Analysis Of The Film ' The World 's Classroom '

As educators, we are instructing our students not only in matters of scholarship, but in matters of self. Expression through confidence of autonomy, self-efficacy, and intrinsic motivation are integral to the development of any individual.

Engaged learning, within a highly supportive environment, enables our students to develop strong communication skills, excel within collaborative settings, effectively address complex problems with innovative solutions, and lead with integrity and compassion throughout their lives and careers in a diverse and rapidly changing world.

A learners’ reason for wanting to learn something new can affect their motivation. A learner who is self-funded and wants to learn for personal or job progression reasons is likely to be more highly motivated than some who been “told” to attend, sent against their will or who is not interested in the subject.

Motivation is essential to encourage students to go beyond simple declarative knowledge. If one of the goals of education is to develop higher order thinking, educators must engage students minds through multiple and challenging opportunities that encourage deeper understanding of curricular content (Blumenfield 1991). One way to foster this deeper understanding is to integrate motivational strategies into instructional design. The six C�s of motivation (Turner 1995) are strategies to enhance students� motivation to learn. They are:

As teachers we should have the mindset of having a classroom culture that encourage curiosity in which students feel safe to engage in the activity or topic without fear of embarrassment or rejection. We need to design classroom practices around securing real engagement.(Wormeli,2014,p 27)

There are several aspects that would describe a self-directed, intrinsically motivated, active learner, such as those who are curious and persistent about acquiring knowledge. Most of the time, people who are curious take initiative to seek higher education and accept the responsibilities that come with studying and test taking to acquire the knowledge they seek. Those who accept the responsibility of learning a new skill takes the initiative to organize their time to dedicate to that education and set a pace to reach their end goal for the educational structure. By using basic learning skills, self-directed learners look at problems as challenges and embrace the mindset of self-growth. Self-directed learners are self-reliant and enjoy learning on a regular basis.

As with the development of many new ideas, self-directed learning has created some confusion in that many related concepts are often used either interchangeable or in similar ways. Examples include self-education (Hosmer (1847), Dickinson & Clark, 1975, Smith 1976, Snedden 1930); self-directed learning; self-planned learning (Tough 1966); self-instruction (Johnstone &Rivera 1965, Smith 1976); individual learning (Smith 1976); autonomous learning (Houle 1962, Miller 1964, Moore 1980, Smith 1976); independent study or independent learning (Jourard 1967, Moore 1972); and self-access learning (Dickinson 1987). Yet these terms offer varied, though often subtly different, emphases. To illustrate these differences, several views of self-direction can be compared and contrasted.

Looking at a third grade class, the teacher is showing the students how to find the area of a rectangle. The teacher constantly reminds the students that they have to learn about it because the state exams were going to test them. The students sigh and yawn, knowing that they would rather be doing anything but math. Disengaged and bored students can be seen in many classes but how the teacher reacts to those students is crucial. Teachers use different strategies to try and discover what works for their students as a whole, because they understand that alert and active minds are important for absorbing the information. Having engaged students is detrimental for their academic success, so understanding what makes them bored and how to solve it is important to understand. In order to be able to understand the methods to keeping students engaged: 1) there will be an examination of the best strategies that teachers can utilize to be able to capture the student 's attention and be able to motivate through literature, 2) as well as an analysis of Brywood Elementary School’s teacher 's methods to motivate and engage their students.

Incentive theories were examined to recognize how motivation benefits the self-directed learner. The purpose of this inquiry was to become familiar with intrinsic motivation and its components. The documented research includes information gathered from journals, articles, and empirical results. Further analysis is being considered if time permits.

To help learner reap the advantages of intrinsic motivation, it is essential to provide academic activities that promote the development of

Self-regulation refers to the process of planning and cyclically adapting self-generated thoughts, feelings, and actions to the attainment of personal goals (Zimmerman, 2000). Pintrich and Zusho (2002) defined self-regulated learning as “an active constructive process whereby learners set goals for their learning and monitor, regulate, and control their cognition, motivation, and behaviour, guided and constrained by their goals and the contextual features of the

Throughout my years in the classroom, student interest in academics has decreased tremendously. Moreover, no longer are students interested in sitting quietly, taking notes while the teacher disseminates information. Students want and need active engagement. They want to participate fully in the acquisition of knowledge. In this 21-century world, educators need to find new and innovative methods to galvanize students in becoming active participants in their education.

In order to be an effective teacher many learning aspects must be considered. Learning aspects such as humanism, motivation and engagement, information processing and play are crucial to allow students to actively participate in deeper learning. These learning aspects not only engage students but encourage them to become autonomous learners who are intrinsically motivated. By employing various techniques from these teaching aspects teachers are able to provide students with lessons that are interactive and engaging.

The importance of learning motivation in education is a change of energy in a person which is marked by the emergence of feelings and reactions to achieve a goal. The instructor's assignment isn't simply to dealing with training works out, inquiring about, creating, and dealing with an instructive organization, particularly understudies. Instructors are likewise in charge of producing learning, propel students.

“Motivation is hard to characterize and quantify, and it is influenced by many factors outside the classroom. Partly because of these challenges, many teachers feel they can do little to improve motivation. But a growing body of research shows that they can: teachers can employ a number of strategies that have been proven to enhance students’ engagement in learning”(S. Haedden & S.McKay, 2015). Current research states that the best ways to increase student motivation and engagement is to have high but realistic expectations, building a good quality work relationship with our students and strengthening our student’s self-motivations and setting achievable goals. (Northwest Regional Educational Laboratory)