Learner Motivation Essay Example

only facilitates the unveiling of learner’s special or hidden abilities and interests, but it also makes available the opportunity for a teacher to identify and strengthen areas of potential weakness (Wilkens, 1996; Lefrancois, 2000).

In conclusion, these factors enable teachers to provide stimulating and appropriate learning tasks (Jasmine, 1996), thus, potentially resulting in learner motivation, which in turn promotes a quality teaching and learning environment (Hattie, 2003; Department of Education and Training, 2004). It is important to note that the use of multiple intelligences in the classroom is translated into individual learning which generally requires more planning than whole class activities (Marsh, 2004; Santrock, 2008).

However, it is not particularly appropriate nor is it necessary to apply multiple intelligences to every aspect of planning for teaching (Ormrod, 2006; Lefrancois, 2000). The combination of commitment to teaching and learning and appropriate resources are paramount to the effective use of multiple intelligences in the classroom (Whitaker, 2002; Lefrancois, 2000). Resources for multiple intelligences include practical and innovative ideas for classroom structure and teaching activities and strategies.

For example, Hawker Brownlow Education published a vast range of texts specifically for Multiple Intelligences that contain an abundance of creative classroom activities for even the most inexperienced teacher. This range of resources are clearly explained and conveniently accompanied with photocopiable hand-outs. Multiple intelligences is also helpful in addressing issues of self-esteem as it has the capacity to boost a learners success, (Santrock, 2008; Howe, 1999) low self-esteem can also be linked to low or non-existent motivation.

Self- esteem is one of a myriad of potential reasons a learner does or does not display motivational behaviour (Marsh, 2004; Ormrod, 2006). Motivation

is “variable and complex” (Marsh, 2004), so naturally there are many other factors that can potentially contribute to why or why not a student may or may not be motivated. These include student self-esteem, the teacher themselves – including; support, classroom climate and clear objectives and expectations (Westwood, 2004), tasks that are beyond a child’s capacity and personal or domestic issues (Ormrod, 2006; Pintrich & Schunk, 2002).

Although personal and domestic issues are something to be discussed with the student and/or the parents, the other three areas must be considered when planning and programming (Lefrancois, 2000) in accordance with quality teaching and related strategies (Department of Education and Training, 2004; Hattie, 2003). A teacher could weigh themselves down trying to define and understand what motivation actually is (Brophy, 1998), nonetheless, it is clear is that it is a fundamental area of development in terms of student success.

After all, if a student cannot see the point or is completely disinterested in tasks then no real learning will occur (Santrock, 2008; Hattie, 2003). Importantly, extrinsic motivation as part of planning and teaching can provide a starting point for or enhance learner motivation (Schunk, 1991). Intrinsic motivation is of course significantly more important than extrinsic motivation in regards to a learners internal desire to learn (Brown, 2000; Walker & Debus, 2002), however, this discussion has suggested that learning via extrinsic motivation is far more productive than surface learning or no learning at all.