Intrinsic motivation
Intrinsic motivation is very important for students. I can see how intrinsic motivation work on one of my students, Nancy.
She used to be no interest in English. She did not know why she had to study English. She felt bored and meaningless to memorize vocabulary and grammars. Because of her lower motivation, she did not concentrate in class. As a result, her grades in English were not well, which caused her lack of more confidence in English.
She began to make excuses to “forget” to bring the English textbook again and again. I found out this behavior, so I tried to communicate with her. During the break time, I would pay more concern about her, not only about her study but also about her daily life, to show that I really cared about her. When we were doing exercise, I would pay more attention to her. I would encourage her to try and praise her when she did well.
Gradually, she becomes more interested in English. She rarely forgets to bring the English textbook. I do not have to pay more attention to her now because she will automatically do the exercise. What’s more, she will actively ask the question if she does not understand or feel confused. Her English grades in the second exam improved a lot, which enhance her confidence in English a lot.
It is intrinsic motivation that makes Nancy improve a lot. At first, it is I that almost control her study in English; however, now it is she that automatically does the study. A first, I use outside reward to encourage her; now she is encouraged by self-reward. It proves that with the teacher’s help and the cooperation of the student, the intrinsic motivation to learn English can be inspired.
Intrinsic motivation is very important for students. I can see how intrinsic motivation work on one of my students, Nancy.
She used to be no interest in English. She did not know why she had to study English. She felt bored and meaningless to memorize vocabulary and grammars. Because of her lower motivation, she did not concentrate in class. As a result, her grades in English were not well, which caused her lack of more confidence in English.
She began to make excuses to “forget” to bring the English textbook again and again. I found out this behavior, so I tried to communicate with her. During the break time, I would pay more concern about her, not only about her study but also about her daily life, to show that I really cared about her. When we were doing exercise, I would pay more attention to her. I would encourage her to try and praise her when she did well.
Gradually, she becomes more interested in English. She rarely forgets to bring the English textbook. I do not have to pay more attention to her now because she will automatically do the exercise. What’s more, she will actively ask the question if she does not understand or feel confused. Her English grades in the second exam improved a lot, which enhance her confidence in English a lot.
It is intrinsic motivation that makes Nancy improve a lot. At first, it is I that almost control her study in English; however, now it is she that automatically does the study. A first, I use outside reward to encourage her; now she is encouraged by self-reward. It proves that with the teacher’s help and the cooperation of the student, the intrinsic motivation to learn English can be inspired.
Thanks for sharing your story about intrinsic motivation and extrinsic motivation. In your case, we see how you use extrinsic motivation to invoke the student's intrinsic motivation. Do you see any negative effects of extrinsic motivation on students' development of intrinsic motivation?
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