Creating Motivating Learning Environments: What We Can Learn from Researchers and Students

Autor/in	Daniels, Erika
Titel	Creating Motivating Learning Environments: What We Can Learn from Researchers and Students
Quelle	In: English Journal, 100 (2010) 1, S.25-29 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-8274
Schlagwörter	Researchers; English Instruction; Learning Motivation; Student Motivation; Secondary School Students; Educational Researchers; Educational Attitudes; Negative Attitudes; Student Attitudes; Teacher Student Relationship; Context Effect; Student Responsibility; Learner Engagement; Educational Environment; Active Learning; Stress Management + Suchen Sie Ihr Suchwort? Researcher; Forscher; English langauage lessons; Englischunterricht; Motivation for studies; Lernmotivation; Schulische Motivation; Sekundarschüler; Erziehungswissenschaftler; Erziehungswissenschaftlerin; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Negative Fixierung; Schülerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Aktives Lernen; Stressmanagement; Stressbewältigung
Abstract	The author began her career teaching kindergarten. All 38 of her students showed up to school excited to be there and eager to learn. When she moved to the middle school, it was an entirely different story. She was stunned when most of her students didn't care whether or not they were successful academically. She encountered the same attitudes years later as a ninth-grade English teacher. Many students told her they "hated" reading and that school was "boring." In 2007 she left the full-time English classroom and began teaching in a college of education, but she has stayed connected to students. As she observes in dynamic teachers' classrooms and interview students to find out what makes them motivated, she has learned a lot. Additionally, academic researchers have spent decades researching motivation and have developed a clear definition. Briefly, "to be motivated means to be moved to do something." When combining the two bodies of information--academic research and student interactions--some clear strategies emerge. First, however, it is essential to understand what motivation looks like in a school setting. Sustained motivation comes from within an individual, but it can be influenced by contextual factors. Teachers cannot "make" someone motivated, but they "can" create motivating learning environments. Eschewing punishment and reward schemes, and with references to current academic research and comments from secondary students, the author suggests concrete methods for helping students motivate themselves. (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