It is every responsibility of every educator and administrators to provide effective avenues for learning among students inside the classroom. Given this, there are numerous ways and programs that can effectively realize this approach. Motivation is one approach that can cater to the increasing needs of students to realize their goals and objectives in life. In the end, by actively reinforcing several motivational schemes, student participation and achievement can be made possible as educators continue to seek teaching in a holistic and developmental manner.
Motivation has always been considered vital in the overall process of education for it provides the stimulus and drive for both educators and students to realize their individual contributions towards classroom engagement and learning. Realizing its importance, each one has a role to fulfill in achieving this scenario. Likewise, this understanding has brought about increased in studies and literature to point out relevant theories and factors that have a direct relationship with the mentioned concept (Brewster and Fager, 2000). Motivational Theories at a Glance
One important approach in determining motivation among students is their capability to distinguish factors that each one attributes to a particular concept or subject. This is what attribution theory seeks to promote and explain. Anderman et. al. argues that “students’ perceptions of their educational experiences generally influence their motivation more than the actual, objective reality of those experiences” (p. 1). Seeing this, it is vital for educators to actively establish good communication practices among students so that these expectations and experiences can be catered to an increased motivation (Anderman, et.al, 1999).
The second framework involves the creating specific goals for students. In this process, there must be a particular target or specific outputs expected among students to actively reinforce curriculum instruction and enhance needed outcomes of a particular topic being discussed. In here, the educator gives out the primary and secondary purpose for students to glean and create an active environment for participation (Anderman, et. al. , 1999). By doing this, each one can cope with the challenges and problems presented and stimulate the adaptive patterns which are vital in cognitive development.
Self-determination theory is another method that deals with familiarizing what students need and desire within the classroom. It tries to integrate necessary instruments in achieving the several factors such as competence, relatedness and autonomy (Anderman, et. al. , 1999). As teachers try to bridge instruction and competence in every curriculum design, there are also responsibilities that focus on intensifying and collaborating with students to determine their own tasks as well. Through this, Anderman et. al.
points out that teachers “can help their students develop their self-regulation by providing limited choices between acceptable options” (p. 1). These three theories presented enable school administrators and teachers to choose on options that will best fit their specific environments. It can be argued that students can be responsive in various programs and mechanisms. Understanding this outcome, better planning and communication can be made to decipher and point out what areas and practices need to be addressed and improved. Linking Motivation at the Classroom Level
Teachers and educational leaders must understand that creating and maintaining motivation among the student population is never an easy task. That is why it is vital for the issue to be addressed in different areas and various forms. By catering on strategies that are focused on several realms, better outcomes can be exhausted and can lead to a multi-faceted and holistic approach. The first factor that must be made is to ensure that expectations are well defined and pointed out to students from the start. Simply giving them out and expecting them to be followed can never guarantee or achieve its purpose.
Educators must reach out and effectively respond to feedbacks concerning this issue. As Brewster and Fager argues, it can “help students understand the criteria for individual assignments by giving them examples of high-, average-, and low level work and then providing an opportunity to discuss how each piece was evaluated (p. 1). Another important issue that must be considered is creating an active and healthy relationship among students. Student engagement has itself various considerations to consider and look at. That is why it is essential that teachers satisfy these as early as possible.
Teachers have the opportunity to create a bridge that can help intensify and create opportunities for students to appreciate the subject and inspire them to achieve better in their work (Patterson, 2006). Similarly, students must feel that their teachers are supportive of their individual cause and feel welcome inside the classroom. In here, a simple praise for a good work or talking to them about their problems can have a huge effect especially on adolescent children who currently seek for understanding and acceptance of what they are (Luce, 1990).
Amidst these challenges and setbacks, teachers must continuously work to be supportive. Lastly, there is a need to create a learning strategy that focuses on important outcomes that will enhance student participation and cater to the needs of the subject. One variable that can be considered is by making group activities and skipping the conventional blackboard style. As Patterson argues, “Putting the students into groups or teams appeals to the social nature of teens and encourages participation by making them responsible to one another” (p. 1). Linking Motivation at the Institutional Level
At the same time, school administrators also have the task to create lasting and adaptive motivational strategies available for the whole school community. This initiative can make the dynamic and responsive to the changes happening around the environment. Since it is the goal of each educational institution to foster changes and growth, there must be appropriate models and programs that are fit for adolescent students. One important element that can be applied is formulating a strategy that is geared towards student participation and achievement.
Seeing the increasing state and district standards concerning competencies and capabilities among students, it is vital that administrators put into consideration the importance of motivation in this overall dynamics (CCSSO, 1999). By fostering such culture within the campus, it can create a notion and idea that these objectives are vital and put into forefront of the school’s mission statement. Another important instrument that administrators can use is encouraging its teachers to follow the cause. They must not simply try to design and implement curriculum on the basis that it needs to adhere to standards.
On the other hand, there must be a constant effort to recognize students’ feedback and response to the changes and amendments that can be made (Brewster and Fager, 2000). This can intensify student communication and partnership with the decision making process among educational institutions create a student-oriented approach which can harness motivation. Administrators must also look into the possibility of reaching out to other factors that contribute to student motivation. One important example would be parents.
By enriching the relationship of schools and parents, they can be a driving force that can influence increased student participation in the classroom. This engagement can have a direct impact for both parties as it can (1) monitor student performance, (2) develop collective strategies, and (3) contribute to student growth and development. Lastly, there must be an effort to create and reinforce knowledge and information about student needs. This process can be made and facilitated by using training modules and conferences aimed towards enhancing student achievement and motivation (Brewster and Fager, 2000).
In here, not only can educators and administrators provide a dynamic school community that is focused on students’ needs. At the same time it will encourage an approach that is constructive and ensures responsiveness on relevant parties. Addressing the Current Issues As educators and school administers face the challenges of the 21st century, it brings about new challenges and hurdles for students in the classroom. This has been brought about by diversity in the student population and technological developments.
Seeing this, educational institutions and its members must recognize these challenges and create new strategies that can make it adaptable to the new trends. Moreover, it will facilitate a view that is encompassing and supportive that uses new technologies to improve motivation and learning. Conclusion To conclude, there are various strategies and approaches that educators and administrators can exhaust in providing motivation for high school students. Due to this, they have the capability to address the challenges of today’s educational environment.
Amidst these setbacks and hindrances that may arise, by actively fostering innovative and supplemental strategies that ensures accountability and commitment, new possibilities can emerge. In the end, it is the realization of how motivation can create and supplement these setbacks can there be an opportunity for students to extract and learn the best of their capabilities and acquire new skills.
Anderman, Lynley Hicks and Midgey, Carol. Motivation and Middle School Students in ‘ERIC Digest’ accessed 2 December 2008 from, <http://www. ericdigests. org/1999-1/motivation. html> Brewster, Cori and Fager, Jennifer.
Increasing Student Engagement and Motivation: From Time- on-Task to Homework in ‘NWREL’. 2000 accessed 2 December 2008. pp. 1-15 CCSSO. Student Motivation. 1999 accessed 2 December 2008. pp. 1-2. Luce, Ronald W. Motivating the Unmotivated in ‘The National Institute for Staff and Organizational Development’ 1990. accessed 2 December 2008 from, <http://honolulu. hawaii. edu/intranet/committees/FacDevCom/guidebk/teachtip/unmotiva. htm> Patterson, Jane. How to Motivate High School Students. 2006 accessed 2 December 2008 from <http://www. ehow. com/how_2181850_motivate-high-school-students. html>