For this course, our main text was named simply Motivation. This is a huge topic, since without motivation as an educator I have no way of getting information across to my students in any sort of meaningful way. The text did provide some very valuable structure in terms of ideas of actual implementation. It mainly supported many of the Constructivist ideas I had already been exposed to, but instead of a vague presentation of ideas, contained research and statistics to back up these philosophies and how to use them in the classroom. The Scientist within me rejoiced at these hard, organized facts! I wished I had the paper version, so I could scribble thoughts and use the "toolbox" at the end of each chapter. Some of my favorite ideas:
I really agree with the theory about how effective it is when we start by setting the standards at floor level, not ceiling, and creating smaller steps as opposed to more intimidating larger ones in order for students to experience success as they move towards higher self efficacy and goal achievement. I have been able to use this in my classroom as students keep track of their own reading in little notebooks, book by book. At first it seems like a chore, but when they see the final list (that I typed up) they beam with pride at it's length and depth. This has also been seen in all of the personal reflections that our school used as a means for self regulation and awareness. Instead of a teacher-centric conference the kids wrote their own reflections (three times a year) about each subject, what they liked/disliked about it, what they were looking forward to, and what they struggled with and then a clear outline of their short and long term goals. After I read the text, I realized all of the wisdom behind this process, which is surely time consuming for the student, but so valuable because it is authentic and they can track the path of their own learning.
I loved reading anecdotes about children (stories are always the highlight for me) who were told they could succeed, educated about the brain chemistry behind neural plasticity and the relationship of effort to outcome, who then surpassed their own past standards and arrived at new levels of engagement with the material.
This was perhaps the most powerful concept for me, this idea that the mere thought and suggestion that someone can do better, actually enables that process. I will be sure to emphasize this fact in all of my future classes, especially with students who have a fixed mindset about their own limits. In my own life, perhaps I will be less forgiving with myself when learning gets difficult and I have been known to blame it on my lack of ability. Now, equipped with this new information I realize that so much boils down to effort.
I adored Isennagle's (1995) speech about welcoming her students and when she discusses setting aside time for the cultivating of the spirit daily, I found that essential and beautiful.
In regards to teacher efficacy, when teachers truly care, and the students feel that internally, they do perform better. When we feel like we can affect change, we do. This echoes the ideas of manifestation I have reveled in. I have had instructors whom I admire and want to please, who make me want to give them my all, and once I begin down that path it slowly moves away from just the yen to please into a realm of authentic learning.
I also resonated with the ideas of giving feedback using individual comparison standards, as opposed to comparing students with their peers, as I think that it makes so much sense to treat each individual as unique as opposed to the entire as being homogeneous.
I have been exposed to Alfie Kohn before, and his ideas about doing things with children as opposed to doing things to them, is one I feel strongly about. I thought about vegetables, since normally they are presented as a sort of means to an end, and many teachers use education as thus. By saying "eat these and then you can have dessert", you are implying that vegetables themselves must not be very tasty in their own merit, merely something to endure before ice cream scoops. Education is all too often presented in much the same vein.
Intelligence is not fixed! These mindsets which do not see the potential for anyone to surpass their struggles and make strides are poisonous to all around them.
The importance of making mistakes as a critical part of the learning process was also emphasized, and I cannot agree more. Often I have made mistakes on purpose just so I can see their glee catching a spelling error on the board and then move to explain that we all have learning to do, that the process is never truly over. The more honest they are with each other about their feelings and emotions about learning the more they realize that many of them are in the same boat and that they can help each other in areas of struggle.
According to Alderman, even younger elementary age students were very aware of teachers treating different students "differently". I will try to be more aware of this tendency, as although is crucial to recognize diverse learning styles and teach accordingly I certainly do not want students to feel as if I expect more/or less from them than any of their classmates.
Above all, this text made me ponder my own awareness of all of these theories, as it is one thing to discuss the ideas and another beast entirely to implement them.
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