Indicator Description
Uses motivation strategies effectively with students. Motivation initiates and directs behavior. Teachers can influence students’ motivation in a variety of ways. For example, they can increase students’ self-efficacy, which is a strong predictor of achievement. Students high in self-efficacy are more willing to take on and stick with challenging tasks, put effort into learning, and learn more. For another example, teachers can influence students’ motivation by promoting autonomy in the classroom.
Autonomy is a sense that one is engaging in learning activities that reflect one’s own choice and self-identity, rather than being compelled to do so. Teachers foster autonomy by deemphasizing external reinforcement, encouraging students to solve problems in their own way, acknowledging students’ feelings, and listening more than talking. In contrast, teachers who use directive, commanding statements and use coercive techniques, such as rewards and punishments, diminish feelings of autonomy. Teachers also increase motivation by using interesting materials and making instruction relevant to students’ lives, among other practices.
In the classroom, this might look like:
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Teacher uses several research-based motivation strategies
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Teacher incorporates motivation as part of well developed comprehensive classroom management plan
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Teacher provides specific and immediate quality feedback to students
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Teacher is able to identify what activities and strategies motivate the students in the classroom
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Teacher identifies the need to use a specific technique when appropriate
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Students express positive emotions in the learning activity
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Teacher emphasizes intrinsic motivators more than external motivators
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Teacher uses research-based strategies such as connecting instruction/activities with students’ lives, showing relevance, using authentic examples and interesting materials, presenting a puzzling problem, providing attractive choices (autonomy), praise (and avoiding criticism), communicating enthusiasm for the content, inviting responses or involvement from all students, setting achievement goals, promoting self-efficacy, communicating that success is due to effort (not ability).
In the early childhood classroom, centers are fully engaging to that learners want to play. Lessons are developmentally appropriate, quick and relevant. Teacher is enthusiastic.
Activity
Click on the icon below to see the classroom video example.
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Kindergarten Language Arts |