The State University of New York
At Potsdam
TEACHING STRATEGIES AND STUDENT MOTIVATION
By
Jade Keith
Tiffany Pritchard
Barry Roesch
A Thesis
Submitted to the Faculty of
School of Education and Professional Studies
In Partial Fulfillment of the Requirements
For the Degree
Master of Science in Education
Potsdam, New York
December 2006
2
This thesis entitled
Teaching Strategies and Student Motivation
By Jade Keith, Tiffany Pritchard, Barry Roesch
Has been approved for the
Department of Graduate Studies
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Date
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Program Coordinator
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Department Chair
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The final copy of the above mentioned thesis has been examined by the signatories
and found to meet acceptable standards for scholarly work in the discipline in both
form and content.
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PERMISSION TO COPY
I grant The State University of New York College at Potsdam the non-exclusive right
to use this work for the University’s own purposes and to make single copies of the
work available to the public on a not-for-profit basis if copies are not otherwise
available.
____________________________________
Barry Roesch
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Date
____________________________________
Jade Keith
_______________
Date
____________________________________
Tiffany Pritchard
_______________
Date
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ABSTRACT
TEACHING STRATEGIES AND STUDENT MOTIVATION
By
JADE KEITH
TIFFANY PRITCHARD
BARRY ROESCH
The purpose of this research was to identify if instructional techniques
that have been deemed influential positively influence student motivation. This
research examined student motivation in the classroom, instructional strategies and
alternative assessment promoting motivation.
To accomplish this, fifteen observations of six teachers were conducted.
Teacher interviews and student surveys were also given. Throughout the course of
the investigation, four major themes and several sub-themes emerged. The first
theme was classroom atmosphere. Within this theme were two sub-themes of (a)
focusing on student comfort in the classroom and (b) forging personal connections to
the students. The second major theme was activity in the classroom. Within this
theme were the sub-themes (a) focus on the pacing of the class, (b) use of multiple
activities in the class and (c) use of random selection in the classroom for selecting
student participants. The third major theme was connecting the material to the lives
of the students. Within this theme are the sub-themes of (a) making connections in
the curriculum to the lives of the students and (b) using discussions during class to
make connections to student lives. The fourth major theme was the use of humor in
the classroom to help provide opportunities for student motivation.
5
Improving student motivation levels would have many implications on the
field of education. Through the course of our investigation, we have found that there
are certain teaching strategies that seem to have a strong impact on the motivation of
the students in the classroom. The major themes listed previously can be applied in
almost any situation, grade level or subject area. The application of these strategies
can be very effective for the teacher and rewarding for the students.
6
TABLE OF CONTENTS
1
Chapter 1
1.01
1.02
1.03
1.04
1.05
1.06
1.07
1.08
1.09
2
3
Statement of Problem
Purpose of the Study
Research Question
Rationale
Assumptions
Definition of Terms
Limitations
Delimitations
Summary
Chapter 2
2.01
2.02
2.03
2.03
9
9
9
9
10
11
11
11
12
Literature Review
Motivation in the Classroom
Instructional Strategies to Motivate Students
Alternative Assessment and Motivation
Summary
Chapter 3
3.01
3.02
3.03
3.04
3.05
3.06
3.07
3.08
3.09
3.10
3.11
3.12
3.13
3.14
3.15
3.16
3.17
Introduction
13
16
23
28
Methods and Procedures
Statement of the Problem
Purpose of the Study
Research Question
Participants
Criteria for the Selection of the Participants
Methodology
Rationale for the Methodology
Procedures Used for the Data Gathering and Analysis
Timeline
Data Management Procedures
Data Analysis
Data Management and Validity
Role of the Researcher
Reliability
Trustworthiness and Credibility of Analysis
Audit Trail
Confounding Issues
30
30
30
30
32
32
33
33
35
38
39
39
40
40
40
41
41
7
4
Chapter 4
4.01
4.02
4.03
4.04
4.05
4.06
4.07
4.08
4.09
4.10
4.11
4.12
4.13
4.14
4.15
5
Field Site 1: Introduction of Case Study Participants
Field Site 1: Classroom Atmosphere
Field Site 1: Activity in the Classroom
Field Site 1: Connecting Material
Field Site 1: Humor in the Classroom
Field Site 2: Introduction of Case Study Participants
Field Site 2: Classroom Atmosphere
