Learner Motivation and Developing Self Esteem. Lecture 7 Text Chapter 4. Story- A little Boy- author unknown.
Text Chapter 4
Once a little boy went to school. He was quite a little boy and it was quite a big school but the little boy found that he could go to his room by walking right in from the door outside. He was happy, and school did not seem quite so big anymore.
One morning when the little boy had been in school a while the teacher said, “Today we are going to draw a picture” “Good”, thought the little boy. He could draw all kinds of things-lions and tigers, chickens and cows, trains and boats. He took out his box of crayons and began to draw.
But the teacher said “Wait, it is not time to begin”. And she waited until everyone looked ready. “Now”, said the teacher,” We are going to make flowers”. “Good”, thought the little boy. He liked to make flowers. And he began to make beautiful ones with his pink and orange and blue crayons. But the teacher said “Wait and I will show you how” And it was red, with a green stem. “There”, said the teacher. “Now you may begin”.
The little boy looked at the teacher’s flower. Then he looked at his own flower. He liked his flower better than the teacher’s but he did not say this. He just turned the paper over and made a flower like the teacher’s. It was red with a green stem.
On another day when the little boy had opened the door from the outside all by himself the teacher said,” Today we’re going to make something with clay”. “Good”, thought the little boy. He liked clay. He could make all kinds of things with clay-snakes and snowmen, elephants and mice, cars and trucks. And he began to pull and pinch his ball of clay. But the teacher said, “Wait, its not time to begin” And she waited until everyone looked ready.
“Now”, said the teacher “we are going to make a dish”. “Good” thought the little boy. He liked to make dishes and he began to make some that were all shapes and sizes. But the teacher said, “Wait, and I will show you how”. And she showed everyone how to make one deep dish.“There”, said the teacher, “now you may begin”.
The little boy looked at the teacher’s dish. Then he looked at his own. He liked his dishes better than the teacher’s but he did not say this. He just rolled his clay into a big ball again and made a dish like the teacher’s. It was a deep dish.
And quite soon the little boy learned to wait and to watch and to make things just like the teacher. And quite soon he didn’t make things of his own anymore. Then it happened. The little boy and his family moved to another house in another city and the little boy had to go to another school.
This school was even bigger than the other one, and there was no door from the outside into his room. He had to go up some big steps and walk down a long hall to get to his room. On the very first day he was there the teacher said,” Today we are going to make a picture” “Good”, thought the little boy and he waited for the teacher to tell him what to do. But the teacher didn’t say anything. She just walked around the room.
When she came to the little boy she said, “Don’t you want to make a picture?”. “Yes”, said the little boy, “what are we going to make”? “I don’t know until you make it” said the teacher. “How shall I make it?”asked the little boy. “Why, anyway you like”, said the teacher. “And any colour?” asked the little boy. “If everyone made the same picture and used the same colours, how would I know who made what, and which was which?”. “I don’t know”, said the little boy. And he began to make a red flower with a green stem.
Increasing Student Engagement and Motivation: From Time-On-Task to Homework.
Ensure course materials relate to students' lives and highlight ways learning can be applied in real-life situations(Lumsden, 1994; Skinner & Belmont, 1991).
Getting students involved
Teachers who are unenthusiastic and unstimulating.
Teachers attempt to motivate by criticism and typically use few other motivational strategies.
Teachers who are excessively energetic and spend much of their time motivating students to high levels of achievement.
Teachers tend to demonstrate an attitude of low or negative expectations.
What is Self Esteem?
How does positive student self esteem contribute to
improved student outcomes?
Once social needs are met, individuals move on to satisfy their intellectual needs. This refers to needing to know and understand.
Self Actualisation needs – fully functional individual
Aesthetic needs – appreciation
Need to know and understand – access to information; wanting to know
Esteem needs – being recognised as unique
Belongingness and love needs – being accepted
Security and safety needs – regular, predictable
Survival needs - physiological
A recurrent, often unconscious pattern of behavior that is acquired through frequent repetition.
WE WEAVE IT EACH DAY,
AND AT LAST WE CANNOT BREAK IT.”
Value - choosing to behave intelligently
Inclination- deciding to usea certain behavior
Sensitivity- knowingwhento use them
Capability- having skills& capacity to use them
Commitment- reflectingon improvement
Policy- promoting and incorporating their daily use
Persevering when the solution to a problem is not immediately apparent
‘Persistence is the twin sister of excellence. One is a matter of quality, the other a matter of time.’ Marabel Morgan
Clarifying a goal before embarking on an action
Pursuing a goal, delaying gratification is the essence of self regulation.
Listening to others with understanding and empathy
‘Listening is the beginning of understanding…Wisdom is the reward for a lifetime of listening. (Proverbs 1:5)
Can compromise, experiment and consider alternative points of view
‘If you never change your mind, why have one.’ (Edward de Bono)
Awareness of our thinking – can apply thinking skills and strategies
‘When the mind is thinking it is talking to itself.’ (Plato)
Reviews and checks completed tasks to the criteria set
‘A man who has committed a mistake and doesn’t correct it is committing another mistake. (Confucius)
Exploring the consequences of various courses of action
‘To raise new questions, new possibilities, to regard old problems from a new angle, requires creative imagination and marks real advances.’ (Albert Einstein)
Recalls information and past experiences to solve new challenges
‘I’ve never made a mistake, I’ve only learned from experience.’ (Thomas Edison)
Oral and written expressions are concise, descriptive and coherent
‘I have to translate my thoughts in a language that does not run clearly with them.’ (Francis Galton – Geneticist)
Those whose sensory pathways are open, alert and acute absorb more information from their environment. Dance the dance, play the game, act the role.
Initiates and appreciates others humour
‘Where do bees wait? At the buzz stop!’ (Andrew –age 6)
Demonstrates wonderment, inquisitiveness, curiosity and enjoyment in problem solving – not afraid of failure, not afraid of action
Seeks out others to make contributions – collectively we are stronger than the one
Understands that learning is a life long process
Expecting joy and surprise in new experiences and learning
‘The most beautiful experience in the world is the experience of the mysterious.’ (Albert Einstein)
Generating new and novel ideas – being original
Creative people are open to criticism, they are intrinsically motivated.
Habits of the mind are woven throughout the curriculum and throughout the school.
He has proposed a theory of “Multiple Intelligences”
There are “multiple ways of knowing”
MusicalPeople with musical intelligence are musically gifted and have a "good ear" for rhythm and composition.
Everyone functions within a number of contexts and has a different way of processing information. “No two people will think in exactly the same way. Everybody has a different blend of intelligences. “He says that different learning profiles call for “doing away with our ‘‘fast food approach to education” and individualising instruction and assessment as much as possible.