Improving Motivation in the Classroom

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Having an interest in the school's aims, I sought general information to understand how the school intended to operate. The Government Annual Report of 2006 highlights the aim of the school to provide a curriculum that maximizes children's potential and develops their skills for lifelong learning, as well as a purposeful and peaceful environment for work and play. However, I wondered if these aims were practiced by the school or merely comments to satisfy parents' expectations. Similarly, during my placement at a school in Manchester, which is also located in a poor area, I observed poor motivation among the students.

It seems that due to being a less successful school, certain students may face disadvantages in their skill levels and abilities. This could potentially harm their enjoyment and engagement in lessons, as academic and practical skills are necessary for piquing interest. When children are eager to learn, they become motivated, and this must be the initial driving force.

From my diverse experiences, I have come to the realization that the traditional QTS standards do not cater to the different school contexts. These standards propose a utopian outlook and should be tailored for each school's specifications. To improve my teaching abilities, I must adjust my pedagogical strategy according to every student's distinctive requirements, principles, and learning methods. Currently, I am in charge of a group comprising 23 pupils from year three and four.

Within the class, there are three students in year 4 who require special attention and another three who are disruptive. The group consists of two girls from the Czech Republic and three Asian pupils. One of the difficult

children has been relocated to a year 5 class on a temporary basis. While parents exhibit an interest in their offspring's education, they do not engage actively with either school or their child's learning, which may reflect similar attitudes at home.

In my opinion, parents play a crucial role in enhancing their children's motivation for school. Nevertheless, if parents encounter difficulties with English fluency or hold prejudices towards teachers, communication barriers may arise. Such problems can have adverse effects on the child's perception of the educational setting and ultimately diminish their drive.

An example of the challenges in fostering positive relationships between home and school occurred when a teacher attempted to engage with students, but was ignored by parents who passed by. When there is little rapport between home and school, it becomes difficult for children to view learning in a positive light. As Juvonen and Wentzel (2000) noted, "Supportive teacher-child relationships may motivate children to become more involved or engaged in the school environment" (Juvonen, J and Wentzel, K. R 2000: 210). I fully support this assertion.

I noticed the teacher in the classroom had an active approach to teaching, asking questions and giving feedback to encourage interaction among the children. This is important for young children's learning and performance in school, as good relationships and support can be beneficial. For example, the teacher asked "What do you think about the ending of story, Anna?" and "Could you tell me how you came up with that answer, Ben?" which prompted the children to participate actively. Overall, I found this style of teaching enjoyable and effective.

After the children's initial curiosity faded, their motivation diminished. Additionally, there was no

categorization based on ability except for the brighter students sitting at the middle table. The remaining students were seated around them, while disruptive boys were placed at the front. The teacher hoped that this arrangement would concentrate the focus of the misbehaving students.

He believed that the participation of high-ability groups would inspire others to engage more in class. However, I am unsure if this seating arrangement promotes motivation and enhances learning. The lower-ability students may feel undervalued, leading them to perceive their ideas and work as inferior. The teacher uses support workers to assist these students, which helps them remain focused and motivated. Working with lower-ability children, I observed a lack of motivation and interest in completing their work. One student even remarked, "I feel ill, I can't be bothered to do this work."

During a conversation, I asked why someone was reluctant to complete their work. They responded with the reasoning that they didn't want to and questioned why it was necessary. When I probed further, asking for a justification, they simply didn't have one and seemed apathetic. This attitude was not isolated, as it appeared present in other students in the class as well. I pondered if this behavior stemmed from a lack of differentiation in the classroom, affecting both high and low achievers.

Aside from this factor, there could be other factors that have an influence. I have been contemplating these influential factors, which includes the potential catalyst of a child's poor relationship with their teacher. As Juvonen and Wentzel (2000) state, "A conflictual teacher-child relationship may lead to disengagement or lack of involvement, as well as feelings of alienation and loneliness." This consideration

has prompted me to also examine the effect of a parent-child relationship in the home.