Field Site 2: Activity in the Classroom
Field Site 2: Connecting Material
Field Site 2: Humor in the Classroom
Field Site 3: Introduction of Case Study Participants
Field Site 3: Classroom Atmosphere
Field Site 3: Activity in the Classroom
Field Site 3: Connecting Material
Field Site 3: Humor in the Classroom
Chapter 5
5.01
5.02
5.03
5.04
References
7
Appendices
42
46
49
52
54
54
57
62
65
67
68
72
73
77
78
Interpretation of Data
Purpose of the Study
Summary of Findings
Applications
Conclusion
6
7.01
7.02
7.03
7.04
7.05
7.06
7.07
Results
Appendix A Administrative Letter of Permission
Appendix B Letter of Consent Parents
Appendix C Letter of Consent Students
Appendix D Letter of Consent Classroom Teacher
Appendix E Student Survey
Appendix F Classroom Motivation Observation Checklist
Appendix G Teacher Interview
79
79
87
90
92
95
96
98
100
102
103
105
8
LIST OF FIGURES
Figure 1: Concept Map of Major Themes and Sub-Themes
80
9
CHAPTER ONE
INTRODUCTION
Statement of the Problem
To some students, the classroom is an exciting and meaningful place where
success and effort are enjoyable. In other students we see a lack of interest, lack of
pride and lack of desire to learn; regardless of content area, grade level or district.
These students are not interested and therefore fail to find motivation to learn. We
want to know how the instructional techniques of the teacher and the class curriculum
affect the motivation of students.
Purpose of the Study
The purpose of the study is to identify if instructional techniques that have
been deemed influential positively influence student motivation. We will examine
already existing research in this area and make observations of K-12 classrooms.
Using this information we will look for similarities between teaching strategies and
student motivation levels. The results of this study will be used to develop more
effective strategies in a classroom setting.
Research Question
The following research question will guide the study:
Is there a positive correlation between teaching strategies and student motivation?
Rationale
At the present time, it seems that student involvement, creativity, and
enjoyment is at a low. Individual researchers have seen that students are not doing
10
homework, not staying on task, and are not actively participating in classes. This lack
of student motivation been noted by other researchers as well.
Others have cited student work habits, especially lack of effort, as a major
motivational problem. Lack of effort was identified as the primary
motivational problem by Glasser. He described school as a place where
students are not only trying to do their best, but are expending much of their
energy avoiding work. He contended that much of the widely reported school
failure is a result of students failing to expend the effort to do high-quality
work (Alderman, 1999, p. 5).
Teachers are in need of finding effective strategies for activating students’
motivation levels to improve student achievement and cultivate life-long learners.
We feel that this is an issue of great importance to the future and improvement of
education. Maehr and Midgley (1991) state that, “[No school] in America will
improve unless its teachers want to improve and its students want to learn. That is
why the question of teacher, student and parent motivation is one of the single most
important questions we face” (p. 400).
Assumptions
This study will be based on the following assumptions:
1. There is a lack of motivation in today’s students.
2. Teachers need more information about motivation.
3. This study will improve the instructional strategies of the teacher.
4. Motivation ultimately affects student achievement.
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Definition of Terms
Motivation: the reason for the action, the desire to complete a task.
Intrinsic Motivation: when people engage in an activity for their own sake, not for
obvious external incentives.
Instructional Strategies: The different methods utilized by a teacher to deliver the
instruction.
Learning Styles: the approaches to learning that work best for the individual
Alternative Assessment: authentic assessment, portfolio assessment, performancebased assessment, alternate assessment, and project based learning.
Limitations
This study will be limited by the following limitations:
1. The researchers are the research instrument and will be limited by their personal
biases. Every effort will be made to remain objective in the analysis.
2. The knowledge, skills and abilities of the researchers.
3. Research performed about motivation will be limited to the observations of the
researchers.
Delimitations
This study will be further defined by the following delimitations:
1. Three schools in Northern New York will be the setting of our research: Hidden
Glen Central School, Ontario Lake Central School, and Maple Valley Central
School.
