Friday, 15 July 2011 21:50
Recognition: The 10th Nurturing Force of Intrinsic Motivation (Part 3 of 3)
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This blog post marks the end of my 13-week series on nurturing students’ intrinsic motivation. As I close out my discussion of this topic, I want to distinguish between recognitions and rewards. Many consider them to be one in the same. In fact, I vividly recall a course I taught to a group of teachers where I was pointing out the dangers of using extrinsic rewards and suggesting instead the nurturing of intrinsic motivation based on the ideas described in this blog series. One member of the group, however, drew the conclusion that, because some of the recognition ideas involve notes and certificates, now we are supposed to give students rewards but call them recognitions instead. He saw no clear difference between the two approaches.
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Friday, 08 July 2011 21:50
Recognition: The 10th Nurturing Force of Intrinsic Motivation (Part 2 of 3)
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In my previous blog post I described how consistent, thoughtful recognition can make students feel valued, boost self-esteem, and nurture intrinsic motivation. In this blog post I will present a list of ways, formal and informal, in which teachers and students can offer recognition on a regular basis. Try as many of these options as you can. You will notice an immediate change in your classroom environment.
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Friday, 01 July 2011 21:50
Recognition: The 10th Nurturing Force of Intrinsic Motivation (Part 1 of 3)
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Introduction This blog series has reached the tenth and final force I have identified that brings out the best in children by appealing to the best in them.Instead of trying to gain temporary obedience from our students through the use of rewards and punishments, these forces help us in our attempts to win our students’ hearts and minds and enlist a genuine commitment to the worthwhile aims and objectives we are trying to promote in our classrooms.
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Introduction This blog series continues with a description of the 9th force (out of 10) I have identified that brings out the best in children by appealing to the best in them.Instead of trying to gain temporary obedience from our students through the use of rewards and punishments, these forces help us in our attempts to win our students’ hearts and minds and enlist a genuine commitment to the worthwhile aims and objectives we are trying to promote in our classrooms.
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Introduction This blog series rolls on with a description of the 8th force (out of 10) I have identified that brings out the best in children by appealing to the best in them.Instead of trying to gain temporary obedience from our students through the use of rewards and punishments, these forces help us in our attempts to win our students’ hearts and minds and enlist a genuine commitment to the worthwhile aims and objectives we are trying to promote in our classrooms.
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Introduction After sharing a story in last week’s blog post about the “bird signal†I used with a former student in an attempt to inspire him to be his very best, I return this week to describing the forces that nurture intrinsic motivation. This post introduces the 7th of 10 forces I have identified that bring out the best in children by appealing to the best in them.Instead of trying to gain temporary obedience from our students through the use of rewards and punishments, these forces help us in our attempts to win our students’ hearts and minds and enlist a genuine commitment to the worthwhile aims and objectives we are trying to promote in our classrooms.
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In this blog post I build on the premise of my previous post by sharing a story about how we can use inspiration in our classrooms to bring out the best in students and nurture their intrinsic motivation to learn and grow.The story features a previous student of mine whom we shall call Gary.
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In this blog post I continue describing the forces that nurture intrinsic motivation. Instead of trying to gain temporary obedience from our students through the use of rewards and punishments, these forces help us in our attempts to win our students’ hearts and minds and enlist a genuine commitment to the worthwhile aims and objectives we are trying to promote in our classrooms.
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In this blog post I continue describing the forces that nurture intrinsic motivation. Instead of trying to gain temporary obedience from our students through the use of rewards and punishments, these forces help us in our attempts to win our students’ hearts and minds and enlist a genuine commitment to the worthwhile aims and objectives we are trying to promote in our classrooms.
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In this blog post I continue describing the forces that nurture intrinsic motivation. Instead of trying to gain temporary obedience from our students through the use of rewards and punishments, these forces help us in our attempts to win our students’ hearts and minds and enlist a genuine commitment to the worthwhile aims and objectives we are trying to promote in our classrooms.
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In this blog post I continue describing the forces that nurture intrinsic motivation. Instead of trying to gain temporary obedience from our students through the use of rewards and punishments, these forces help us in our attempts to win our students’ hearts and minds and enlist a genuine commitment to the worthwhile aims and objectives we are trying to promote in our classrooms.
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Friday, 29 April 2011 21:50
Contribution: The 2nd Nurturing Force of Intrinsic Motivation
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In this blog post I continue describing the forces that nurture intrinsic motivation. I have identified ten of these forces, and I will describe one per post over the next few months. Focusing on and emphasizing these forces helps teachers create an engaging, productive classroom environment that brings out the best in students. For teachers who may be a bit nervous about the prospect of managing a group of children without relying on rewards and punishments, these forces offer a far more powerful, far more genuine alternative to traditional classroom management approaches that are rooted in Douglas McGregor’s Theory X and depend on extrinsic motivation.
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In this blog post I begin describing the forces that nurture intrinsic motivation. There are ten of them, and I will describe one per post over the next few months. Focusing on and emphasizing these forces helps teachers create an engaging, productive classroom environment that brings out the best in students. For teachers who may be a bit nervous about the prospect of managing a group of children without relying on rewards and punishments, these forces offer a far more powerful, far more genuine alternative to traditional classroom management approaches that are rooted in Douglas McGregor’s Theory X and rely on extrinsic motivation.
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