Motivation as a Pre-Requisite for Effective Learning - Essay Example

Topic: Motivation and Its Impact on Learning J1 Q1 Andrews, J. & Watmore J. (2002). Supporting and ing Learners. London: of Greenwich Press. Atherton, J.S. (2004). Teaching and Learning: Deep and Surface Learning. http://www.learningandteaching.indo/learning/deepsurf.htm Hall, L. & Marsh, K. (2000). Professionalism, Policies and Values. London: University of Greenwich Press. Howe, M.J. (1999) A teacher’s guide to the psychology of learning. 2nd Ed. London: Blackwell. Petty, G. (1993). Teaching Today. Cheltenham: Stanley Thomas. Pp.32-47. Smith, C. & Laslett (2001). Four rules of classroom management in Atkinson, C. & Chandler, B. (2001). Student Support: Tutoring, Guidance and Dealing With Disruption. London: Greenwich University Press. Pp. 149-15. J1 Q2: As Petty (1993:32) points out, "motivation is regarded by experienced and inexperienced teachers alike as a pre-requisite for effective learning, and the greatest challenge that many teachers face is to make their students want to learn." In other words, effective learning is predicated on the presence of sufficient levels of motivation with the instructor being identified as the learning motivator. In further elaboration of the motivation phenomenon, Atherton (2004) defines it as "either intrinsic/expressive (doing something for its own sake) or extrinsic/instrumental (doing something for some other reason)." Contrary to Petty’s (1993) presentation, Atherton (2004) emphasises that motivation is not an indivisible whole but is comprised of two distinct forms. While Pettys (1993) assertion is largely true, he oversimplifies the complex phenomenon of motivation, in which instance one need turn to Atherton (2004) for a more accurate understanding of the mentioned. In further elaboration of the stated, while Petty has correctly identified the centrality of motivation to effective learning, he incorrectly identifies teachers as the primary instigators of motivation. In essence, Petty (1993:32) lays much, if not all, of the responsibility for the generation of motivation upon teachers whereby he defines this particular task as the "greatest challenge that many teachers face." This is an oversimplification of the phenomenon of motivation, implying that motivation is essentially extrinsic whereby, as noted by Atherton (2004) it is both intrinsic and extrinsic. A teacher, through the enthusiasm with which he/she approaches the information communication responsibility, can similarly enthuse learners and, through the creation of a positive learning environment, characterized by encouragement and trust, can enhance the confidence levels of individual learners, thereby injecting them with the motivation to learn. However, as may be observed, a teachers motivation-elevation capacities are limited to the extrinsic, while effective learning is predicated on the presence of requisite minimal levels of both extrinsic and intrinsic motivation. Petty does not admit to the explicated differentiation, rendering his observation only partially accurate. J1 Q3: As language, literacy and numeracy skills vary within the context of an ESOL setting, communication breakdowns, or miscommunication between students and instructor, on the one hand and among students themselves, on the other, are common. One such misunderstanding clarified the extent to which intra-class LLN differentials are problematic and, within that context, substantially raised my LLN awareness levels. Directly pertaining to LLN skill differentials within an ESOL setting, Andrews and Watmore write that “within any group of students there will be individual differentials affecting the learning of each student” (2002: 92). Only theoretically aware of this, and assuming that the use of language and vocabulary which I presumed to be easy, concomitant with the application of, or abidance by, the established curriculum and guidelines for L2 teaching, would be sufficient, I only lately realised how mistaken I was. At the end of each of my ESOL classes, I customarily provide my L2 group with recommended readings and assignments which, while not mandatory, are integral to their linguistic development and learning. Generally speaking, the Asian students are very meticulous regarding the completion of the suggested readings and the proposed assignments, while the Arab, most especially Iraqi, students re not. Essentially, I assumed this to be either a lack of learning commitment or low motivation levels and, if I am completely honest with myself, presumed laziness on the part of these students. Due to the assumption made, I began to read up on motivation theory, devising strategies for elevating motivation among my Arab students, thereby inducing them to invest the required effort. I did not consider questioning the students directly bout this problem and only when I recently made a comment in class on the failure of some students to do the recommended assignments and readings, which touched on the sensitivities of those I was referring to, did I realise that they had actually not understood that the list I gave out at the end of my classes pertained to recommended readings and assignments. They had simply not understood this. Upon realising why the Arab students had not been doing any of the recommended assignments and readings, I developed a greater awareness of the problematic nature of LLN differentials and my responsibility, as teacher to