Children may develop unfavorable attitudes towards school if their parents hold negative opinions about education or teachers. To better understand the situation, I engaged in a conversation with the teacher and support worker to obtain their perspectives and insights. The discussion centered on students in the class whom I had noticed lacked motivation. One of these groups included a student with unique learning requirements who was supplied an Individualized Education Plan by the support worker.

The speakers praised her enthusiasm for learning and noted her eagerness to work. Additionally, a male student from the same group was mentioned. According to the teacher, this student was a likeable individual but had a tendency to be lazy and tired, often resulting in incomplete assignments. The teacher suggested that the student's parents could assist by ensuring he went to bed earlier, which might improve his ability to perform in class. I interpreted this as an acknowledgement that motivation was a factor in the student's performance, albeit communicated differently than my own perception. As a result, our approaches to addressing this issue may vary.

During independent work, I've observed that the group lacks motivation and engages in daydreaming, slow work pace, and socializing. Continual reminders are necessary to keep them focused on the task at hand. The presence of three disruptive boys in the class creates a more chaotic environment and adds to the distraction. Additionally, some students lack confidence in completing work on their own and resort to copying from peers. This could be due to a culture of leniency towards such behavior in class.

While

contemplating my present situation, I pondered the importance of the matter and reminisced about my past as a student. During my youth, there were instances where I lacked drive to finish school tasks because of reasons such as apathy towards attending school, monotonous and dreary assignments, or unstimulating teaching approaches.

Recognizing that there are diverse factors contributing to children's lack of motivation in school, it is evident that what motivates one child may not work for others. To address this, I must examine my own perspective towards the group of students who require motivation. This introspection may lead to additional queries and concerns. Initially, I attributed the students' low motivation levels to the teacher's instruction, which is supported by Beard and Senior (1999) as they state that "Teaching methods most likely to motivate students to learn or maintain their interest are those which actively involve them, generate a sense of accomplishment and sustain a high level of stimulation" (Bear and Senior, 1999:55). I agree with this viewpoint somewhat since it seems pointless to engage students in activities where they see no purpose; such exercises can be dull and time-consuming for both the educator and learners. As previously mentioned, the teacher exhibited strategies for involving the whole class.

While it may only be a temporary circumstance, I feel that incorporating children into the educational process is essential in fostering motivation and enjoyment. It's imperative to discover methods of engaging kids because they each have unique perspectives on what is enjoyable or motivating when it comes to their studies. I've noticed that certain children are enthusiastic about learning and welcome new challenges while others disconnect from academic pursuits. In

fact, some youngsters find satisfaction in completing minimal amounts of work.

When it comes to schoolwork, children's motivation levels can vary. While some may only do the bare minimum required, others prefer more innovative and dynamic activities regardless of their ability level. Many students need a challenge to stay engaged in tasks and find routine tasks boring. Higher-ability students, in particular, require challenging assignments to remain motivated and get the most out of their coursework.

It's possible that kids find incentive in receiving numerous rewards, especially if they see them as crucial to completing their tasks. This is particularly true when the rewards hold significant value in the child's eyes. Nevertheless, implementing reward systems comes with benefits and drawbacks. For instance, I noticed that a boy exhibiting ADHD symptoms required continuous encouragement and attention to accomplish his work, which was an advantage of utilizing a reward system.

Employing encouragement as a tactic has been verified to be efficacious in inspiring pupils to finalize their tasks. An advantage is its ability to motivate them towards attaining immediate objectives, with the assurance of a prize following each achievement. Consequently, educators are able to acquire completed assignments from their students. This approach is simple and produces instantaneous outcomes in augmenting learners' disposition towards education.

Introducing a school-wide policy can ensure fairness in implementing a reward system for students across all classes. However, there is a risk that students may come to expect stickers for their work, causing them to only perform at basic levels. To avoid this, teachers must encourage increased effort and improvement in all areas, as an over-reliance on stickers could hinder students' progress in their strengths. Additionally,

over-rewarding may actually result in less work being done and thus needs to be approached with caution. Therefore, assessing the attitudes of students and evaluating the school environment is necessary before selecting a reward system.

