Teachers’ Views on Motivation, Essay Example

Abstract

With an increasing population of ethnically diverse students, teachers must now have the ability to teach all students in a way that is effective; regardless of cultural background. When teachers create a curriculum that all students are able to follow and learn from, even those of various ethnicities; it creates a positive learning environment in which children are more likely to become motivated. Motivated children are able to thrive academically and socially. This is why motivation is so important, especially during early childhood, when children are most susceptible to learning. One method that can help teachers effectively educate young children of various backgrounds is known as the Project Approach. This paper will provide an analytical summary of the article Teachers’ Views of the Efficacy of Incorporating the Project Approach into Classroom Practice with Diverse Learners and determine the effectiveness of the Project Approach.

Introduction

In classroom settings that are becoming increasingly culturally diverse, improving motivation in children is crucial. Since early childhood is the phase in which many children learn best, preschool teachers must focus on creating a classroom setting that not only enhances learning but increases motivation in their students.

There are four main indicators of a child’s level of motivation. These indicators are persistence, choice of challenge, level of dependency on adults, and emotions. Persistency is the ability to stay with the task for a prolonged period of time. Choice of challenge is another indicator of a child’s level of motivation. A childhood who experiences success in a particular challenge will most likely accept another without hesitancy. Children who are highly motivated are also less dependent upon adults than those who are generally unmotivated. Motivated children will also display their emotions in a positive manner. Children who are generally unmotivated have a tendency to become upset easier and will often complain. (Motivating Learning in Young Children, n.d.)

“Findings considered to be major were those that were voiced by three or more teachers. Four major findings related to the research questions emerged from the data regarding aspects of the Project Approach that teachers found helpful: (1) the impact of the Project Approach on diverse learners, (2) child outcomes and motivation, (3) the provision of real objects and materials, and (4) planning with children. Key findings and implications for professional development follow.” (Beneke & Ostrosky, n.d.)

The project approach works for diverse learners because it focuses on creating a positive environment in which students can acquire new skills and improve upon the ones that they already possess. In fact, teachers who were participating in the study found that the de-emphasis of direct instruction and basic skills in favor of creating a more positive climate that nurtured learning goals had more success in reducing behavioral issues and reaching diverse students. (Beneke & Ostrosky, n.d.)

Many teachers actually prefer using the project approach as it has increased their ability to include diverse learners. Diverse learners are defined as “children with special needs, children who struggle with behavioral issues, or those who come from home environments that put them at risk for academic failure.” (Beneke & Ostrosky, n.d.)

Child motivation is often viewed as the foundation of academic and social success. Children who are motivated are more likely to engage in social activity and academic tasks that allow them to develop new skills and build new relationships. These two tasks are critical life skills that all young children should learn. Teachers in the study who used the Project Approach noticed that it had an overall positive effect on their children’s academic tasks and social relationships.

“Teachers described how the motivation that resulted from project work helped children meet age-appropriate expectations, including the Illinois Early Learning Standards (IELS) and other readiness goals.” (Beneke & Ostrosky, n.d.) This data clearly shows that the Project Approach method is highly effective for teaching prekindergarten students.

Another aspect of the Project Approach includes using real objects rather than manufactured simplified replicas. For example, instead of having children play with blocks or toy cars, teachers might decide to bring in common household objects that are safe for children but also hold some sort of educational value. Examples for such objects include cardboard boxes, empty spray bottles, or even simple food items such as apples. Using realistic objects allows the child’s mind to relate the objects to tasks that they perform in everyday life.

A benefit of the Project Approach is that it allows children to be creative as well as teaching them to think logically. This method provides a healthy balance between practical tasks and the imagination. “Additionally, after engaging in a post-institute project on cars, Fran was impressed with her students’ ability to complete detailed representational drawings. Their interest in the topic motivated children to look closely and notice more. Instead of simple drawings from memory, their drawings included “little stickers that were on the windows of the cars and the numbers on the license plates, and…you know, the handles and the key locks and just very little details.” (Beneke & Ostrosky, n.d.) The project work generated an increased level of motivation as well as a general interest in learning.

There are several theories in psychology that relate to motivation. The main psychological theories are indistinct theory, drive reduction theory, arousal theory, psychoanalytic theory, and humanistic theory. Instinct theory has to do with one’s biological makeup. It describes motivation as having to do with one’s innate desire for survival. Drive reduction theory describes that needs or drives that must be reduced. Arousal theory states that people need to maintain a certain level of arousal in order to stay comfortable. Psychoanalytic theory describes that people have two basic drives; referred to by Sigmund Freud as life and death drives. Humanistic theory is one of the most well-known motivation theories and describes the will of people to achieve their maximum potential. (Motivation in Psychology, n.d.)

These theories relate to child motivation in a profound way. Knowing the basis of motivation can allow educators to create more dynamic curriculums to suit the needs of a diverse population of students.

References

Beneke, S., & Ostrosky, M. M. (n.d.). Teachers’ Views of the Efficacy of Incorporating the Project Approach into Classroom Practice with Diverse Learners. ECRP. Early Childhood Research & Practice. Retrieved March 23, 2010, from http://ecrp.uiuc.edu/v11n1/ostrosky.html

Motivating Learning in Young Children  . (n.d.). National Association of School Psychologists  . Retrieved March 23, 2010, from http://www.nasponline.org/resources/home_school/earlychildmotiv_ho.aspx

Motivation in Psychology 101 at AllPsych Online. (n.d.). Psychology Classroom at AllPsych Online. Retrieved March 23, 2010, from http://allpsych.com/psychology101/motivation.html