Hi everyone!
I am just getting started with my project and already have an idea that I would love some feedback on. I am teaching PE at David E Norman for those of you who I haven't had the chance to meet yet! During this first month of teaching, I have noticed, depending on grade level, the motivation for students to demonstrate the behavior I expect from them varies. The older kids are WAY more interested in what they get out of their good behavior (they have a chance to earn up to 3 extra games of Star Wars) while the younger students are way more interested in making me happy.
My question is: When does motivation change in students from wanting to please the teacher to wanting to get something for themselves instead?
Sub questions: Is teacher happiness more of an intrinsic or extrinsic motivator for students? Is there a certain event that triggers the change from being a people pleas-er to a self pleas-er?
This is still a work in progress and I would love to hear your thoughts on it! Also, if I could get some feedback on how to reword my question so it sounds...better that would be wonderful!
Thanks and I can't wait to hear from you!
Forgot to put my emotional level down! I am at a 1 probably because I am excited to get started!
ReplyDeleteKara,
ReplyDeleteThis topic is very interesting! For my post I'm going to play around with different ideas in rewording your question. Here it goes!
Original:
When does motivation change in students from wanting to please the teacher to wanting to get something for themselves instead?
Possible alternatives:
What happens with K-5th grade student engagement during PE class when only intrinsic motivators are used? Or, same question but change intrinsic motivators to extrinsic motivators. (This would be difficult because so much of what we naturally do when speaking to students can be considered either extrinsic or intrinsic motivators)
Here’s another:
Using surveys, interviews and observations what difference in response is identified between primary students and intermediate students when asked what makes them want to participate in PE activities?
Kara, this is all I've got for now. I hope that my post will help your thinking in some way! Keep us "posted"!!!
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ReplyDeleteThis is a really good idea! I have gone back and forth over the years with this same battle...intrinsic vs extrinsic. I have found over the years that the girls are more instrincsically motivated while boys are more extrinsic. Anyway...the way Holly reworded your questions sound god. Using observation as a research tool would be beneficial too.
ReplyDeleteHI Kara, I have not met you yet, I am a teacher at the middle school!
ReplyDeleteI like the way Holly reworded your question, so I will leave that alone. I am wondering what forms of data collection you are planning on using? I think that observations and interviews would be helpful.
Good Luck! Liz
Kara,
ReplyDeleteHave you considered using student surveys to help measure student value of the different kinds of rewards? You could give three, one at the beginning, one in the middle and another toward the end. It would be interesting to see if after varying intrinsic and extrinsic rewards if student's views change about what motivates them the most.
I agree with the surveys to answer the questions, and through observation. I am really interested in this because I ask this question all the time even in middle school. I wonder if it is an age item or a gender item.
ReplyDelete