Pupil Motivation in English Schools

http://eppi.ioe.ac.uk/cms/Default.aspx?tabid=304

This webpage reports on the findings of a systematic review - Smith, C., Dakers. J., Dow, W., Head, G., Sutherland, M. and Irwin, R. (2005) - of what pupils, aged 11-16, believe has an impact on their motivation to learn in the classroom.

I would say these findings are very similar to the attitudes of pupils in my school. Pupils are motivated by the same factors although we are hindered by the size of the school so the influence of peers is not effective and this school size also effects the ‘Role of Self’ as pupils don’t have much say in the planning or choosing of subjects and curriculum.

Intrinsic and Extrinsic Motivation in Practice

After watching a video about a maths teacher teaching students about trigonometry I witnessed motivation in practice. The teacher took students outside to work out the height of the school buildings. First of all they guessed then went outside to take measurements.

The teaching challenges faced by the math's teacher were that the students were a bit skeptical and afraid of change, but the teacher overcame this by talking the pupils through this. The strengths of this lesson were that it was creative, got learners out of the classroom and related trigonometry to real life. The pupils were both intrinsically and extrinsically motivated by the use of competition, group work, roles and responsibilities, relevance and an energetic teacher.

This lesson would work well in my own school setting, pupils will react well and be motivated. They are likely to go off task so roles are a good idea as well as time limits and competition.

• Write about the ways in which the math's lesson on outdoor trigonometry in the Teachers TV programme motivates pupils and addresses each level in Maslow's hierarchy of needs.

Physiological Needs were meet because the students were outside in the fresh air and provided with all material necessary. Safety Needs were met as the teacher was talking students through the activity and assisting. Needs of Love, Affection and Belongingness were met as each group member had a specific role and responsibility. Esteem needs were not met because the teacher did not give much praise to pupils.