From: Kimberly A. Hodson
Email: Khodson@sisna.com
Course: CD 169, Motivating Children and Adolescents in Educational Settings
College: San Jose State University
Instructor: Eugene Matusov, Ph. D.
ClassWeb: http://www.ematusov.com/cd169
ChildrenObservations: No
Date: 21 May 1997
Time: 20:46:25
Remote Name: 205.218.46.11
What makes a child motivated to learn? Are some children naturally motivated to learn? Do others need a little help along the way? The answer to both of these questions is yes. Some children, for one reason or another, are highly motivated in everything they do. Others tend to be motivated only by things of interest to them. In this paper I will discuss ways that parents and teachers can help those children who need help with motivation to learn.
According to US 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.” From birth, parents need to instill the value that learning is important. Raymond Wlodkowski (1990) says that “The child who values learning is truly gifted because that child is becoming a lifelong learner” (p. 6).
There are many things that parents can do to motivate their children succeed academically. In a paper by the Minnesota Education Association, they suggest some guidelines to help encourage motivation. (http://www.mnea.org/102.html) First and foremost, parents need to be good role models for their children. The need to be good role models by showing their own enthusiasm and interest in learning. One way parents can show commitment to learning is by reading to their children. Educators recommend that parents begin reading to their children as early as birth. Parents can also show their interest in reading by reading newspapers, work-related material, and recreational information. As well, children need to be taught proper values, traditions, and beliefs, such as commitment, respect, and responsibility, in order to have a solid foundation before they go to school. Children also need to be given encouragement so they can develop courage and confidence in themselves. One thing that is very important for parents to do is that they need to know their children. All children are motivated by something, and parents need to take the time to find their areas of interest and expertise.
Once a child enters school there are other things that can be done to continue motivation. the main thing to keep in mind is to keep a positive attitude about school and learning. Children model what they see. Next, teachers say that it is a good idea to get to know their child’s teacher early in the year, or before if possible. That way parents can get a good feel of what the teacher’s expectations are, and the teacher will have a better understanding of the child’s individual needs. Parents also need to be involved in their children’s school. If they see that you are interested, they are more likely to be interested themselves. Another thing that parents can do is to help their children understand the purpose of homework. Let them know that in order to gain proficiency children need to practice, from rollerblading to multiplication tables. Parents also need to place as much value on effort as success. Children need to know that the process involved in completing a task is just as important as the product do that task. Basically, what they do to get the answer is just as important as the answer itself. Finally, parents need to never give up on their children. Children will keep learning as long as their parents keep believing in them.
Now in the classroom, there are some different things that can be done to help children to be motivated to learn. As we know, we cannot make a child learn, but there are other things that can be done to increase motivation. Madeline Hunter’s book Motivation, (1971) has many suggestions for teachers to facilitate motivation. She talks about how teachers can “manipulate environmental variables that may result in an increase or decrease of motivation” (p. 4).
First Hunter says “a certain amount tension or concern is essential to motivation” (8). She uses the example of a girl in a classroom who, instead of doing a multiplication math assignment, is daydreaming of boys. Hunter decides to manipulate the environment to create some tension. She best does this by telling the girl that she will miss her recess if her work is not completed. This make it clear that the teacher will not accept a paper that is incomplete. This also creates tension because the girl, who is interested in boys, will be missing recess and some opportunities to interact with these boys, so in turn she will want to finish her math paper. This may not always work, but it is a step in the right direction. Hunter also explains that it may be necessary to reduce tension if there seems to be too much pressure on a child. The idea behind this is supposed to stimulate the child, not stress them to the point of memorizing something in order to relieve their stress. As Barbara McCombs says, “Knowing how to meet individual learner needs for control, competence, and belonging in the classroom is one key to student motivation to learn” (http://www.mcrel.org/products/noteworthy/barbaram.html).
The next thing Hunter talks about is manipulating an assignment to increase interest. Let’s use the previous child as well in this example. We will call her Sally. We know that Sally is interested in boys. We also know that she seems uninterested in the math assignment. Instead of just doing straight multiplication tables, why not change the assignment a little to put in Sally’s perspective. So instead of Sally just figuring out what 2 times 4 times 10 is, why not have her figure out this: Teenagers, on the average are allowed to date 2 times a week during a school year. How many dates are possible for a girl between the months of September and June? This slight manipulation of the assignment will increase Sally’s motivation to do the problem. It is very important that children can relate with what they are learning. If teachers can make learning relevant to their everyday lives, children will be more likely to be motivated to learn.
In conclusion, I feel that parents and educators need to be aware of each individual child. They need to pay attention to their needs, their feelings, and their attitude. Parents need to instill a positive attitude in their children, while teachers need to reinforce it. Parents need to encourage without putting too much pressure on their children. Teachers need to be adaptable to the ever changing needs of the children in his or her care. The most important thing that a parent or a teacher can do is to always encourage children to strive to be the best they can be.
Remember that children remember a lot about their teachers and parents, not all good, not all bad, but they do remember. Teachers need to know they are very influential to the children they teach, and they need to be very careful how they treat every single child.
References
Hunter, M. (1971). Motivation. El Segundo, CA: TIP Publications.
Wlodkowski, R. J. (1990). Eager to Learn. San Francisco, CA: Jossey-Bass Inc., Publishers
http://www.mcrel.org/products/noteworthy/barbaram.html.