En esta página, pongo una reflección de una de mis clases por la motivación de los estudiantes.
This page has a reflection about student motivation. I believe that as teachers we need to be the best we can be and do whatever possible to motivate our students. We have all of the skills to motivate them, we must figure out the best way to do so. As I said before, I am a person who loves music and have found songs that send across the message of motivation. If we all stick together, we can do it. We may just need a little help and push from others. It is really important to note that we all can do it and all may need help every once and a while.
The following song is Jordan Sparks' "One Step at a Time." It is a great example that we can do anything we set our hearts to, it just takes one step at a time to do so. We are all capable, we just may need to take our times and may need help. http://www.youtube.com/watch?v=PIE5QtkxzvM
The next song is titled, "Just Stand Up." It is a collaboration with many different artists (Beyonce, Melissa Etheridge, Carrie Underwood, Mariah Carey, Miley Cyrus, Mary J. Blige, Rihanna, Leona Lewis, Fergie) and it talks about not giving up. We just need to stand up and get through whatever life throws at us. http://www.youtube.com/watch?v=tfbxxd01mzk
The reflection on student motivation is as follows:
There are many theories that can be applied to the classroom that deal with student motivation. Teachers must create self-regulated learners, assess their individual characteristics, create a motivating environment, and develop interest in learning activities. All four of these characteristics are the building blocks of a mystery-focused environment, which emphasizes effort, continuous improvement, and understanding (Eggen & Kauchak, 2010). It is important to note that all four variables exist within each component and cannot be left out. They all go together cohesively.
When creating a motivating environment, teachers constantly struggle with students’ lack of effort and willingness to take responsibility for their own learning. Teachers want their students to be responsible and emphasize this in their classroom. In order to do so, teachers need to promote the development of self-regulation. Self-regulation is the process of setting personal goals, combined with the motivation, thought processes, strategies, and behaviors that lead to reaching the goals (Eggen & Kauchak, 2010, p. 322). Students that are self-regulated tend to set goals, monitor those goals, use metacognition, and use strategies to attain their goals. This is something that is a major challenge for teachers because students can set goals, but have a hard time maintaining the goals. Students must take responsibility of their own learning and remain motivated to do the things they want to do. Teachers should provide scaffolding and support for students by emphasizing the relationship between responsibility and learning and help students monitor their own goals. By doing so, students can ultimately become responsible for their learning and their goals. This leads to self-regulation and self-motivation. Students should also feel as though they are part of the learning process and that their contributions in the classroom are important (Eggen & Kauchak, 2010). This again promotes the students’ self-regulation.
The next step in promoting a motivating environment is the teacher’s self-assessment. Teachers are the one’s that make a difference in student learning, which is something very motivating. Teachers need to promote a personal teaching efficacy, or a teacher’s belief that he or she can cause all students to learn regardless of their prior knowledge or ability (Eggen & Kauchak, 2010). This is a key ideal that affects all of the students within the classroom. By having a high teaching efficacy, students tend to learn more and be more motivated. Teachers must also show have an interest in the subject they are teaching, the students they are teaching, all while holding them to high expectations. By having high expectations, teachers promote confidence, participation and motivation. Teachers who model and are enthusiastic tend to increase motivation within their students (Eggen & Kauchak, 2010). All of these are important things teachers must self-assess and evaluate when creating a motivating environment. The last and most important factor for teachers is to be caring. By caring for their students, they motivate and promote self-confidence. Since teachers are the most important factor in the classroom, it is key for them to self-assess themselves and be the best they can be.
Creating a positive classroom climate is the next thing that teachers can do to promote motivation in their classrooms. Both the teacher and the students must collectively come together to create this environment, which is a community of learners that all help each other achieve. The goal of this is to promote students’ feelings of safety and security, together with a sense of success, challenge, and understanding (Eggen & Kauchak, 2010, p. 322). The classroom must always be safe and orderly. By having a safe classroom environment, students have a sense of equilibrium, share authority with others in the environment, and create a sense of autonomy. The safe, structured, orderly environment promote self-efficacy and competence in the classroom (Eggen & Kauchak, 2010). This is something teachers need to promote if they want to create a motivating environment for their students.
The last motivating factor teachers can promote in their classroom is their lesson plans and activities. To promote motivation, teachers must initially capture and maintain students’ attention and engagement throughout a learning activity (Eggen & Kauchak, 2010, p.336). This is the most important thing teachers can do when developing lesson plans. There are different things teachers can do to attain motivation. By having introductory focuses, personalization, involvement, and feedback, students will in turn be more motivated and willing to learn. By having introductory focuses, teachers initially attract student attention and provide framework for the lesson. Once the focus is attained, teachers must relate the lesson to the lives of their students. This promotes learning, motivation, and involvement. Lastly, teachers must have feedback on what they are doing in order to know if they are doing things right (Eggen & Kauchak, 2010). By doing all of these things, teachers will promote motivation in the classroom.
Reference:
Eggen, P. and Kauchak, D. (2010). Educational psychology: Windows on classrooms. Upper Saddle River, NJ: Pearson.