overcome them. J1 Q4 The ESOL instructor, especially one who teaches an adult compulsory language class, is often faces with a wide variety of complex situations. Problems, as may be inferred from the earlier journal entries, primarily emanate from LLN skill differentials, culminating in misunderstanding and misinterpretation of instructions, and low motivation levels consequent to conflicts between familial and career responsibilities on the one hand, and L2 learning responsibilities on the other. As a practicing L2 instructor, I have often been confronted with a multitude of problems whose root causes can be directly traced to the mentioned causal factors. The previous journal entry reflected on one of these problems and highlighted the extent to which lack of linguistic proficiency, compounded by cultural differences can culminate in eruptive situations. The event described in the above, in which a student from Hong Kong misinterpreted a discussion topic to imply the cultural and racial denigration of Asians, did not simply emphasize the importance of the deployment of motivation-generation tools through the adoption of select learning strategies but, the importance of classroom management. As an ESOL instructor my responsibilities are not confined to L2 teaching but, if I am to be an effective teacher, must expand to embrace classroom and situational management. The problematic situation described in the second entry highlighted the extent, to which LLN differentials can undermine the instructor’s capacity for effective teaching on the one hand, and jeopardise the instructor’s capacity to effectively manage a classroom on the other. In fact, when reflecting upon this particular incident, I discovered that as much as it was an LLN problem, it was a classroom management one as well. As an instructor, I should have been clearer in articulating classroom guidelines and teacher-student expectations, and should have made sure that all understood at I was saying, not only that but further reflection led me to the conclusion that I had allowed the management of the class to slip out of my hands when I said that the work was optional and when I did not question the persistent failure of some students to do that work. I simply assumed it was a result of low motivation and do not pursue the matter until much later on. Upon reflection on the described incident I realised that I have a much greater responsibility as an instructor than I originally assumed. My role is not confined to L2 teaching but to management, guidance and motivation. J1 Q5 Specific: To constructively exploit the lessons which the described event generated and undertake a deeper analysis of the learner groups characteristics. Measurable: Observe the group members as individuals, understand them as the products of specified cultures and backgrounds and consequently, attain a better understanding of the group. Achievable: Read on learning cycles, styles, strategies and motivation, with particular focus on the extent to which the stated can positively inform the design of effective lesson plans while, simultaneously, contributing to the formulation of a positive, motivation engendering and confidence building L2 learning environment. Results-Oriented: Employ the knowledge gained from reading and observation to adjust teaching style and approach. Time-Bound: Complete readings and observations within a month, following which, adjust teaching style. J1 word count: 1,334 Topic: Learning/Teaching Styles and Their Impact on Learner Motivation. J2 Q1 Branda, L. and Weston, W. (2003). The Role of the Tutor. http://meds.quuensu.ca/medicine/pbi/pbihorme6.htm Canale, M., and Swain, M. (1980) Theoretical base of communicative approaches to second language teaching and testing, Applied Linguistics. 1(1). Chandler, B., et al. (2003). Managing the Learning Environment. London: University of Greenwich Press. Dornyei, Z. (2001). Motivational Strategies in the Language Classroom. Cambridge: Cambridge University Press. Pp. 1-155. Dornyei, Z. (2001) Teaching and Researching Motivation. London: Longman. Pp. 48-72. Schoen, D. The Reflective Practioner: How Professionals Think in Action. New York: Basic Books. J2 Q2 Branda and Weston (2003) write that "the tutor has several responsibilities and is accountable to the teaching programme for the satisfactory completion of them. These responsibilities require abilities and skills relevant to the principles and practice of problem-based learning, group dynamics, the assessment of student learning, the use of learning resources and managerial skills." The implication here is that the tutor is directly responsible for effective learning-teacher, on the one hand, and classroom dynamics on the other. This is a problematic contention, if not n entirely erroneous one. While the tutor is primarily responsible for effective learning through the deployment of effective learning strategies, the fact is that the tutor can hardly be held responsible for classroom dynamics. That the L2 instructor, especially one teaching adults, cannot be held responsible for the aforementioned is attested to by Chandler et al. (2003: 2) who write that “people in classrooms have a variety of purposes, experiences, interests and goals.” An analysis of the stated shall expose the weaknesses and strengths inherent in Branda and Weston’s (2003) argument. As briefly touched upon in the above, the instructor is definitely largely responsible for