It is known that children frequently have favored subjects, in which they may believe they excel and derive enjoyment from utilizing their skills in that area. I have observed one such child in a year 2 class who exhibited distraction during literacy and numeracy lessons, but displayed enthusiasm and positivity when engaging in art. During these sessions, he worked independently and produced numerous examples of creative work.

I have observed that two children in my group respond positively to music lessons. During circle time music practice, these students exhibit high levels of enthusiasm and demonstrate good cooperation skills with their peers while also displaying genuine interest in the subject. This led me to consider the potential for cross-curricular connections in our lessons.

By incorporating a topic-based approach that covers multiple subjects, it is possible to enhance children's motivation in a group setting. This can be achieved by diversifying lessons and including elements of literacy, art, geography, and music. Through this approach, students can apply various skills to each discipline and benefit from exposure to different teaching methods, resulting in increased engagement. I personally recall being taught using this method during my early years of education.

Contemplating the positive effects modern schools could experience through implementing this concept has led me to consider how each student has a distinctive learning style, such as hands-on, visual or auditory. As an educator, it's vital that I take into account different teaching approaches in order to engage

and inspire learners.

Beard and Senior (2000,63) reflect on the benefits of having a diversity of cognitive styles to cater to the different learning preferences of students. From my personal observation of a year 2 class, I have seen how varying teaching styles can keep children engaged and interested in the lesson. The teacher adapts their approach to involve all students within the class. Asking open-ended questions and promoting independent discovery can be particularly effective with older students, like the year 4 class that I teach. Encouraging students to think more critically for themselves fosters personal growth and learning.

The examples presented demonstrate a variety of methods to motivate children, making it clear that motivating all children can pose a challenge. To address this, I plan to reflect on past experiences engaging and involving learners to identify factors that could enhance motivation in my current context. I was able to motivate children in a reception class during a placement by using stickers.

According to Beard and Senior (2000), behaviourists advocate for the use of incentives and rewards to encourage desired behaviour until it becomes internally motivated. Children can develop their own interests and goals through rewards and verbal prompts, particularly if they lack self-motivation and only respond to external pressures. This approach is effective for children whose behaviour is extrinsically motivated, where the goal is tied to completing the task. However, alternative methods may be necessary for older children.

While younger learners may value stickers, older students may not have the same appreciation. To encourage positive reinforcement, I left complimentary comments on specific aspects of their work and regularly engaged in conversation regarding areas in which they excelled.

In doing so, I provided immediate feedback and promoted confidence in sharing ideas during classroom discussion.

Assessing students' understanding and improving their ability to express themselves can be achieved by engaging them in discussions. This method increases their involvement in the lesson, enhancing their appreciation of its purpose. Offering positive reinforcement and feedback can also boost children's eagerness and motivation to learn, making them feel valued.

During classroom discussions, I promoted questioning among my students. Additionally, I previously utilized self-assessment sheets with a reception class by simplifying objectives and allowing them to mark whether or not they were able to complete tasks. This provided insight into their perceived level of achievement. While I have employed several tactics, I aspire to discover a more enduring method for fostering motivation in my current year 4 class.

After much reflection, I acknowledge that the inclination to learn may be innate and therefore cannot be imparted through instruction. This notion of 'self-motivation' is especially significant when it comes to older students as they possess a heightened capacity to grasp the purpose and objectives of academic tasks, and ideally be driven to engage in the classroom activities. My desire for them to learn is insufficient - it is paramount for them to harbor their own keenness for knowledge. Additionally, the instructor plays a role in cultivating motivation by maintaining lofty standards for every pupil, which will subsequently enhance their drive to succeed.

The teacher's expectations for pupils vary from individual to individual and it is crucial for them to understand this. However, the motivation for learning primarily comes from having an internal desire to succeed. Decharms (1999) emphasizes that the first step in

facilitating personal growth is to help individuals change for reasons that are significant to them.