This page has a reflection about student motivation. I believe that as teachers we need to be the best we can be and do whatever possible to motivate our students. We have all of the skills to motivate them, we must figure out the best way to do so. As I said before, I am a person who loves music and have found songs that send across the message of motivation. If we all stick together, we can do it. We may just need a little help and push from others. It is really important to note that we all can do it and all may need help every once and a while.
The following song is Jordan Sparks' "One Step at a Time." It is a great example that we can do anything we set our hearts to, it just takes one step at a time to do so. We are all capable, we just may need to take our times and may need help.
http://www.youtube.com/watch?v=PIE5QtkxzvM
The next song is titled, "Just Stand Up." It is a collaboration with many different artists (Beyonce, Melissa Etheridge, Carrie Underwood, Mariah Carey, Miley Cyrus, Mary J. Blige, Rihanna, Leona Lewis, Fergie) and it talks about not giving up. We just need to stand up and get through whatever life throws at us.
http://www.youtube.com/watch?v=tfbxxd01mzk
The reflection on student motivation is as follows:
There are many theories that can be applied to the classroom that deal with student motivation. Teachers must create self-regulated learners, assess their individual characteristics, create a motivating environment, and develop interest in learning activities. All four of these characteristics are the building blocks of a mystery-focused environment, which emphasizes effort, continuous improvement, and understanding (Eggen & Kauchak, 2010). It is important to note that all four variables exist within each component and cannot be left out. They all go together cohesively.
When creating a motivating environment, teachers constantly struggle with students’ lack of effort and willingness to take responsibility for their own learning. Teachers want their students to be responsible and emphasize this in their classroom. In order to do so, teachers need to promote the development of self-regulation. Self-regulation is the process of setting personal goals, combined with the motivation, thought processes, strategies, and behaviors that lead to reaching the goals (Eggen & Kauchak, 2010, p. 322). Students that are self-regulated tend to set goals, monitor those goals, use metacognition, and use strategies to attain their goals. This is something that is a major challenge for teachers because students can set goals, but have a hard time maintaining the goals. Students must take responsibility of their own learning and remain motivated to do the things they want to do. Teachers should provide scaffolding and support for students by emphasizing the relationship between responsibility and learning and help students monitor their own goals. By doing so, students can ultimately become responsible for their learning and their goals. This leads to self-regulation and self-motivation. Students should also feel as though they are part of the learning process and that their contributions in the classroom are important (Eggen & Kauchak, 2010). This again promotes the students’ self-regulation.
The next step in promoting a motivating environment is the teacher’s self-assessment. Teachers are the one’s that make a difference in student learning, which is something very motivating. Teachers need to promote a personal teaching efficacy, or a teacher’s belief that he or she can cause all students to learn regardless of their prior knowledge or ability (Eggen & Kauchak, 2010). This is a key ideal that affects all of the students within the classroom. By having a high teaching efficacy, students tend to learn more and be more motivated. Teachers must also show have an interest in the subject they are teaching, the students they are teaching, all while holding them to high expectations. By having high expectations, teachers promote confidence, participation and motivation. Teachers who model and are enthusiastic tend to increase motivation within their students (Eggen & Kauchak, 2010). All of these are important things teachers must self-assess and evaluate when creating a motivating environment. The last and most important factor for teachers is to be caring. By caring for their students, they motivate and promote self-confidence. Since teachers are the most important factor in the classroom, it is key for them to self-assess themselves and be the best they can be.
Creating a positive classroom climate is the next thing that teachers can do to promote motivation in their classrooms. Both the teacher and the students must collectively come together to create this environment, which is a community of learners that all help each other achieve. The goal of this is to promote students’ feelings of safety and security, together with a sense of success, challenge, and understanding (Eggen & Kauchak, 2010, p. 322). The classroom must always be safe and orderly. By having a safe classroom environment, students have a sense of equilibrium, share authority with others in the environment, and create a sense of autonomy. The safe, structured, orderly environment promote self-efficacy and competence in the classroom (Eggen & Kauchak, 2010). This is something teachers need to promote if they want to create a motivating environment for their students.
The last motivating factor teachers can promote in their classroom is their lesson plans and activities. To promote motivation, teachers must initially capture and maintain students’ attention and engagement throughout a learning activity (Eggen & Kauchak, 2010, p.336). This is the most important thing teachers can do when developing lesson plans. There are different things teachers can do to attain motivation. By having introductory focuses, personalization, involvement, and feedback, students will in turn be more motivated and willing to learn. By having introductory focuses, teachers initially attract student attention and provide framework for the lesson. Once the focus is attained, teachers must relate the lesson to the lives of their students. This promotes learning, motivation, and involvement. Lastly, teachers must have feedback on what they are doing in order to know if they are doing things right (Eggen & Kauchak, 2010). By doing all of these things, teachers will promote motivation in the classroom.
Reference:
Eggen, P. and Kauchak, D. (2010). Educational psychology: Windows on classrooms. Upper Saddle River, NJ: Pearson.