Managing Student Motivation to Learn EDEL 429 : Classroom Learning Theories and Management

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Managing Student Motivation to Learn EDEL 429
Classroom Learning Theories and Management

• Maureen Meade Mattias, M.A.
• WEEK 4 -October 5, 2004
• CSU, Bakersfield

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Share Project 1 Teacher Interview

• If there in not inherent attracting power in the
  material, then.the teacher will either attempt
  to surround the material with foreign
  attractiveness, making a bid or offering a bribe
  for attention by making the lesson interesting
  or else will resort to
• John Dewey, 1915

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How to create attracting power in the material.

• Read the handout- John Dewey quote
• In a small group of 3 (triad) , discuss what you
  believe John Dewey identifies in his quote.
• Brainstorm ways that you, as an elementary
  classroom teacher, can make the learning material
  more attractive to the learner
• List many of these ways on a large poster paper
• Share with whole class

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Research

• Fleming and Kilcher (1991) identified five
  reasons why people dont do what we want them to
  do
• Identify these 5 reasons ( refer to page 67 in
  Elementary Classroom Management)
• What can and will you do as an elementary
  classroom teacher to influence student
  motivation?
• Discuss with a partner and write down your
  responses on large poster paper
• Share with other groups through a round robin
  activity.

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Student Motivation Researchers

• William Glasser
• http//raider.muc.edu/schnelpl/Control20Theory
  20-20Overhead.html
• Howard Gardner
• http//www.ed.psu.edu/insys/ESD/gardner/menu.html
• Frederic Jones
• Spencer Kagan
• Lets examine their contributions via a
  classroom cooperative jigsaw activity.

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Small Group Jigsaw Activity

• First identify 4 groups of 5-6 students.
• Each student will go to a designed area in the
  classroom to become an expert on one of the 4
• student motivation researchers
• Each group will discuss for 15 minutes the main
  contributions which the researcher made in terms
  of classroom student motivation.
• Students return to their original assigned groups
  to share the information about the researcher to
  their group members. Each student reports as an
  expert !
• Reflect upon the value of student cooperative
  jigsaw activities in the classroom

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Good Motivators-What Do They Do?

• They use
• Novelty
• Mystery
• Puzzlement
• Excitement
• Color
• Sound
• Movement (kinesthetic activity)
• Student activity

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Good Motivators-What Do They Do?

• They assign-
• Individual and group projects
• Provide-
• Continual support , help, feedback, and
  encouragement
• Numerous opportunities for students to display
  their accomplishments
• State clear and reasonable expectations and
  requirements
• Listen-
• to students concerns and remain flexible enough
  to change when it is warranted

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Good Motivators-What Dont They Do?

• With your group members brainstorm and discuss 5
  things teachers good at motivation assiduously
  try not to do (refer to page 81-82 in Elementary
  Classroom Management for ideas)
• Illustrate your ideas on large poster paper by
  drawing pictures to share your ideas
• Share your ideas and illustrations with the
  whole class

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Videos Wong Wong

• Part 3 Discipline and Procedures (36 minutes)
• Reflect during the video on the procedures you
  will practice with your students as an elementary
  classroom teacher
• Include in your journal response
• Part 4 Procedures and Routines ( 55 minutes )
• View first half of Part 4 view the routine
  section next week and then reflect on relevant
  classroom routines that you will establish as an
  elementary classroom teacher

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Chapters 11-13 Wong WongReview with a
partner and write down your responses via graphic
organizers

• How to Have a Well Managed Classroom (CH.11)
• What are the four characteristics described?
  (Page 86)
• How To Have Your Classroom Ready (CH.12)
• What are 8 elements in the classroom that a
  teacher must prepare for before the start of the
  school year ? (pp 95-100)
• How to Introduce Yourself to the Class
  (CH.13)
• Identify the 5 steps you can take for effectively
  greeting students on the first days of school.
  (pp106-107)

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Next week- Week 5

• Read Chapters 6-7 in Charles Senter text
• Read Chapters 14-17 in Wong Wong text
• Journal Response due - 5
• Please email me with any question or concerns you
  are experiencing with Project 2.
• No midterm in this course next week.
• The class final is Project 3 worth 200 points.
• Fieldwork Guide form is due by November 16, 2004.