the creation of a classroom environment which is conducive to effective learning and which, additionally, motivates learners to exert greater effort. The instructor may achieve the stated through the cruel selection of a learning style which both ensures effective class communication and which generates interest among learners. While the ESOL instructor is responsible for selecting that learning style which is most conducive to effective learning-teacher, the instructor is not responsible for the classroom environ. In claiming otherwise, Branda and Weston (2003) are displaying a lack of awareness regarding the nature of ESOL classroom settings, especially since they are comprised of adults who are compelled to attend and learn and who often feel that the time pent in the classroom, is time away from work and family responsibilities. In light of the above, one may conclude that while the deployment of a well-selected learning strategy may positively enhance learners’ motivation it bears little on the complex nature of group dynamics. J2 Q3 Language, literacy and numeracy skills underlie almost all areas of work and, therefore, are of predominant importance within any work environment. The stated is especially true within the teaching-learning matrix, insofar as LLN levels determine the extent to which recipients are able to comprehend and assimilate communicated information. Within the context of a multi-national and compulsory adult language learning environment, it is contingent upon the teacher to assess the variant LLN skill levels of the group in order to facilitate the information assimilation, or learning task. Experience underscores the challenges inherent in the stated since situations, which expose unexpected LLN skill differentials, may erupt at any given moment. Recently, I was confronted with a situation which underscored the virtual impossibility of assessing LLN differentials within the context of a multi-national/cultural leaner environment. Students were required to discuss a particular topic pertaining to Hong Kong. An Asian student interpreted the discussion topic as evidencing cultural bias and, being quite sensitive, began to cry. The situation was unexpected as, on the lexical level, nothing in the stated could have been interpreted as a racial slur or an intended, or unintended, denigration of Asians. However, in the absence of the requisite linguistic proficiency, the referred to student interpreted/misunderstood the stated to imply just that. This event is particularly telling of the challenges that teachers may confront. Canale and Swain (1980) emphasise that effective second-language learning is ultimately dependant upon the communication and comprehension flow within the classroom. Misunderstanding and miscomprehension are formidable obstacles to language learning, and severely limit the ESOL instructor’s capacity for effective language teaching and training. Needless to say, the persistence of variant LLN skills within single learning environments disrupts the efficient flow of information, insofar as some of the learners may comprehend the information while others may not. To avoid the transformation of the language classroom into a partial learning environment, targeting only a select few of the learners’ group, it is contingent upon the ESOL instructor to map out the LLN skills of each of the learners. Upon acquiring an as accurate as possible understanding of the existent LLN differentials, the ESOL instructor need mediate between the variant levels through the careful selection of the language used to deliver instructions and lectures. J2 Q4 It is contingent upon those L2 instructors who inspire to be effective and successful teachers, to reflect, even meditate, upon each and every teaching session, especially the more problematic ones. Even though the effective instructor positions him/herself as a member of the group rather than the group leader/authority figure, especially within the context of an adult learning environment, the fact remains that the instructor is responsible for the creation and maintenance of a confidence-building learning environ, characterized by positive group interactions and high levels of learning motivation. It is within the parameters of this responsibility/role that as the L2 instructor in question, I found myself reflecting upon the emotional outburst touched upon in the previous entry. I felt responsible for the female students emotional outburst, was confused as regards the appropriate reaction on my part, and was determined to avoid future misunderstandings of this nature. Since teachers learn how to be effective instructors, not just from textbooks and lectures but from personal experiences, it was essential that I reflect upon the event, examine my reactions and learn from the experience. The self-examination process led me towards the conclusion that I felt responsible for the outburst because, as unintentional as that may have been, I was. Quite simply stated, I should have been more articulate in explaining that the discussion topic was not a denigration of a particular race or ethnic group. I could have done that through the selection of much simpler words and language to communicate the purpose and intent of the discussion topic. Beyond that, I was also responsible for the misunderstanding, albeit indirectly, because I had not properly evaluated the scope and depth of the cultural differentials between me, as an