Whether you're a first-year teacher or a seasoned pro, effective classroom management is a critical piece of any successful classroom. Share what works.
Managing with Intrinsic Motivation
Are there ways you manage using intrinsic motivation?
I just finished reading Drive, by Daniel Pink. Here's an interesting synopsis video:
http://www.youtube.com/watch?v=u6XAPnuFjJc
In the book he says intrinsic motivation is sourced in self-direction, mastery, and purpose, not external rewards (the video describes this wayyy better than I could). He gives some tangible ideas of how to build an intrinsically motivated environment. Such environments serve student creativity and engagement.
Any ways you build self-direction, mastery, and purpose in your classrooms -- in management and in instruction?
Comments (17)
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I found this video very
I found this video very interesting! As I begin my second year of teaching 8th grade math, I struggle with different approaches in increasing student motivation. I found the information in the video awakening! I'm always working on rewards or other modes of motivation. After watching the video and reading the information I want to include a menu for projects and such to help create autonomy. Does anyone have any ideas for different methods in a middle grades math class
Motivation study is
Motivation study is imperative for educators. Daniel Pink and Alfie Kohn are great -but go directly to the source: Edward Deci and Richard Ryan from Rochester University. Self-Determination consists of 3 essential constituents to foster intrinsic motivation: autonomy, competence and relatedness. Check it out -its essential for all teachers. And while you're there -Csiksentmihalyi's 'Flow'.
Michael Griffin
www.musiceducationworld.com
The Negative Impact of Praise: Fostering Dependence & ....
Praise is so woven into what we do that few of us stop to consider if it has a negative impact. I guess it depends on whether you want kids to be develop their own internal resources or if you prefer they grow into poorly adjusted adults who look to others for approval.
Hope you enjoy "The Negative Impact of Praise: Fostering Dependence and a Never-Ending Search for Approval."
http://inspiringstudentmotivation.blogspot.com/2012/08/the-negative-impa...
I totally believe in this
I totally believe in this intrinsic motivation to learning and being careful in the ways that teachers use praise in the classroom. I will definitely look up those resources to learn more. Thanks everyone.
And I second Kandi's question if there's anyone out there who can give examples of a menu for math???
Collaborative agendas and voting
I recommend inviting students to suggest then vote on what to do during all or part of the lesson.
The suggestions will come partly from the Course Description, and partly from the students perceptions of what they need to practice and develop. Start with a brief brainstorm on possible topics. "What would be useful to have done by the end of the lesson?" Write them on the whiteboard. Then ask each student to choose one activity and describe to the class why their activity is a 'good' one. "What makes this activity important?". It's revealing to hear what's the students consider to be 'good'.
In this way the students can find their own motivation for whatever activities they come up with, as well as generate a greater sense of Democracy in the classroom.
This video was very
This video was very insightful. I have been struggling with creating a vision for my school district so that I can led effectively. I will use this clip with my principals and my Board of Education. So often people think that everyone just wants money and more money. I know that is not what makes teachers achieve.
Start with Alfie Kohn!
Surprised to see him mentioned only once here - Alfie Kohn changed my life with his book, Punished By Rewards. He's a bit of a rabble rouser, but I generally find him spot on. A great place to start is his short article, 5 Reasons to Stop Saying "Good Job", which I always share with new teachers and folks working on our state's 2nd-tier certification, who have to show evidence of creating a student-centered learning environment.