2. Research is written through the expressed opinions of teachers and students of K12 public schools.
12
3. Research will be conducted by the use of observations, interviews and
questionnaires.
4. The works of William Glasser will be referenced in this study.
Summary
This study will focus on grades K-12 in three counties of New York. The
purpose of this study is to identify whether or not there is a positive correlation
between student motivation and instructional techniques. We believe this study is
necessary because student motivation ultimately affects student achievement. It is
assumed that teachers will be interested in the study and the information gained will
be useful to them.
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CHAPTER TWO
REVIEW OF RELATED LITERATURE
The following review of the literature will examine student motivation in
classroom, instruction strategies and alternative assessment promoting motivation. In
many places and classrooms, students appear to be unmotivated and unwilling to
learn. The motivation of students may be related to the strategies used by their
teachers in the classroom. This literature review will show the importance of student
motivation in a successful educational environment. Various classroom and
instructional techniques along with alternative assessment practices that have been
shown to improve motivational levels will also be examined.
Motivation in the Classroom
One concern of many teachers is the motivation of their students. In an ideal
classroom, students are interested in what is being taught and they have a desire to
learn. While some students possess these qualities, others do not. Student
achievement levels, student enjoyment and creativity will all suffer from a lack of
interest and desire. Ruthunde and Csikszentmihalyi (2005) state, “during the
precarious transition from the elementary school years, young adolescents may begin
to doubt the value of their academic work and their abilities to succeed” (p. 341). A
central concern for many educators is motivation, more specifically, declining levels
in student’s intrinsic motivation to learn.
There are classrooms that radiate success and teachers who inspire.
Downward trends in motivation are not inevitable. Curriculum and instructional
strategies can improve a student’s intrinsic motivation to learn.
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Children’s lives are complicated, many forces shape success in school,
including, intergenerational education, family values, peer culture, the media,
expectations for children’s success, teacher effectiveness, parental
involvement in children’s learning, and children’s own natural competencies
and motivation to do well (Ramey, 2004, p. 1).
With so many uncontrollable variables to student success, educators need to
take control of the ones they can.
Teachers can strengthen a student’s motivation to do well. “School
environments that provide more relevant tasks, student directed learning, less of an
emphasis on grades and competition, and more collaboration have been shown to
enhance student’s intrinsic, task motivation” (Rathunde & Csikszentmihalyi, 2005, p.
341). Classrooms need to teach a curriculum that students can relate to their own
lives. If the material has no purpose, a student’s motivation to learn it is low. Student
directed learning allows a child to have power and responsibility in their education.
Lowering the levels of competition will improve levels of cooperation among the
individuals of a classroom. Competition may undermine motivation for learning and
enhancing motivation is key in fostering student achievement and success. Baloche
(1998) states, “competition has the potential to undermine motivation for learning--especially intrinsic motivation. Competition tends to create more interest in how
one’s performance compares to others’ than interest in the task itself” (p. 5).
Making motivational change at the classroom level is sometimes undermined
by school wide policies and procedures. Maehr and Midgley (1991) state, “a
teacher’s effort to evaluate students on the basis of progress and improvement can be
15
subverted by a school wide honor roll system based on relative ability” (p. 405).
Schools have a tremendous influence over students. Rathunde and Csikszentmihalyi
(2005) also state, “students have difficulty finding meaning and intrinsic motivation
in their schoolwork” (p. 343). It may be possible that teachers are having difficulty
creating meaning and establishing a purpose to what is being taught. “Approaches
involving work-based learning set in the real-world context of work not only make
learning more accessible to many students but also increase their engagement in
schooling” (Wonacott, 2002, p. 2). Motivation is needed at any level of education.
Maehr and Midgley (1991) explain how motivation can be improved in the classroom
and what educators should focus on:
First, create an intrinsic value of learning by reducing the reliance on extrinsic
incentives and designing a program that challenges all students. Second,
increase student participation in learning and school decisions by providing
opportunities to develop responsibility, independence and leadership skills.
Third, provide opportunities for all students to be recognized. Fourth, focus
on student interaction, social skills and values by building an environment of
acceptance and appreciation of all students. Fifth, redesign the nature and use
of evaluation and assessment procedures to increase a student’s sense of
competence and self-efficacy (p. 410-411).