instructor, and the group, on the one hand and between members of the group on the other. The event, as unfortunate as it was, provided me with an invaluable learning experience. I realised that my responsibilities as an instructor were not conflict to teaching language but included classroom management. If I were to be an effective educator, I had to proceed from the understanding that "people in classrooms have a variety of purposes, experiences, interest and goals,"(Chandler et al., 2003:2) and formulate a teaching approach which would not just be more sensitive towards the existent differentials but which would harmonise between group members variant and diverse goals, interests and concerns. The described event, in other words, functioned as a constructive learning experience for me. J2 Q5 Specific: To integrate learning style theories into my lesson plans and to constructively exploit them for the benefit of my students. Measurable: Use alternative learning and teaching styles and observe my ESOL class’ reaction and response to them, finally selecting the one which garnered the greater support and responsiveness among learners. Achievable: Read more on the interrelationship between learning styles and motivations and learn how the one may constructively impact. Results-Oriented: Based on the readings, design lesson-plans which are geared towards the exploitation of specific learning styles for the purpose of inciting motivation among the students and encourage them to exert greater effort into their language learning tasks. Time-Bound: Complete learning style readings within a fortnight and test them in my classroom setting for the purpose of selecting the more appropriate one within the month. J2 Word Count: 1,370 Topic: Praise and Its Influence of L2 Learner Motivation. J3 Q1 Brookefield, S. (1994). Understanding and Facilitating Adult Learning. Milton Kenes: Open University Press. Chanut, Florence, Thomas G Brown, and Manrice Dongier ( 2005). Motivational interviewing and clinical psychiatry, Canadian Journal of Psychiatry. 50(9), pp. 548-559. Hotho, Sabine and Nicola Reimann (1998). Learner motivation: From dilemma to dialogue. Forum of Modern Language Studies, 34. pp. 130-143. Paas, Fred et al. (2005). A motivational perspective on the relation between mental effort and performance: optimizing learner involvement in instruction,’ Educational Technology Research & Development. 53(3), pp. 35-36. J3 Q2 Paas et al. (2005) comment that “reliance on as a learning motivator may have a counter-effect” since the praise-recipient may interpret the compliment as “condescension.” Chanut, Brown and Dongier (2005), however, loosely identify praise “as the predictor of healthy teacher-student interaction.” While L2 teaching experience allows one to identify praise as a means for elevating learner confidence and motivating students to invest a greater effort in their work, experience also leads on to understand that praise has to be judiciously, as in convincingly and appropriately, delivered or else it may be misinterpreted as condescension. Within his context, one has to agree wholeheartedly with Paas et al. (2005). On the other hand, the same cannot be said for Chanut, Brown and Dongier (2005), insofar as their statement is predicated on the assumption that praise, alone, can improve teacher-student dynamics. This is a simplistic view. Praise, without doubt, and as further confirmed by Schoen (1983) in her analysis of the characteristics of the effective organisational manager and the nature of positive employer-employee relations, is important. It’s importance derives from the fact that praise, apart from inspiring self-confidence an positively impacting motivation levels, provides learners with the reassurance that their efforts are recognized and their progress is appreciated. Despite the importance of praise, Chanut, Brown and Dongier (2005), exaggerate the influence it has on teacher-student relationships, especially within the framework of an adult-learner group. As experience indicates, teacher-student dynamics are influenced by multitudinous factor, among which one might mention teaching strategy and the extent to which the instructor personalizes lessons and works towards the creation of a positive learning environment. Praise, while important, is definitely not the determinant of positive teacher-student interaction and has the potential to backfire. J3 Q3 Consequent to the fact that LLN skill differentials have often resulted in situations in which some students understand the instruction material an respond positively to it while others do not, I have often had to speak more slowly, using simpler vocabulary, with some of my weaker students. While doing so for the explicit purpose of making sure that my L2 students understand and benefit from the classes, this approach was recently negatively misinterpreted by one of my students. In brief, suspecting that she had not understood some of my instructions, I took an aside from the class to explain the instructions to her in simpler terminology. To my surprise, the student, an Iranian female, rather irritably commented that I was under the assumption that she was less intelligent that her classmates, and that I neither appreciated the effort that she was making nor acknowledge her progress. While the above incident was initially motivated by my desire to ensure that LLN differentials did not deprive some of my students from benefiting just