Kai Wynter
Saturday February 26th, 2022
- Chapter 14 discusses a developmental view of motivation. Sometimes teachers
tend to only focus on motivating students who are weaker in the subject level and
often forget that even the high achieving students need motivation. How do
teachers ensure that they are not focused on a particular group of students?
- In schools, children have various teachers, all with different teaching styles and
personalities. How does a teacher build up the motivation of a student whom
another teacher is constantly bringing down? For example, if a student hates
math because their math teacher makes them feel silly in class and takes that
negative energy into another teacher’s classroom, how does that teacher build
motivation to the point where the student feels even better in math?
- Task-contingent rewards are given when the student participates in an activity or
completes an activity. I thought this would be a motivator for students. Why do
students show less interest in the activity and choose to participate less in the
activity after task-contingent rewards are given?
- Chapter 15 discusses goal theory, more specifically, performance-approach
goals. Students with the performance approach goals usually fear failure and are
motivated by the need to achieve. As a student with this mindset, how do
teachers keep those students motivated in the event in which they feel as if they
have failed or have not done good enough?
Saturday February 26th, 2022
- Chapter 14 discusses a developmental view of motivation. Sometimes teachers
tend to only focus on motivating students who are weaker in the subject level and
often forget that even the high achieving students need motivation. How do
teachers ensure that they are not focused on a particular group of students?
- In schools, children have various teachers, all with different teaching styles and
personalities. How does a teacher build up the motivation of a student whom
another teacher is constantly bringing down? For example, if a student hates
math because their math teacher makes them feel silly in class and takes that
negative energy into another teacher’s classroom, how does that teacher build
motivation to the point where the student feels even better in math?
- Task-contingent rewards are given when the student participates in an activity or
completes an activity. I thought this would be a motivator for students. Why do
students show less interest in the activity and choose to participate less in the
activity after task-contingent rewards are given?
- Chapter 15 discusses goal theory, more specifically, performance-approach
goals. Students with the performance approach goals usually fear failure and are
motivated by the need to achieve. As a student with this mindset, how do
teachers keep those students motivated in the event in which they feel as if they
have failed or have not done good enough?
