CHAPTER SUMMARY
In this chapter, the author puts forth some creative ideas for motivation. The keys to motivating students correctly, according to the author, are the teacher's attitudes and tones, the students' ability to be comfortable in the classroom, and the level of interest or suspense created by a lesson or unit. While this can be a tricky task to establish, students need to know that they have the ability to learn and that what they are learning is important to them, and to the real world. The teacher's attention also plays a crutial role in getting students to pay attention during class. If the teacher acts as if he or she does not want to be there, or is simply teaching just to get the paycheck, students will see that the classroom isn't a place of exploration, but a place of forced assignments and false sentiments. By giving students choices in the cirriculum (where appropriate) and by allowing them to get excited over their learning and projects, they are more apt to behave and what to contribute to the class. By doing what a teacher can in a timely manner, students are more likely to respond in a positive way.
REFLECTING ON OUR READING
I thought that some of the author's creative ideas, like wearing a velcro jumpsuit and having class props attached to you, were brilliant. Nothing gets yound adolescents going like something where the teacher is doing something outside of the box. By taking a risk of looking silly, students may be more likely to try different things by themselves and laugh at their mistakes. We're modeling what we would like them to do in a very unique way. Aly pointed out that making the students' learning and performance tasks is important in getting students excited about their learning because it has a point to it. Students can see that their work is meaningful. I fully agree with Aly, as does Alyssa. Alyssa pointed out that it allows students to see education as an intrinsic motivation, not just for grades or graduation. Also, by creating a sense of intrinsic motivation, students will want to attend class to see what will happen next.
Michael and I also thought that it would be interesting to explore the Dunn and Dunn Learning Styles Inventory. It could be a helpful tool for exploring the likes, dislikes, and strengths of our classrooms.
Posted by Erin B.
