RESPONDING EFFECTIVELY TO STUDENTS’ LEARNING NEEDS IN YOUR CLASSROOM


It is important to understand the two types of motivators.  They are described by Schunk et al (2013 “Intrinsic motivation refers to motivation to engage in an activity for its own sake… extrinsic motivation is motivation to engage in an activity as a means to an end” (p.238).
Intrinsic motivation can be influenced by the learner’s interests, if the student is interested in a task then they are more likely to be guided by their intrinsic motivation.  This motivation can enhance the students learning as they follow instructions, rehearse the new knowledge and information, then apply these to what they already know in various contexts.  In turn, the students experience self-efficacy for learning, stimulating intrinsic motivation.  Extrinsic motivation is reliant on tasks and others because they are dependant upon desire praise, reward and avoiding punishment (Schunk et al, 2013).

Both types of motivation are helpful to complete tasks but the intrinsic motivation is more than just achieving credits, which is what the New Zealand curriculum is about.  The NZC is about promoting lifelong learning and preparing students for their future rather than simply gaining credits but leaving college being prepared for further study, workforce or any other endeavour they may have.  In encouraging intrinsic motivation, we are teaching our students to not rely on tasks and others but to build agency and resiliency within themselves to face the real world.

The strategies we could use as teachers is making the learning relevant to the learner in order to draw them in by what interests them.  Choice is a powerful tool in the classroom so the learner feels valued enough to be able to make a contribution to their learning.  I saw first-hand the depth of engagement when students have choice over activities, content and assessments.  This is also backed up by Schunk et al (2013) “Students who are interested in learning about a topic or improving their skills in a domain should display motivated behaviours, such as choice of the activity, effort, persistence, and achievement (p.239)”
Abraham Maslow’s hierarchy of needs, discusses how the learner can only self-actualise once all the prior needs are met.  This pyramid begins with basic needs at the bottom like food, shelter and clothing to psychological needs of love and self-esteem in order to reach the pinnacle of being confident in knowing and learning (Fraser & Hill, 2015). 



As a teacher it is wise to plan for the learner who has no lunch or have had no breakfast, by having a few snacks or noodles handy because the student cannot learn if they are starving as their minds will be occupied by the desire for food.  I saw my AT do this and saw how the student would have something to eat and then get on with their work.  This can help motivate the student to learn because their basic needs are being met but also shows the learner that you care, strengthening your relationship and their engagement with you and their learning.

References

Fraser, D., & Hill, M. (2015). The professional practice of teaching (5th ed.). Wellington, New Zealand: Cengage.
Schunk, D., Meece, J., & Pintrich, P. (2013). Motivation in education: Theory, research and applications (4th ed.). Boston, MA: Pearson.


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