Classroom Motivational Strategies Essay examples -- Education

I would like to discuss some of the motivational strategies that I will be using in my classroom. The motivational strategy that I will discuss is student self-efficacy. According to (Schunk, 1991) Self- Efficacy Theory refers to an individual ‘s judgment of his or her capabilities to perform given actions. Students are more likely to be motivated to attempt tasks in which they believe 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 perception of self-efficacy, and they in turn , are 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 won’t be affected easily by failure. (Richardson, 2010). According to Bandura perceived efficacy determines how much effort people are willing to put into an activity as well as how long they will persevere in the face of obstacles. It is known that high self-efficacy and improved performance results when students: 1. are taught to use specific learning strategies which increase attention to the task, 2. adopt short –term over long-term goals and 3. Receive performance contingent rewards as opposed to reinforcement for just engaging in a task. All these instructional manipulations are assumed to increase the belief that â€Å"I can do it, â€Å" which then increases both effort and achievement.(Richardson, 2010) Student’s 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 closely with the peer coping models. (H.Schunk, 1991) This activity had a positive effect on my students. They were able 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 same 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 Reader’s Theater.