Chapter 11 - Motivation

After reading this chapter, I couldn't help but consider the ways in which I am motivated to learn.  I used to always say that I loved school and actually enjoyed learning.  However, once I started digging deeper into the reasons behind why I worked so hard and did so well, I wonder if that was completely accurate.  Sure, I loved and still enjoy reading and writing.  It comes so easy to me, so how could I not like it?  That still doesn't mean I get enjoyment from reading textbooks or writing lengthy papers, though, and I definitely didn't only read and write in school.  What factors were truly motivating me, then?  

Contrary to what I've always told myself, I've realized that I have been very extrinsically motivated.  School has always come easy to me, and I think that in and of itself has pushed me to do my best in school.  Instead of feeling like I could slack off, I felt like I had a reputation to uphold.  Starting in kindergarten, I was always in the top of my class.  Therefore, I had to continue to work hard and over achieve at times, so that my peers, my teachers, and my parents continued to view me as smart and as a good student.  I didn't want to disappoint anyone.  I worked hard so I could have the highest grade and the status and praise that came with it, and often this meant simply learning material for the sake of a test or assignment.  It hasn't been until recently that I've noticed a switch in my motivating factors.  While I still want to please my teachers and parents and one of my goals is still to achieve an A in my classes, I also am more interested in ensuring I actually comprehend the material.  Instead of working for the grade, I'm working for the knowledge because I know that the material is relevant to my future career.  I am passionate about teaching and helping students meet their full potential, but how can I expect to do so if I am not working to meet my full potential and learning all that I can?  My experiences have made me question how to approach my students, though.  My success in education was based largely on extrinsic motivators which too much, according to the book, can be a bad thing.  What does the ideal balance of intrinsic and extrinsic motivation look like?  Even if it means success, is too much extrinsic motivation really all that bad?  

Another section of the book that I related to was the section about enhancing students' sense of relatedness. I remember looking up to my teachers and being motivated to please them because they respected and seemed to truly be interested in my success.  My fourth grade teacher, in particular, made the greatest impact on me.  That year my mom was diagnosed with cancer, so naturally it caused a lot of distractions in my life.  My teacher made time each day to talk with me about anything I needed to, and she took the time to help me on assignments if I didn't complete them because I was at the hospital all night.  She helped keep me interested in my school work since I wasn't getting the full attention and support I was used to having at home.  Even though this extra support I needed was only temporary, I see how important it may be to provide it to those that don't receive any support from home.  I hope to create an environment for my students in which they are comfortable to try new things and motivated do their best work because they know that I care whether they succeed or not.  I think scheduling time each week to meet with each student could really help.  Not only could it help build a reciprocal relationship, but it may help me learn about their interests in order to better plan lessons that will be intrinsically motivating for them.

The chapter really helped me realize how large of a role motivation plays in students' learning and planning instruction.  Right now, it is a little overwhelming thinking that I need to reach out to twenty-some students with varying motivating factors and instruct and reward them in ways they will all find beneficial.  However, I think a lot of that understanding will simply come with time.  Also, after coming to understand my own personal motivating factors and experiences, I believe I have a better idea of how to begin approaching my future students.           

Chapter 14

Before reading the chapter, I don't think I realized there were so many different methods of assessing students.  I feel like when you mention assessment and you grew up in Tennessee, your mind automatically goes to TCAPs. However, that's only one form of assessment (standardized), and that type is not always appropriate for every situation. Looking at the diagram on pg. 505 really got me thinking about all the other forms of assessments and situations in which they would each be useful.

Informal vs. Formal Assessment
Informal assessments will probably be used most often in my classroom. I think they're a great way to quickly get an idea of where your students are and can help guide your instruction. For example, if I'm reading a story aloud and I notice a lot of people with confused faces, I may ask a simple question about the section I just read. If most cannot answer, then I may need to reread and explain that section more in depth. On the other hand, if I want to know if my students understand the entire story I may tell them to read it on their own for homework and be prepared to take a quiz the next day. This gives the students time to prepare and the worksheet results would pinpoint specific parts of the story that they either understood or struggled with.  

Paper-Pencil vs. Performance Assessment
The quiz I suggested above would also be a type of paper-pencil assessment since it would require students to respond to specific questions on paper. However, another beneficial way to asses my students' knowledge of the story would be to have them retell the story in their own words or perhaps act it out in groups. Some students may be better able to respond in this manner, and it may provide me with more feedback compared with only receiving answers for the particular quiz questions chosen.

Traditional vs. Authentic Assessment
When I think about traditional assessment, I automatically think math. Many of the math problems I did as a student felt completely disconnected from the real world.  A traditional assessment in my classroom would be like giving a worksheet that included money addition and subtraction problems. To assess my students knowledge of using money, I think I'd rather use an authentic assessment and have them "buy" products from their classmates at a fake store. Money is something that is used everyday, so I think it's more useful to see if they would know how to transfer their knowledge to a real-world situation.

Standardized Test vs. Teacher-Developed Assessment
I think teacher-developed assessments are best used the majority of the time. Teachers can create tests based on what their students have learned up to that point. Every class and child is different, so a standardized test may not always be the best route. As a teacher, you may not be as far into the material that a standardized test thinks you should be, so you're students may not even understand some of the test  items. By making my own tests, I can design it specifically for my students and to assess the specific concepts I want to see if my students understand. For example, if I want to see if my students understand the concept of story sequence, I can create a test that specifically asks sequence questions. However, I think standardized tests are good when you want to compare your class to others in your school, school system, or the country.

Criterion-Referenced vs. Norm-Referenced Assessment
When it comes to disadvantages, I think norm-referenced assessments have the most. I don't think it promotes growth by comparing a students performance to that of another; instead it promotes competition. While competition can create motivation which is great, I worry that it can also stifle progress. Students may simply focus on beating their peers instead of helping them when they can. Also, the amount of effort it takes to surpass their peers may be less than what they're actually capable of. However, I do think at times it helps to see where each child stands compared to the entire class, so that you have a basic idea of who might need individualized instruction. I think criterion-referenced assessment has the most advantages because it puts students on an equal playing field. It is based on their personal performance, so as long as they put in their best effort they will be rewarded.

Post 1 (Introduction)

During our first class session, a huge weight was lifted off my shoulders! It was such a relief to hear that everyone has concerns about going into the classroom. Throughout my courses, I've learned a lot about what I should do to be an effective teacher, but not a lot about the research behind why the methods are effective or how to make them work in a real-life classroom. I am especially interested in learning how to be a reflective teacher and get my students motivated and enjoying learning. I am hoping that by the end of this class I'll have a better understanding of how to critique my teaching and adapt to best meet the needs of my students. I struggle with self-critique and am often way to hard on myself, so I'd really like to improve and reflect in a more positive way. As a psychology major, I have also learned a little bit about a variety of learning theories. I have basic knowledge about the different ways students learn, but would love to know more about the research behind these theories and how to use these theories when planning instruction. For example, will students learn more through a hands-on activity, through reading, or through a film? Is complex material best taught in a specific way? How do I adapt for students who learn differently?

I have so many more questions and topics that I'm interested in learning more about, and I'm excited to dive into this class and get started! I believe this class is going to be very beneficial, especially as I begin my internship in the fall. The whole goal of teaching is to help students grow their knowledge, and it's impossible to do so without first understanding how children learn, what motivates them to learn, how to assess their growth, understanding what methods are working or not working, adapting your instruction, and creating an environment conducive to learning. This class will touch on these aspects and give me opportunities to practice and grow my own knowledge, which I can only hope will help me feel more relaxed that first day I step into a classroom.