Motivation TIPR

Prompt: Describe how the teacher and/or school motivate students. Give specific examples of both extrinsic and intrinsic motivators. Include vocabulary from specific motivational theories (e.g., Self-determination Theory, Maslow’s Hierarchy of Needs, etc.).

In this classroom, grades are a necessary evil to motivate students. They are an extrinsic motivator that is made necessary by societal expectations, by the government, and by schools. Students are motivated to perform well so that they get good grades and can accomplish future goals. Praise from the teacher is also an extrinsic motivator; students want to work hard and perform well because they have a positive rapport with the teacher and enjoy seeing evidence of her approval. She has introduced many games into her instruction (such as a Hot Potato description game, Never Have I Ever, and Spot the Difference), harnessing the students' drive for competition and motivating them to perform well in the games (which are in actuality also assessments, but fortunately, the students do not realize this). The final extrinsic motivator I have seen in her classroom (and present in all classrooms in every school where I have observed) is the presence of rules/fear of punishment. Students are motivated to have "good" behaviors so that they do not get in trouble with the teacher or the administration.

The far more lasting motivating factors are intrinsic motivators, of which I have seen countless examples throughout the semester. The teacher promotes autonomy and an internal locus of control when she says in her disclosure document and reminds students throughout the course that the amount they learn is up to them. The disclosure says, "This is your time to make and learn from mistakes, play with the language, have fun with this unique language!" She challenges them consistently to go outside their comfort zone, to make an effort in their own learning. There is a positive sense of classroom community; students feel safe and a sense of belonging, which according to Maslow means that they are free to seek learning and eventually self-actualization.The sense of community breeds collaboration; I saw many students helping each other find the vocabulary they needed, prompting and encouraging one another to produce language, and correcting each others' grammatical structures in a kind, friendly way. Curiosity is encouraged; students are always free to ask how to express what they would like to say, and the teacher includes quite a bit of humor in her class, which motivates students to come and continue trying to progress in the content.