thoughts of an anonymous beginning agriculture teacher in today’s educational system, the most...
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Thoughts of an Anonymous Beginning Agriculture Teacher
In today’s educational system, the most challenging
aspect seems to be motivating students to desire
learning. . . . The second most difficult obstacle, in
my opinion, is discipline management. . . .
Strong yet fair rules and consequences are a must.
Discipline must start on day one. And last, but not
least, is the challenge of teaching the increasing
number of culturally diverse students.
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Developing and Developing and Maintaining Student Maintaining Student
InterestInterest
Developing and Developing and Maintaining Student Maintaining Student
InterestInterest
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Inherent to one’s Inherent to one’s InterestInterest for learning is one’s for learning is one’s
MotivationMotivation for learning. for learning.
Inherent to one’s Inherent to one’s InterestInterest for learning is one’s for learning is one’s
MotivationMotivation for learning. for learning.
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Motivation
• A mood or desire that “makes” a person do something rather than not
• The reason(s) for doing anything
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What do you think motivates students to do
their very best?
• 1)• 2)• 3)• 4)• 5)
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So, people are subject to different types of motivation depending on the situation, the circumstances, and the individuals involved.
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Types of motivation can be classified as . . .
• Extrinsic – originating from external (outside) forces
• Intrinsic – originating from internal (inside) forces
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Frequently, extrinsic motivators (forces)
include . . .
• Rewards
• Punishments
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Extrinsic Motivation
• Extrinsic motivators are not
necessarily “bad” – depending on
how they are used or misused
• But their effect tends to diminish
over time and with the frequency of
use
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Teacher behaviors that can help to extrinsically motivate
students. . . (Adapted from W. Huitt, 2001)
• Provide clear expectations
• Give corrective feedback
• Make rewards available
• Provide valuable rewards
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Intrinsic Motivation
• Originates from within the individual
• It is a “felt need”
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Intrinsic Motivation
• I do this because it is what I want to do.
• Not because it is what you want me to do
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Intrinsic Motivation . . .
• Has much greater potential for creating sustained (lasting) behaviors than does extrinsic motivation
• It is the essence of Delayed Gratification: the ability to defer immediate pleasure or reward for long term gain or accomplishment
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Teacher behaviors that can help students to become intrinsically motivated. . . (Adapted from W. Huitt, 2001)
• Explain or show why learning a particular content
or skill is important
• Create and maintain a climate of curiosity
• Provide a variety of activities and sensory stimulations
• Provide games and simulations
• Set goals for learning
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Teacher behaviors that can help students to become intrinsically motivated
(Adapted from W. Huitt, 2001)
• Relate learning to student needs
• Help students plan ahead and look toward the future
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Needs
• Individuals have “unfelt” needs as well.
• This may be especially true for adolescents.
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Unfelt Needs
• So, it is also very
important
that teachers help
students to understand
what their unfelt needs
may be, for example . . .
The need to prepare for a
future career or job
The need to obey rules
and to follow procedures
The need to avoid or to
reduce risky behaviors
(health or life threatening)
The need to save money
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Abraham Maslow’s Hierarchy of Needs
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If experience is the best teacher, mine has been the
following:
• If you will try to reach students through the Affective domain, that is, make a consistent and honest attempt
to understand and appreciate their values, attitudes,
interests, and beliefs
• Eventually, most students will allow you to assist them
in the Cognitive domain, that is, help them to
acquire valuable knowledge, skills, and abilities
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Some Important Principles of Learning from the Student’s
Perspective (Dodd, 1995)
Learning is personal and idiosyncratic, e.g., there are
many ways to “understand” and to “misunderstand”
Every student behavior (or misbehavior) is a way of
communicating
Assumptions on the part of the teacher are sometimes
wrong
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