What+the+Experts+Say


 * Intrinsic and Extrinsic Motivation **


 * Paula King, Middle School teacher **

I received my undergraduate degree from Tennessee Tech and Master's and Master's plus 30 from the University of the Cumberlands. I have degrees in Elementary Education (Grades 1-8), Master's in Middle School Math and Science, MA plus 30 in Administration. I have been teaching for 11 year. Both of my parents taught Middle School. My dad was a 6th grade Math teacher and my mom taught 6th grade English. I currently teach 6th grade science at Hillcrest Middle School in Greeneville, SC.


 * 1. White and Harter are two theorists within Intrinsic and Extrinsic Motivation. White focused on effects of success whereas Harter added "failure". We can have both positive and negative experiences that effects our motivation. What are some ways that you as an educator Master motivation in the classroom. Share both successes and failures if available. **

I use to give a simple reward for making an A on a test or quiz. I now reward based on improvement. If a student makes a 50 one week, and a 60 next week, the student is still rewarded as long as the student continues to improve. Not every student has the motivation or ability to make an A. If the student sees that improvement equals a reward, it may help them try harder.


 * 2. Locus of Control. Rotter expanded his social learning theory to include locus of control, which is generalized belief about eh extent to which behaviors influence outcomes(successes, failures). People with an external locus of control believe their actions have little impact on outcomes and there is little they can do to alter them. Those with an internal locus of control believe that outcomes are contingent on their actions are largely under their control. Locus of control is postulated to affect learning, motivation and behavior. The internal locus control bears some similarity to White's effectance motive. How can educators, parents and peers increase the locus of control? How will it change the learning, motivation and behavior **

In my school we often talk about bullying, and how it impacts everyone. When a student gets in trouble in my class, I often ask the student how his/her behavior effected him, the class, and myself....I really don't understand what the instructor is looking for.


 * 3. Should successes go without reward? How do you or do you reward students for their intrinsic motivation? **

No, success should be rewarded...it is in the job market as well. I reward with student of the month, positive office referrals, candy or a treat out of the Keeper of Treats, movie days related with topic of study, and praise


 * 4. How are you motivated? How do you influence others? **

I am motivated by competition. For example we are doing a 6 week challenge at the gym, and until then I was unmotivated, but add some competition, and I did 900 burpees on top of my weekend! I would have never done that!


 * 5. How do you encourage parents to get involved? Do parents effect the students motivation? **

I have a classroom blog for the students and the parents. Our PTA is very active as well, we send out phone blast, mailings, etc. The parents can schedule conferences, check their child's grades online, and call or email us anytime! For me the blog is a great way for parents to know what is happening in the classroom. Personally, I think parents have the most impact of motivating a child, either negative or positive. Sadly, I see this in school everyday. Within the first week, the teachers usually know the students whose parents care about their education.


 * Goal Theory **


 * 1. Please provide some background information about yourself. **


 * 2. Share your thoughts on Maslow's Heiarchy of needs. Comparing the two theorists are there specific needs that you believe are most valuable in motivating youth in the classroom in today's society? What would be your top 5 needs for students? If you have more, please add. **


 * <span style="color: #008000; font-family: 'Georgia','serif'; font-size: 16px;">3. How do you set goals for your students so that they can be motivated to achieve? Do you have them set personal classroom goals to achieve? How does it motivivate or does not? **

There have to be basic standards in the classroom. students find their own motivation ideally but sometimes need help finding motivation, such as understanding why the current tasks are important (to get on to the next stage of your education, because its important and practical to know, personal enrichment, etc.


 * <span style="color: #008000; font-family: 'Georgia','serif'; font-size: 16px;">4. The goal orientation proposes that there are two general goal orientations that students can adopt toward their academic work: a mastery orientation or the performance orientation. What are your thoughts and can you provide examples of each? **

Performance is probably best exemplified by someone who needs a certain GPA to continue, apply to a program, or maintain a scholarship. Mastery is generally learning for its own sake or in professional programs and graduate school. The idea is to have and use practical information on a regular basis, usually for employment reasons.


 * <span style="color: #008000; font-family: 'Georgia','serif'; font-size: 16px;">5. The social cognitive theory focuses on increasing the self efficacy. If you have a student that has a negative attitude how do you or other educators increase their attitude so that they can be successful students in the classroom. **

Self-efficacy is more important than self esteem because self esteem is a natural side effect of self efficacy. Sometimes a bit of empowerment through increased skill is enough for the student to become more internally motivated to learn, which is always preferable. External motivation can be used as a reward for doing well or for doing small tasks.


 * <span style="color: #008000; font-family: 'Georgia','serif'; font-size: 16px;">6. Is there a theorist in motivation that has influenced your motivation or teaching technique? If so, who and why? **

Vygotsky because the zone of proximal development and scaffolding is basically universally effective and applicable


 * <span style="color: #008000; font-family: 'Georgia','serif'; font-size: 16px;">7. Please share any other information about Goals and Goal theory **