Motivation and Classroom Management

By: Lori Williams

Why do we need to motivate?

Why do we need to motivate?

• It is our position that strengthening a students sense of self-esteem and emotional well-being is not an extra curriculum; if anything, a students sense of belonging, security, and self-confidence provides the scaffolding that supports the foundation for enhanced learning, motivation, and self- discipline. (Goldstein, 2007)

• It is our position that strengthening a students sense of self-esteem and emotional well-being is not an extra curriculum; if anything, a students sense of belonging, security, and self-confidence provides the scaffolding that supports the foundation for enhanced learning, motivation, and self- discipline. (Goldstein, 2007)

WHAT IS MOTIVATION?WHAT IS MOTIVATION?

Motivation is a force that energizes,

sustains, and directs behavior toward a goal. (Eggen & Kauchak, 2007)

Motivation is a force that energizes,

sustains, and directs behavior toward a goal. (Eggen & Kauchak, 2007)

Types of MotivationTypes of Motivation

There are two types of motivation:• Extrinsic: Motivation to engage in an activity as a means to an end. (Eggan & Kauchek, 2007)

• Intrinsic: Motivation to be involved in an activity for its own sake. (Eggan & Kauchek, 2007)

There are two types of motivation:• Extrinsic: Motivation to engage in an activity as a means to an end. (Eggan & Kauchek, 2007)

• Intrinsic: Motivation to be involved in an activity for its own sake. (Eggan & Kauchek, 2007)

5 Theories of Motivation

5 Theories of Motivation

Expectancy x Value TheorySelf-Efficacy Theory

Goal & Goal Orientation Theory

Attribution TheorySelf-determination Theory

Expectancy x Value TheorySelf-Efficacy Theory

Goal & Goal Orientation Theory

Attribution TheorySelf-determination Theory

Expectancy x Value Theory

Expectancy x Value Theory A cognitive theory of motivation

suggesting that people are motivated to engage in an activity to the extent that they expect to succeed times the value they place on their success. (Eggen & Kauchak, 2007)

EX: If a student is strong in math they can expect to do well on a math assignment, as opposed to doing well on an English test if they are not strong in language.

A cognitive theory of motivation suggesting that people are motivated to engage in an activity to the extent that they expect to succeed times the value they place on their success. (Eggen & Kauchak, 2007)

EX: If a student is strong in math they can expect to do well on a math assignment, as opposed to doing well on an English test if they are not strong in language.

Self-Efficacy TheorySelf-Efficacy Theory A belief about one’s own capability to organize and complete a course of action required to accomplish a specific task. (Eggen & Kauchek, 2007)

EX: If a student feels that they will fail at doing a task correctly, they have low self-efficacy. If a student consistently does well in a certain subject area, they will have high self-efficacy.

A belief about one’s own capability to organize and complete a course of action required to accomplish a specific task. (Eggen & Kauchek, 2007)

EX: If a student feels that they will fail at doing a task correctly, they have low self-efficacy. If a student consistently does well in a certain subject area, they will have high self-efficacy.

Goal TheoryGoal Theory

An outcome an individual hopes to achieve. (Eggen & Kauchek, 2007)

The goals can be learning goals, performance goals, performance-avoidance goals, or social goals.

EX: Student sets a goal to reach in subject areas, and whether they reach their goal or not will influence their motivation.

An outcome an individual hopes to achieve. (Eggen & Kauchek, 2007)

The goals can be learning goals, performance goals, performance-avoidance goals, or social goals.

EX: Student sets a goal to reach in subject areas, and whether they reach their goal or not will influence their motivation.

Attribution TheoryAttribution Theory A cognitive theory of motivation that attempts to systematically describe learners’ expectations for their successes and failures and how these influence motivation and behavior. (Eggen & Kauchek, 2007)

EX: A student doesn’t like math, so because they dislike the subject they think that is why they have done poorly on a test.