as much as the other students did, the Iranian female’s reaction made me realise that my approach was faulty. I had, quite simply, ignored the imperatives of exploiting praise as a strategy for helping weaker student while, at the same time motivating and raising their confidence levels. I should have first complimented her on the progress that she was making and the effort she was investing in her work and then, indirectly rephrased my earlier instructions for greater clarity. I should not have singled her out in that way. The above incident did not simply emphasise the importance of exploiting praise as a teaching strategy but highlighted the fact that “the classroom context involves and challenges the learner on a cognitive, social and affective level” (Hotho and Reimann, 1998: 132). I should have been more sensitive to this and had I been, the outburst could have been avoided. I should have praised before implicitly criticizing the student. This is precisely the argument forwarded by Brookefield (1994). J3 Q4 The above cited forced me to reflect upon my teaching strategy and instruction delivery methodology. Reflection led me to two conclusions. The first pertained to the inherently socio-psychological nature of the classroom environ and the second to the extent to which the use of praise can function to both motivate students and strengthen intra-class relations. As Hotho and Reimann (1998) emphasize, the L2 classroom is a particularly socio-psychologically vulnerable one insofar as it is based upon exposition of linguistic weaknesses and heir subsequent correction. In other words, the linguistic failings of participants, in this case working adults, are brought to the fore. More often than not, the learners feel particularly vulnerable and due to constant fear of misunderstanding and misinterpreting classroom communications and interactions, seek to maintain a low-profile. It is within the context of the described setting that praise, an integral componential element of the socio-psychological learning strategy, assumes unique importance, both as a means of enhancing self-confidence and creating a relaxed learning environment and as a motivation strategy. The point here is that reflection upon the described incident helped me, as an instructor, understand that the effective management of an adult L2 class is predicated on the existence of positive teacher-student interaction. The referred to positive interaction can only develop if the instructor judiciously exploits praise as a motivation strategy, within the larger context of the socio-psychological learning approach. J3 Q5 Specific: To formulate a strategy for the integration of praise in my learning strategy without it seeming ill-placed and undeservedly complimentary, whereby the praise could sound condescending ad not enhance self-confidence as intended. Measurable: To carefully observe the effect of praise on recipients and to assess the extent to which it motivates learners and enhances their self confidence. Achievable: Read up on praise strategies and how to deliver praise that is believable, well-placed and has a constructive effect and avoid praise that sounds condescending or which may be interpreted as such. Results-Oriented: Based on the readings, formulate lesson plans that are designed to enhance the confidence level of learners and motivate them to invest greater effort in their language learning endeavour. Time-Bound: Complete readings on praise as a motivator within the week, following which articulate the strategy for the inclusion of praise within the framework of my earlier selected learning-teaching methodology. This is to be done within a fortnight. J3 Word Count: 1,115 Topic: Equal Opportunity and Cultural Diversity: Language learning and cultural concepts J4Q1 Arnot, M. and Dillabough, J. (1999). Feminist Politics and Democratic Values in Education. Curriculum Inquiry. 29(2), 159-189. Arnot, M. and Dillabough, J. (2000). Challenging Democracy: International Perspectives on Gender, Education and Citizenship. London: RoutledgeFalmer. Chapters 2, 3 and 5. Taylor, R. (1990). Racism, Ethnicity and University Adult Education. Studies in the Education of Adults. 22(2). J4 Q2 Taylor (1990) contends that “despite university continuing educations record. of innovation and social purpose education, relatively little work has been developed to improve provision for minority ethnic students.” The implication here is that even though universities have developed well-articulated curricula for continuing education, they have paid relatively, little, if any attention to the imperatives of ensuring equal opportunities therein. In other words, education needs to be gendered since gendering implies the acknowledgement of women as a minority group, thereby motivating the extension of equal opportunities to this particular group. In direct comparison, Arnot and Dillabough (1999) maintain the necessity to “degender, as far as possible, the public sphere through the legal recognition of women’s right to equality on par with that of men” (168). Therefore, rather than gender the educational sphere, active degendering is imperative. The two quotes operate in opposite directions and are blatantly contradictory. From the experiential perspective, however, the second, rather than the first quote, presents a valid strategy for the provision of equal opportunities in the area of adult continuing education. The blatant acknowledgement of