Professional eBook - The Motivated Student - Chapter 4: Discover the power of internal motivation

 The Motivated Student - Chapter 4: Discover the power of internal motivation

What have you personally learned about teaching from the reading?

I have learned that our job as teachers is not to motivate students but to create the environment where student's needs are met. Creating the need-satisfying activities and relationships that build strong internal world pictures are important for developing intrinsic motivation. Understanding that "(a)ll behavior is purposeful because the intent of our behavior is to create a match between the perceived world and the internal world" has shifted my perspective in how to address challenging behavior. Tuning myself into the idea that perceptions of reality are filtered (sensory, prior knowledge and values) opens up my thinking to processing how a student may be struggling between their internal world picture and the perceived world.  In addition, knowing that we all act purposefully to get what we want at a particular moment will also help me to understand student behavior.

What is the author's message that we are meant to take away from the reading?

Internal control is the best motivator in all human relationships. Applying internal control psychology to teaching makes us better teachers.  By creating a classroom where students feel safe and supported, develop power and competence and a sense of belonging, autonomy and fun helps students to construct a positive internal world picture and intrinsic motivation. 

Will you use any ideas from the article reading with your students?

The article doesn't provide specific strategies at this point - these apparently come in later chapters of this book. However, it does suggest that this mindset is important for teachers to develop in themselves also. Setting personal annual goals and daily goals for lessons help to develop our own internal world pictures. When our perceived world does not match our internal world, rather than get defeated by the negative feelings, keep those goals in mind and think about the changes you can make to get back on track. This will make me better equipped to instill the same mindset in students. 

What questions have arisen for you in the reading?

How can I differentiate instruction in my practice without having the same relationships that classroom teachers develop? TO DO: Look up Carol Ann Tomlinson for more information on differentiated instruction

How does the need to connect and belong change during child development? It seems particularly strong in middle/high school. What is the experience of educators of younger students?

What competency(ies) are addressed by the reading?

ProEd a.1.a. - In the area of the learning and learner, Learner development, as demonstrated by An understanding of how learners develop, recognizing that patterns of learning and development vary individually within and across the personal, physical, social, and academic dimensions;

How: Understanding that each learner has a unique personal internal world picture that is developed by need-satisfying events, people, behavior and values. 

ProEd a.1.b. - In the area of the learner and learning, Learner development, as demonstrated by The ability to facilitate developmentally appropriate and challenging learning experiences based on the unique needs of each learner;

How: Creating need-satisfying activities for each learner

ProEd a.2.a. - In the area of the learning and learner, Learning differences, as demonstrated by The ability to facilitate developmentally appropriate and challenging learning experiences based on the unique needs of each learner; understanding of individual differences and diverse cultures and communities;

How: Differentiation of lessons based on each student's needs 

ProEd a.2.b - In the area of the learner and learning, Learning differences, as demonstrated by: Ensuring inclusive learning environments that allow each learner to reach his or her full potential;

How: Creating a classroom where each student feels safe and supported, develops power and competence and a sense of belonging, autonomy and fun.

ProEd a.3.a. - In the area of the learner and learning, Learning environment, as demonstrated by: Working with learners to create and access learning environments that support self-directed individual and collaborative learning, based on each learner’s interests and passions; 

How: By ensuring that the classroom environment contains needs-satisfying activities that provide autonomy and freedom for students to pursue exploration of their interests and passions.  

Professional eBook Chapter: The Motivated Student - Chapter 2: Minimizing Your Use of Coercion

The Motivated Student - Chapter 2: Minimizing Your Use of Coercion

What have you personally learned about teaching from the reading?

I have personally learned that there is a fine line between creating structure and organization and coercion. A good teacher inspires students to get excited about learning - more work doesn't necessarily mean that the work is high quality.  

This quote also stood out to me "...some students are so driven to be autonomous that they will even accept failure (and its attendant consequences) to retain control of their lives". I never really thought of students skipping class or not doing work as a result of a power struggle but it makes sense. If a student is not engaged in the lesson, class or even in school in general, there is little internal motivation to learn. 

What is the author's message that we are meant to take away from the reading?

Schools are coercive environments but by providing student choice, we can limit the feeling of powerlessness in students.

Will you use any ideas from the article reading with your students?

I like the idea of having the class come up with expectations for the class. I have seen this done by other teachers and I think it brings a sense of student ownership and agency into the classroom.

I really like the idea of offering students an option for them to create their own assignments as long as they meet the educational objectives of the lesson. 

What questions have arisen for you in the reading?

How can I offer choice in my library lessons?

What can I do to be less rigid in my dealings with students in the library? 

How best to approach students that seem to be reacting to the the coerciveness of school (skipping class, disrespecting the library space or other people in the library)?

What competency(ies) are addressed by the reading?

ProEd a.2.a. - In the area of the learning and learning, Learning differences as demonstrated by An understanding of individual differences and diverse cultures and communities;

How: Offering student choice helps to combat the feeling of powerlessness that students can feel in school. When students can exert their autonomy, the feel more in control of their situation, more motivated and more inspired in their learning as opposed to being forced to adhere to rigid and strict rules and structures.

ProEd a.2.b - In the area of the learner and learning, Learning differences as demonstrated by: Ensuring inclusive learning environments that allow each learner to reach his or her full potential;

How: Having students participate in developing expectations for classroom behavior and procedures gives them a sense of ownership and a say in how their learning environment is structured.

ProEd c.1.a. In the area of learning facilitation practice, Use of assessment as demonstrated by: An understanding and ability to use multiple methods of assessment to: Engage learners in their own growth.

How: By allowing students choices in assignments and assessments, this motivates and inspires learners to express their learning in ways that work best for them.