- I didn't really have any problems with this chapter.
-One way that I could use extrinsic motivation in the classroom would be giving rewards. Giving rewards is extrinsic movtivation because a student is being motivated by an outside source. The outside source would be the teacher giving the reward. I would give my students occasional unexpected rewards. I would use this type of reward because students are not expecting the rewards, so the movtivation is more likely to be intrisnic moviation for the most part. But, when the students receive the reward they will be happy with the hard work they put in. For example, I would pick a random day to have my studens watch a movie if they all did good with a morning activity. Since it would only be on a special occasion theyn students will feel like they should always put in hard work because they don't know when the prize is coming. While they still put in hard work and don't recieve a prize they may find joy in doing well and find interest in their school work.
-One instance where giving rewards is a bad decision to extrinsically motivate a student is giving them a reward everytime they complete a task. For example if a student has to read every night for homework and they get a reward everytime they read. Overtime a student will change their belief of why they are receiving the reward. Their internal locus of control will change from internal locus to external locus. The internal locus is putting effort and ability into the reading to do a good job. The external locus is doing the reading for the teacher and for the reward that they know they will recieve. Therefore the reward won't be benefiting the student who is trying to improve upon their reading skills, it will purely be for getting the reward. This is an example where extrinsic moviation is not benefitial.
Try to ask a question or address something conflicting even when you feel you understand everything. It's a metacognitive strategy. :)
ReplyDeleteSo. I think you're saying that you want your class to rely MOSTLY on intrinsic motivation, but you want to give occasional rewards when they are not expecting it? I like that idea. We will find out next week some ways to encourage intrinsic motivation. That choices makes it so the student is not doing the task FOR the reward, but the behavior that happened to receive the reward might be encouraged afterward.... However, then you say that you expect students to always work well because they don't know when the reward is coming. I think you should think about whether you want the prize to be their goal, and make choices accordingly....
You say that when they don't receive a prize, if they work hard, they may find joy in doing that work. I imagine that will not happen automatically. There are strategies to help students connect their passions with the material and encourage intrinsic motivation, so make sure you're making choices based on what you want in the classroom.