From: Mary Brunk
Email:
Course: cd169:motivating children and adolescents in educational settings
College: San Jose Sate University
Instructor: Eugene Matusov
ClassWeb: http://www.ematusov.com/cd169
ChildrenObservations: No
Date: 20 May 1997
Time: 16:51:15
Remote Name: 146.74.93.23
Motivation to learn begins as anatural inclination in human beings, but is eventually shaped in such a way that it continually becomes not only tha cause and mediator of learning but the result of learning as well (Wlodlowski, R. J., Pelletier, L. G., & Ryan, R.M. 1991). Motivation to learn is extremely vulnerable to the distractions of daily existence. The frustrations that many teachers fail in trying to motivate hard-to reach students come from the realities of time pressure, and other stressw-producing situations that exist in many of our schols. Although the home atmosphere is the primary influence, the secondary influence in motivation involves the type of teaching that occurs. To motivate well educationally you must use good management techniques, have expectations that fit the student's capacities, and employ methods that call for interactive learning.
What comes to mind when you think of motivation? Perhaps you think, "My child is motivated; she wants to do well in her schoolwork; she wants to get good grades." The only trouble with that thinking is that motivation is more than a willingness to perform (McCombs, http://www.mcrel.org/products/noteworthy/barbaram.htm). Trying to reach students who seem to have lost interest in learning and are displaying no motivation to learn in school, or who are defeated or turned off to school for any number of reasons, is a frustrating and all to common experience for teachers and parents in today's schools. Yet, parents and teachers can help encourage learning. In fact, according to United States Secretary of Education Richard W. Riley, "Parents and families are the first and most important teachers. If families teach a love of learning, it can make all the difference in the world to our children" (http://www.mnea.org/102.htm).
I want to look at what we know about motivation to learn in children, and some of the factors that influence these motivations. What is motivation to learn and why is it so important? In the broadest sense, motivation is the level of incentive one has when work ing toward academic goals. This means the child is not only willing to learn but also cherish and enjoy the act of learning, as well as the outcome of learning (Wlodkowski, R. J., & Jaynes, J. H. 1990). Motivation to learn viewed as an internal guidence system that attempts to maintain a child's focus in the direction of learning, but must stand on its own, and compete against all the other attractions of daily existence. Students react to who teachers are, what they do, and how comfortable they feel in the classroom. In short, this is because motivation is a function of what motivation reasearchers Deci and Ryan (1991) describe as natural needs for control, competence, and belonging that exists in all of us. This understanding helps teachers realize that almost everything they do in the classroom have a motivational influence on students--either positive or negative.
Knowing how to meet individual learner needs for control, competence, and belonnging in the classroom is one key to student motivation to learn. Another key to motivation to learn, then is being aware--for each learner--of the degree to which learning tasks stimulate and/or regulated to students interest, the level of student control and choice that is encouraged, the necessary skill development that is fostered, and the resource and scocial support that is provided. An important distinction is whether choice is present and the degree od choice allowed. Another important distinction, is whether motivation is a natural response to the manage feelings arising from negative thinking about external conditions (e.g. teacher, curriculum, instructional practices). In many learning situations that are externally imposed, choices are limited to control and management of internal thoughts and feelings; behavioral choices are few (McCombs, http://www.mcrel.org/products/noteworthy/barbaram.htm). Motivation to learn is seen as a function of both (a) a personal assessment of the meaningfulness of particular learning experiences or activities and (b) the process of self-initiating, determining of choosing, and controlling learning goals, processes, and outcomes. This is intergrated work from Deci and Ryan (1991); McCombs and Wisler (1989); Mills (1991).
Internal conditions that can enhance motivation to learn in situations where what is to be learned are largly imposed from outside. External conditions that support these internal conditions include provisions for relevency, choice, control, fun, and support from others in the form of caring, respect, and guidence in skill development (McCombs,1991). Below are a few guidelines for motivating a child to succeed in school, as learned by research in Minnessota (http://www.mnea.org/102htm):
| Keep a positive attitude about school and learning. |
| Reinforce what your children learn in school. |
| Teach your children to respect eduators and school. |
| Help them to understand the purpose of homework and rules. |
| Get involved in your children's school. |
| Establish a realtionship with your children's teachers early in the year. When your children see that you are interested and value what they are doing at school, they will also begin to value school. Most importantly, continue to ask your children on a daily basis about school. |
| Be a role model for your children. Parents need to be role models for their children by showing their own enthusiasm and interest in learning. One way to show a commitment to learninf is by reading together. Provide the needed fuel and guidence. Children need love and support from their families to succeed and concentrate on learning. Instilling values such as commitment, respect and responsibility will assist children throughout their life journey. |
| Provide emotional security. One of the simplist ways to provide emotional support is by listening to your children and showing a non-threatening interest in what they do. A trusting, stable home life provides children with the peace of mind and inner security to concentrate on reading, writing, and other studies. |
| Put a value on effort as well as successes. Talk to your children and let them know that you are proud of their hard work and accomplishments. If your children are unsuccessful in some undertaking, do not make a big deal about it. |
| Talk about the situation, and encourage them to learn from it and try again. |
| Know your children and never give up on them. |
| Take the time to determine their areas of interest and expertise. All children are motivated by something. |
| Discover what sparks your children. |
| Keep believing in your children by providing the physical and emotional support they need. Your children's motivation is fueled by your hope and belief in them. They will keep learning as long as you hope and belef in them. They will keep learning as long as you keep believing in them (http://www.mnea.org/102.htm). |
CONCLUSION:
Motivation to learn must find a place along with motivation to play, motivation to be a good friend, and all the other motivations that exist and are born in the developing lives of children. The more that motivation to learn becomes a part of a habit, a routine, and a prior ity in children's lives, the more effectively and harmoniously they will learn in a place called school (Wlodkowski, & Jaynes, 1990). The primary stimulation for a child to develop and maintain enthusiasm for learning should come from home. A family that has a high degree of success with motivation is characteristically on with an active lifestyle. Motivation thrives in a home where the parents listen attentively to their children's problems. Having high expectations for your child is indeed a motivational tactic. You will motivate your child as you demonstrate that work is fun, necessary, and highly rewarding. The educational goals you set for your child need to be clearly defined and achievable. A major component in creating a motivational learning environment is interactive teaching. It is just what it implies--active participation from both the teacher and the student (http://www.bju.edu/press/resouse/hsh/0771b.htm).
REFERENCE
Deci, E.L., & Ryan, R.M. (1991). Amotivational apprach to self: Integration in personality. In R. Dienstbier (Ed.). Nebraska symposium on motivation: Vol.38. Perspectives on motivation (pp.237-288). Lincoln: University of Nrebraska Press.
McCombs, B.L., (1991). Motivation and lifelong learning. Educational Psychologist, 26 (2), 117-127.
McCombs, B.L., & Whisler, J.S. (1989). The role of affective variables in autonomous learning. Educational Psychologist, 24(3), 277-306.
Mills, R.C., (1991). A new understanding of self:role of affect, state of ming, self-understanding, and intrinsic motivation. Journal of experimantal education, 60(1), 67-81.
Wlodkowski, R.J. & Jaynes, J.H. (1990). Eager to learn: Helping children to become motivated to love learning. Jossey-Bass Publishers, S.F. Oxford. Chapter 3.
McCombs, B.L. Understanding the keys to motivation to learn. http://www.mcrel.org/products/noteworthy/barbaram.htm
Motivation for learning:encouraging you chikd http://www.mnea.org/102.htm
Let's talk motivation http://www.bju.edu/press/resource/hsh/0701b.htm
