PDP Goal 1 | Mysite 2

Goal One

Goal 1

I experienced many differences in fostering the students who are not participating in the classroom. Motivation is the state that can maintain students' attention and behavior as well as provide them with more energy needed to lead tasks to completion ( SILVA, 2020).

Teaching Practice Competency:

Implementing and managing to learn
Planning for learning

Time frame

In the first week, I will observe the students and see how they participate in the classroom. In the second week, I will apply her approach to see how it works with them and write a reflection about it. Last week, I applied the different strategies, and I will apply my methods, ask a counselor for schoolteacher feedback, and write a reflection.

Action Plan

Ask MST to give me an idea of how to motivate the students in the classroom.

- Read articles and books on the internet about the motivation of the students in the classroom.

For the notice:

1. I will give students an opportunity to show what they value most by observing them to recognize their abilities.

2. Make better decisions by collecting clear data on your students.

3. Ask students what they expect from you and make sure you meet their expectations.

4. Let students choose what they want to learn.

5. Give students options for how they want to learn something.

6. Let students choose their own assessments.

8. Create authentic learning experiences instead of abstract challenges.

9. Integrate pop culture into your lessons using song lyrics, memes, and clips from movies and television shows.

( Johnson, 2017)

Implementation

I implemented the rewards system to motivate the student by giving some rewards to encourage them to participate in the classroom.

I started to make a relationship between me and the students.

Implementation

Rational

Motivation is key to school success. It is often defined as a need or drive that energizes behavior toward a goal.

As the new school year begins the most common problem that teachers and parents face is lack of student motivation. Motivation can either come from within the student (intrinsic) or from outside (extrinsic). A child who is intrinsically motivated performs a task because of the joy that comes from learning new materials. A child who performs in school to gain parent approval, grades, or rewards is externally motivated. While research shows that those children with internal motivation may achieve greater success, teachers and parents often find that many children seek external reinforcers. Parents who ask questions that lead to more questions for a child are more successful in developing intrinsic motivation. For example, a parent that gives a child a special toy as a "reward" for reading a lesson about how an airplane works and for completing the related homework that requires answers to questions about the parts of an airplane will stimulate less motivation than the parent who helps a child discover how planes work by building a balsam plane and letting the child practice flying it. This parent can ask what changes the plane’s flight pattern. The child can then experiment, discover and generate new questions and new discoveries.

Motivation, as parents and teachers know, often varies depending on the setting, the people involved, the task and the situation. A child with a learning disability may be a very reluctant reader who resists reading a science assignment or writing the homework assignment but eagerly absorb all the teacher shows about the vaporization of water in a science class(D, 2002).

Reflection

Motivation is the key to moving the students in the classroom. For teachers, a lack of motivation has long been one of the most frustrating obstacles to student learning. The concept of motivation may intuitively seem fairly simple, a rich research literature has developed as researchers have defined this concept in a number of ways. Social scientists and psychologists have approached the problem of motivation from a variety of different angles, and education researchers have adapted many of these ideas into the school context. While there is a great deal of overlap between motivation theories, researchers differ in their identification of the underlying belief systems leading to motivational variation. Some theorists emphasize belief in oneself and one’s competency, others prioritize goal orientation, and a third group argues that the difficulty of the task shapes individual motivation. This resource will provide an introduction to various theories of motivation, explain the importance of motivation for learning, and outline several practical strategies that teachers can use to support and promote student motivation(The role of motivation in learning, 2020).