A cognitive theory of motivation that attempts to systematically describe learners’ expectations for their successes and failures and how these influence motivation and behavior. (Eggen & Kauchek, 2007)

EX: A student doesn’t like math, so because they dislike the subject they think that is why they have done poorly on a test.

Self-Determination Theory

Self-Determination Theory

The process of deciding how to act on one’s environment (Eggen & Kauchek, 2007)

EX: When a student feels comfortable in a learning situation they will be more motivated to do well in that environment.

The process of deciding how to act on one’s environment (Eggen & Kauchek, 2007)

EX: When a student feels comfortable in a learning situation they will be more motivated to do well in that environment.

Now what?Now what?

Now that we know the theories of motivation, how do we manage our classrooms in order to foster these theories

of motivation?

Now that we know the theories of motivation, how do we manage our classrooms in order to foster these theories

of motivation?

Classroom ManagementClassroom Management

Classroom management refers to all of the things that a teacher does to organize students, space, time, and materials so that learning can take place. This management includes fostering student involvement and cooperation in all classroom activities and establishing a productive working environment. (Wong, 2007)

Classroom management refers to all of the things that a teacher does to organize students, space, time, and materials so that learning can take place. This management includes fostering student involvement and cooperation in all classroom activities and establishing a productive working environment. (Wong, 2007)

The 5 R’s of Classroom Management

The 5 R’s of Classroom Management

Readiness: Teachers need to be ready for the day so they can convey to the students what their expectations are. Teachers expect students to be ready, the need to convey

they same attitude. Routine: Teachers need to set a routine for their students

of what is done each day. Students like to know what to expect and it improves the flow of the day when students

know what is expected of them. Rehearsal: The routine has to be practiced on a regular

basis so the students become familiar with what is expected. Remember…practice makes perfect.

Repetition: It is important to repeat expectations and repeat routines. Students need to be reminded why they are

there and what they are supposed to be doing. Reinforce: Teachers need to be consistent with their expectations and use the same language as they remind and

encourage students to remember the expectations.

Readiness: Teachers need to be ready for the day so they can convey to the students what their expectations are. Teachers expect students to be ready, the need to convey

they same attitude. Routine: Teachers need to set a routine for their students

of what is done each day. Students like to know what to expect and it improves the flow of the day when students

know what is expected of them. Rehearsal: The routine has to be practiced on a regular

basis so the students become familiar with what is expected. Remember…practice makes perfect.

Repetition: It is important to repeat expectations and repeat routines. Students need to be reminded why they are

there and what they are supposed to be doing. Reinforce: Teachers need to be consistent with their expectations and use the same language as they remind and

encourage students to remember the expectations.

SummarySummary Teachers need to do their part to foster motivation in children using the 5 theories of motivation.

Classroom management has an impact on students’ motivation.

Good classroom management allows for students to increase their motivation.

Motivation has an impact on a student’s academic performance.

Teachers need to do their part to foster motivation in children using the 5 theories of motivation.

Classroom management has an impact on students’ motivation.

Good classroom management allows for students to increase their motivation.

Motivation has an impact on a student’s academic performance.

ReferencesReferencesEggen, P. & Kaucak, D. (2007) Educational Psychology,

Windows on Classrooms (7th edition). Upper Saddle River, New Jersey: Merrill Prentice Hall.

Goldstein, S. (2007). “Understanding and Managing Children’s Classroom Behavior” (2nd edition). http://www.ldat.org/pdf/chapter1.pdf.

Wong, H. (2007). “The Well Managed Classroom.” http://go.hrw.com/resources/go_sc/gen/HSTPR034.PDF.

Eggen, P. & Kaucak, D. (2007) Educational Psychology, Windows on Classrooms (7th edition). Upper Saddle River, New Jersey: Merrill Prentice Hall.

Goldstein, S. (2007). “Understanding and Managing Children’s Classroom Behavior” (2nd edition). http://www.ldat.org/pdf/chapter1.pdf.

Wong, H. (2007). “The Well Managed Classroom.” http://go.hrw.com/resources/go_sc/gen/HSTPR034.PDF.