Turning on the Light

Autor/in	Porter, Wanda
Titel	Turning on the Light
Quelle	In: English Journal, 100 (2010) 1, S.12-14 (3 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-8274
Schlagwörter	Teacher Motivation; Student Motivation; Rewards; Student Attitudes; Classroom Techniques; Teaching Conditions + Suchen Sie Ihr Suchwort? Schulische Motivation; Reward; Belohnung; Schülerverhalten; Klassenführung; Lehrbedingungen; Unterrichtsbedingungen
Abstract	In mid-January, the way the author's pants fit told her that she had overindulged during the holiday season. She was definitely motivated to do something about the situation, so she stepped up her exercise and cut back on calories. Each week, her grandson must complete the daily chores on his list to receive his allowance. Her grandson is motivated to keep up with the chores each day as he is saving up his allowance to purchase a new surfboard. What do these scenarios have in common? Motivation, the force that drives a person to achieve the goal he/she wants for him/herself. There are two commonly acknowledged kinds of motivation: intrinsic and extrinsic. Intrinsic motivation comes from inside the individual rather than from any external or outside rewards. People engage in activities for no reward other than the interest and enjoyment of the task, perhaps pursuing a hobby or playing a game. Extrinsic motivation comes from outside the individual, leading to rewards such as money or grades. As a teacher, she hopes that what she does in the classroom will create opportunities that evoke intrinsic motivation in her students. But what about them, the classroom teachers? Although there is plenty of information available on motivating students, there seems to be little advice on maintaining teacher motivation. In this article, the author shares how she maintains the motivation she needs to inspire her students. (ERIC).
Anmerkungen	National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10