By Jere E. Brophy
Written particularly for lecturers, this e-book bargains a wealth of research-based ideas for motivating scholars to benefit. Its specialize in motivational rules instead of motivation theorists or theories leads clearly into dialogue of particular school room options. in the course of the ebook those rules and techniques are tied to the realities of up to date faculties (e.g., curriculum targets) and study rooms (e.g., scholar adjustments, school room dynamics). the writer employs an eclectic method of motivation that indicates how one can successfully combine using extrinsic and intrinsic suggestions. guidance are supplied for adapting motivational rules to workforce and person changes and for doing "repair paintings" with scholars who've turn into discouraged or disaffected rookies.
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Extra info for Motivating Students to Learn
1989). Lesson evading and lesson dissembling: Ego strategies in the classroom. American Journal of Education, 97, 184–208. , & Bless, H. (2008). Flow and regulatory compatibility: An experimental approach to the flow model of intrinsic motivation. Personality and Social Psychology Bulletin, 34, 196–209. , & Kauff man, J. (2006). Behavioral approaches to classroom management. In C. Evertson & C. ), Handbook of Classroom Management (pp. 47–71). Mahwah, NJ: Erlbaum. , & Meyer, H. (1997). Understanding motivation and schooling: Where we’ve been, where we are, and where we need to go.
If the arena has been designed for people to carry out particular activities by playing particular roles, they are likely to act accordingly. However, if the arena affords opportunities for activities and roles other than the intended or expected ones, they might enact one of these alternatives instead. 3). 4 applies this model to students’ motivation at school. 4 General Model of Situated Activity, Elaborated to Show Motivational Aspects of School Learning. General Model (Applies to Any Action Arena) General Components of Motivation Motives Reasons for being in this situation, engaged in this activity Goals Intended outcomes of engagement in the activity Strategies Means used to attain the goals General Components of Situated Activity Situation Physical and social context in which the activity takes place Activity Goal-oriented action sequence intended to attain the goal(s) Application to School Context Example A: Optimal Conditions for Learning Example B: Suboptimal Conditions for Learning Situation Situation Classroom or other school learning context, viewed primarily as an arena for enrichment, empowerment Classroom or other school learning context, viewed primarily as an arena for potential failure or embarrassment Activity Activity Autonomously motivated acquisition and use of school content Role Role Network of schemas activated (if necessary, generated) and organized to carry out the activity successfully Seek to understand the content, integrate it with prior knowledge, and retain it for access in future application situations Meeting imposed demands without suffering failure or embarrassment Role Focus on determining what demands will have to be met and how to meet them with minimal risk of failure or embarrassment (leading to enrichment or empowerment) and thus activate learning-related schemas.
BUILD A LEARNING COMMUNITY Certain preconditions must be in place before motivational strategies can be effective. Maslow’s hierarchy of needs, for example, implies that lower level needs must be satisfied before higher level needs can become operative. Studies of workers’ satisfaction and productivity indicate that workers’ motivation is affected not only by the nature of their work and the rewards they expect to earn, but also by their job environment, their social relationships with co-workers, and especially, their feelings about their boss.