Thoughts of an Anonymous Beginning Agriculture Teacher

In today’s educational system, the most challenging

aspect seems to be motivating students to desire

learning. . . . The second most difficult obstacle, in

my opinion, is discipline management. . . .

Strong yet fair rules and consequences are a must.

Discipline must start on day one. And last, but not

least, is the challenge of teaching the increasing

number of culturally diverse students.

Developing and Developing and Maintaining Student Maintaining Student

InterestInterest

Developing and Developing and Maintaining Student Maintaining Student

InterestInterest

Inherent to one’s Inherent to one’s InterestInterest for learning is one’s for learning is one’s

MotivationMotivation for learning. for learning.

Inherent to one’s Inherent to one’s InterestInterest for learning is one’s for learning is one’s

MotivationMotivation for learning. for learning.

Motivation

• A mood or desire that “makes” a person do something rather than not

• The reason(s) for doing anything

What do you think motivates students to do

their very best?

• 1)• 2)• 3)• 4)• 5)

So, people are subject to different types of motivation depending on the situation, the circumstances, and the individuals involved.

Types of motivation can be classified as . . .

• Extrinsic – originating from external (outside) forces

• Intrinsic – originating from internal (inside) forces

Frequently, extrinsic motivators (forces)

include . . .

• Rewards

• Punishments

Extrinsic Motivation

• Extrinsic motivators are not

necessarily “bad” – depending on

how they are used or misused

• But their effect tends to diminish

over time and with the frequency of

use

Teacher behaviors that can help to extrinsically motivate

students. . . (Adapted from W. Huitt, 2001)

• Provide clear expectations

• Give corrective feedback

• Make rewards available

• Provide valuable rewards

Intrinsic Motivation

• Originates from within the individual

• It is a “felt need”

Intrinsic Motivation

• I do this because it is what I want to do.

• Not because it is what you want me to do

Intrinsic Motivation . . .

• Has much greater potential for creating sustained (lasting) behaviors than does extrinsic motivation

• It is the essence of Delayed Gratification: the ability to defer immediate pleasure or reward for long term gain or accomplishment

Teacher behaviors that can help students to become intrinsically motivated. . . (Adapted from W. Huitt, 2001)

• Explain or show why learning a particular content

or skill is important

• Create and maintain a climate of curiosity

• Provide a variety of activities and sensory stimulations

• Provide games and simulations

• Set goals for learning

Teacher behaviors that can help students to become intrinsically motivated

(Adapted from W. Huitt, 2001)

• Relate learning to student needs

• Help students plan ahead and look toward the future

Needs

• Individuals have “unfelt” needs as well.

• This may be especially true for adolescents.

Unfelt Needs

• So, it is also very

important

that teachers help

students to understand

what their unfelt needs

may be, for example . . .

The need to prepare for a

future career or job

The need to obey rules

and to follow procedures

The need to avoid or to

reduce risky behaviors

(health or life threatening)

The need to save money

Abraham Maslow’s Hierarchy of Needs

If experience is the best teacher, mine has been the

following:

• If you will try to reach students through the Affective domain, that is, make a consistent and honest attempt

to understand and appreciate their values, attitudes,

interests, and beliefs

• Eventually, most students will allow you to assist them

in the Cognitive domain, that is, help them to

acquire valuable knowledge, skills, and abilities

Some Important Principles of Learning from the Student’s

Perspective (Dodd, 1995)

Learning is personal and idiosyncratic, e.g., there are

many ways to “understand” and to “misunderstand”

Every student behavior (or misbehavior) is a way of

communicating

Assumptions on the part of the teacher are sometimes

wrong