undertaking on behalf of the instructor to not only teach but exhibit these skill’s as well.  In my opinion, a compulsory need for effectiveness in the classroom.