Weekly Writing Challenge 2

A happy class environment is magnified by motivation. I can remember the first time my biology II teacher recommended browsing Science Magazine last semester for a piece of reading outside of the course requirements because the articles were “interesting and relevant.” For a few split seconds, I actually considered it. Then a resounding groan hit the class.

Giving a student a reason to pick up a textbook or an article to advance their knowledge, rather than turning straight to Netflix, is an extremely powerful tool. However, this tool depends more on a certain type of motivation from the students as opposed to a teacher having the necessary skills to wield it.

Without skipping a beat, the bio teacher recognized how little her students were motivated to read any articles because it posed obstensibly no benefit if we did nor any threat if we didn’t. So she did [what all educators/people would do to get those they’re teaching/raising to do something they’re unwilling to do](sounds weird) and swung the tool: if we read an article, we’re granted bonus marks. A reward!

According to Caitrin Blake from Resilient Educator, reward-driven motivation is one of two types of motivation, known as extrinsic motivation (the other type being intrinsic motivation) and it helps students become more driven and competitive because they know that they will receive something from their work. Blake states that if this reward is removed, students’ interest “diminishes entirely.”

Ironically, the lack of interest is interesting because it begs the question that all students should consider: Why is this a field of study that I’m interested in? What will I make of it in the future?

Having little value for a field of study but nevertheless working for excellent grades stems from a mindset of setting performance goals rather than learning goals (Ambrose et al). For example, physics makes me confused and afraid for the outcome of my grade, and I’ve joined the “do well enough just to pass” performance goal. The same goal cannot be applied to my interest and enjoyment in learning the piano. There are no passing grades or fear of failure. It’s intrinsic motivation, the desire to learn and set learning goals, that keeps me practicing.

I’m sure by now you’ve noticed that extrinsic motivation creates a disparity between gaining knowledge through passion and gaining knowledge for paper. That paper could be a test, an essay, and the report card you give your parents every semester. It teaches students that success, in its naked form, is only a reward. This reminds me of the chocolate example (will be mentioning chocolate in the beginning where the brain stimulates a reward-response)