Classroom Motivational Strategies Essay examples -- Education

I would like to discuss some of the motivational strategies that I leave be using in my classroom. The motivational system that I will discuss is student self-efficacy. According to (Schunk, 1991) Self- Efficacy guess refers to an individual s judgment of his or her capabilities to perform given actions. Students ar more likely to be motivated to attempt tasks in which they consider they will be successful, it is essential for us as teachers to provide tasks at the correct level of difficulty and help students to develop appropriate expectation for success. Experiences of failure may lead students to have a low information of self-efficacy, and they in turn , argon likely to reduce their effort on academic tasks and lose their motivation. However, if students already possess a high level perception of self efficacy their sense of self-efficacy wont be affected easily by failure. (Richardson, 2010). According to Bandura perceived efficacy determines how practically effort people be willing to put into an activity as well as how long they will persevere in the take care of obstacles. It is known that high self-efficacy and improved performance results when students 1. are taught to use unique(predicate) learning strategies which increase attention to the task, 2. adopt short term oer long-term goals and 3. Receive performance contingent rewards as opposed to accompaniment for just engaging in a task. All these wayal manipulations are assumed to increase the belief that I brook do it, which and then increases both effort and achievement.(Richardson, 2010) Students self-efficacy or beliefs about whether they will be successful on a given task are a powerful predictor of their choice, effort, and persistence... ...ls displayed higher motivation (rate of problem solving)during instruction than did children who did not observe a model. Schunk and Hanson (1985) expected that their low-achieving subjects would identify more intimatel y with the friction match coping models. (H.Schunk, 1991)This activity had a positive effect on my students. They were adapted to successfully improve their reading fluency by engaging in this activity. The students were able to realize that with practice, positive reinforcement and support (enactive mastery) that they can improve their reading.The students were also able to discover that by watching their peer model correct reading that they can also do the uniform thing. (vicarious experiences)The student self efficacy, self- worth, and self- esteem was enhanced by being able to go to the various class and present their Readers Theater.