According to Lewin, in order for lasting change to take place, a child's motivation must originate from within. The teacher should then aid in fostering this desire for self-improvement. Lewin stresses that success is crucial to learning and that one's self-perception restricts their goals and accomplishments: "a person's goal and achievement are limited to what he thinks he can achieve." Upon contemplation, I recognized that this could affect motivation because children may underestimate their own capabilities, resulting in insufficient effort and failure to realize their complete potential.

Regarding the child's self-perception and how they identify themselves within the school setting, fostering peer support can boost intrinsic motivation. Encouraging peer-group interaction may aid in moving towards greater intrinsic motivation, and the teacher can play a role in facilitating this.

I believe that allowing children to work together in pairs and groups can have a positive impact on their learning experience. Collaborating with peers not only enhances enjoyment of learning, but also promotes engagement in class. By modifying the learning approach, students can become more invested in their work. Small group work fosters improved concentration and eliminates the pressure of individual competition. Teamwork allows for a focus on shared goals, which can be less challenging for some students. Being surrounded by familiar faces provides an added level of comfort and approval from peers motivates achievement.

While promoting collaboration and support among classmates can create a positive learning environment, it can also lead to chatter and distraction. An effective teacher can foster an atmosphere where students approve of each other's development and gain support from their

peers. An amicable classroom setting allows children to work in a more focused manner. However, in some instances, disruptive individuals in the classroom may impede the cooperative process, as evidenced by three boys who are causing disturbance among their classmates in my current class.

The importance of 'Achievement motivation' cannot be overstated when working collaboratively with peers, especially children. It has the power to motivate them to put in more effort and achieve better results, whether by surpassing their own past performances, coming up with innovative solutions or tackling challenging tasks. The level of achievement motivation varies from child to child within a class based on their unique goals and aspirations. Typically, teachers set the objectives for students instead of allowing them to decide for themselves. However, enabling children to establish their own goals could help them evaluate the impact of their actions, demonstrate greater perseverance towards achieving these goals and comprehend how such actions affect others.

By promoting personal accountability in education, children's self-assurance and drive can be enhanced. This can be accomplished by establishing individual objectives that are based on their own capabilities. While it is essential for the teacher to encourage recognition of potential and organize appropriate activities, it is imperative that they do not enforce targets on the child. Decharms' concept of "responsible direction" emphasizes the importance of providing learning with a sense of purpose through collaboration between the educator and learner.

(Decharms, 1990. 14) Teachers have many factors to consider when setting goals for students, such as their abilities and the learning context. Nevertheless, it is crucial to determine if these personal objectives align with national goals. It is essential that teachers

ensure their individual targets are in line with broader school and government objectives.

In conclusion, allowing children to make choices in their learning can increase motivation. By giving them the power to choose, they can focus on their strengths and improve in areas that matter to them. These choices should align with learning goals, but also make the activities and lessons more personal. This approach can cater to individual learning styles in the classroom and encourage independent learning. This idea is supported by Bruner's view that lack of motivation can be a problem when learning is forced upon a student and does not align with their level of interest or curiosity. I strongly agree with this perspective.

The various methods through which teachers, parents and peers can foster a child's inclination towards continuous learning have been outlined. Nonetheless, the initiative to acquire more knowledge ultimately rests with the child. This is vital for children to successfully navigate their education and attain individual aspirations. Composing this task has bolstered my comprehension of 'motivation'. Reading up on the subject has expanded my awareness of motivation-related concerns.

Taking responsibility for my own practice is essential for fostering a lasting passion for learning. It is important to plan and utilize effective learning strategies that will facilitate enthusiastic teaching through the use of engaging lesson plans and resources. Equally important is building positive relationships with parents to encourage student autonomy and motivation in their own learning.

I aim to improve this aspect of my teaching and increase my professional knowledge by utilizing these strategies in my future practice.