Motivation is at the heart of anything we could endeavor to do, to become, to believe. I have always been challenged myself to maintain motivation in all things and I believe the reason may be perspective. Over the course of my life and with the additional experiences, I have developed a different perspective than the one that I had as a child. I have to ask myself, why did my perspective change as I got older? Why do I care more about the learning aspect than the grade, like I did when I was a kid? Why did I think that learning wasn't fun when I was younger? Don't get me wrong, I loved school but what I loved was the social aspect, and the work and the grades were just a necessity. I knew I wanted to go to college, but I had no clue what I wanted to do. I have to look at my own situation when I think about how I might motivate my future students. There are so many different things that motivate children. There are so many different things that children perceive are important.
I think that a foundation for establishing motivation has to start with a humanistic outlook. Maslow's hierarchy of needs establishes the factors that are necessary to establish a homeostasis required to begin the learning process. Knowing these needs, allows me as a teacher to know what must be met before I can expect learning to begin. A student that has not had their basic needs met will not be able to take advantage of the lesson and ideas being offered and may look at them from a different perspective. As I said previously, perspective can easily change why children are motivated or not to learn. As a teacher, I can try to ensure those basic needs are met such as food, water shelter through different resources and collaborative opportunities. Through understanding about every one's need to feel accepted and feel confident about who they are and what they are capable of accomplishing, I think motivation can be created once basic needs are met. I have an idea about who I am as a teacher only in that I want to adapt as much as possible to the students and situations in my classroom. I believe individuals require different motivation. The activities I plan to use and the teaching style I plan to use are all consistent with a piece of each motivational tool and theory. Some students are goal oriented, some need reward and punishment, some need to satisfy their extrinsic need to get good grades, and others just enjoy the act of learning. I truly believe that you can create a lesson, activity, attitude, assessment plan, etc. that will encompass the needs of most.
I have personally experienced this in teaching swim lessons. Many students just want to swim and they want to learn. Some just want to get it over and get out, but they know that at the end of the lesson they get a lollipop, so they keep going. Some of them just want to know that they are doing good and that you believe in them. Many of my students require a different teaching style and I adapt according to this situation. I think I can use a multitude of theories to establish a teaching method that will enable my students to learn and want to learn.
Isn't it funny how we look back at our younger selves and wonder why we didn't love learning then? I feel the same way as you when I think back to my younger high school self versus the current version of myself. And yes, I also agree with you that it is very important to remember that particular aspect of our former selves in order to better understand and reach out to our students. I really endeavor to show them that learning can not only be fun, but its rewards are immediate and pleasurable.
ReplyDeleteI continue to be in accord with you regarding the relevance of Maslow's hierarchy of needs. Once the basic needs are in place, we can begin motivating our students. Your recognition of an adaptive inclusive teaching style will definitely promote an environment of motivation. Although science was not a strong subject for me in school, I think your outlook and ideas in student learning diversity make your class sound like one I've would have enjoyed!