gender issues amounts to the recognition and acceptance of differences between the two sexes. Recognition of gender differentiations, as explicated by Taylor (1990), means that the stated differences must be embraced by the continuing education curricula and by the instructors within. Doing so, however, as Arnot and Dillabough (1999) argue, will only serve to accentuate differences and make gender a classroom issue. This is contradictory to the very notion of equal opportunities, insofar as the stated is fundamentally founded upon same-ness and not difference. It is precisely due to this observation that one concurs with the second quote, while doubting the first. J4 Q3 Within the contextual parameters of equal opportunities and LLN skills, the L2 instructor is often confronted with the inability of many Asian and Arab students to comprehend the relatively gender-free nature of the English language. As Arnot and Dillabough (1999) observe, language is an ideologically-laden gendered terrain, whereby the very language we use often highlight gender differences and undermines the very concept of equality. Within the contextual parameters of the English language, gendered word forms and sentences structures are immeasurably more subtle than that of other languages, and most especially the Eastern one. As an L2 instructor, the comparatively gender-neutral nature of the English language has often been difficult for some students to comprehend. In a recent classroom discussion on word forms, an Iranian student quite innocently inquired about the `feminisation’ of objects and sentences. Not understanding what he meant, the student explained that in his language, as in most Eastern ones, objects and subjects were either specifically feminine or masculine with sentences being accordingly gendered. Upon trying to explain that the English language operated by a different set of grammatical and word-form rules, I was quite surprised at the confusion and surprised expressed by the greater majority of my students. This incident made me more aware, not of the LLN differentials which existed on the intra-learner group level but which eased between me, as an instructor, and the group, as the learners. This led me to the conclusion that it was necessary that I, if I wanted to mature and develop as an effective ESOL instructor, had to gain a clearer insight into the differences between English grammatical rules and those of other languages. Had I that knowledge, I would have been able to respond to the question raised with greater clarity. J4 Q4 The gendered nature of some of the Eastern cultures and languages from which many of my students emerged, should have directed me towards the understanding that equal opportunities was not recognised in many of these cultures. Therefore, when I started a class discussion on the meaning of equal opportunity and how the group’s acquisition of a greater command over the English language maximised their potential to economically benefit from the concept of equal opportunities, I was unprepared for the storm that the statement would raise. One of my male students asked me whether I believed that equality and equal opportunities pertained to the sexes and when I responded that it did, another replied that it was precisely due to such beliefs that unemployment rates among males had soared. While the above is easy to dismiss as a difference of opinions, I found myself reflecting on it, coming to the conclusion that if I aspired towards the better management of my class, I had to gain an insight into my students’ minds by learning bout their cultures. Interestingly, Taylor (1990) argue just that in his statement that if adult continuing education instructors aimed to be effective and efficient, they had to take the time to learn about their students and the cultures which produced them. The instructor which does so, especially an ESOL instructor, is in a better position to communicate basic concepts to students. This is especially true when considering that language represents and communicates culture. Even though it was contingent upon me, as n instructor, to maintain an awareness of the correlation between language and culture, I did not. The failure of my students to understand the concept of equal opportunities between genders led me t understand he necessity of my trying to understand my students and their cultures better, if I was to effectively each them English language and culture. J4 Q5 Specific: To bridge the cultural understanding between my ESOL class and myself and formulate a strategy for the integration of cultural learning into my language learning class. Measurable: To observe the failure of my students to understand basic concepts such as equal opportunities and to assess whether or not students will effectively respond to the strategy adopted. Achievable: Read up on equal opportunities, integrate the principle into my teaching sessions and fortify its explication through background teaching on the culture represented in and by the English language. Results-Oriented: Based on the readings, formulate lesson plans that aim towards the communication of the cultural implications of the English language and the extent to which effective language learning is predicated on the understanding of the latter. Time-Bound: Complete readings on equal opportunities within a week and strategise the inclusion of its dominant precepts into my lessons. J4 Word Count: 1,105 Read More