Specific strategies to achieve the previous foci will be discussed later in this chapter.
Issues of motivation, student engagement and participation can be heard from
many educators. While a select few shine with these qualities, many students show
16
the exact opposite. Embarrassment, fear and frustration are all emotions that can be
seen in disengaged students.
Children who are engaged show enthusiasm, optimism, curiosity and interest.
The opposite of engagement is disaffection. Disaffected children are passive,
do not try hard, and give up easily in the fact of challenges [they can] be
bored, depressed, anxious or even angry about their presence in the classroom;
they can be withdrawn from learning opportunities or even rebellious towards
teachers and classmates (Champman, 2003, p. 2).
Classrooms are composed of both engaged and disaffected students. The focus of an
educator needs be in shifting the negative attitudes and behaviors of their students to
ones that are more intrinsically motivated and engaged.
Instructional Strategies to Motivate Students
According to Margolis and McCabe (2003), “It is widely believed that without
sufficiently high self-efficacy, or the belief that they can succeed on specific
academic tasks such as home work, many struggling learners will not make the effort
needed to master academics” (p. 162). Those students who have high self-efficacy
participate more in class, persist through difficulties, and ultimately reach higher
achievement. On the reverse side, students with low self-efficacy will not be
motivated. Margolis and McCabe (2003) state that students with low self-efficiency
“will give up or avoid tasks similar to those previously failed” (p. 162). Therefore,
teachers should not give tasks to the students that could promote anxiety of
frustration. Teachers should be aware of their proper instructional and independent
levels to make sure tasks are appropriate.
17
Research suggests that teachers can strengthen learner’s self-efficacy by
“teaching needed learning strategies, reinforcing effort and persistence, stressing peer
modeling, teaching struggling learners to make facilitative attributions, and helping
them identify personally important goals” (Margolis & McCabe, 2003, p. 162).
Motivating learning strategies could include cooperative learning activities where
students perform tasks well within their ability level, modeling, and sequencing tasks
according to difficulty. Teachers may need to use reinforcers to initially motivate
students. The teacher should use varying, small, natural reinforcers combined with
common social and verbal reinforcers (e.g., smiles, specific praise).
In order for the student to cultivate self-efficiency, they need to be in a
nurturing, safe environment. A teacher can create such an environment by treating
students with respect, showing interest in the students, and giving the students
choices. The students will feel better about themselves and build self-efficacy when
the teacher provides frequent, immediate, task-specific feedback, challenge rather
than frustrate students, stress cooperation, not competition, make expectations clear
and realistic. The students will then become engaged and thus be motivated by
relating the curriculum to students’ interests, using a variety of teaching approaches
to engage every student, stimulating curiosity, and engaging students in collaborative
learning activities (Margolis & McCabe, 2003).
In addition to all of the environmental factors that can enhance motivation, it
must essentially come from within the learner. It has been proven that intrinsically
motivated students will persist through failure, take on more challenging tasks, use
the creative process, and remain in tasks longer than those students with extrinsic
18
motivation (Pederson, 2003). Pederson (2003) found that students who participated
in problem-based learning demonstrated higher rates of intrinsic motivation than
during their regular classroom activities. The study researched sixth graders who
used Alien Rescue, a computer-based problem based learning program. The students’
motivation levels were compared during regular instruction and a computer-based
problem-based learning unit. The study began with a teacher interview. The scale of
Intrinsic verses Extrinsic Orientation in the Classroom which included five subscales
was administered to the students before and after they used the computer program.
The subscales included Preference for easy vs. challenging work, personal interest vs.
pleasing the teacher, Dependent vs. independent mastery, and Reliance on teacher vs.
independent judgment.
In problem-based learning (PBL), all of the learning comes from trying to
solve a complex, authentic problem. The problems usually relate to everyday life and
thus can produce student interest. During the solving process, students often
collaborate with peers. The teacher acts as a facilitator who helps to examine the
student’s thinking and does not tell the student how to solve the problem.
With the same emphasis on student direction as problem-based learning,
inquiry-focused learning is a process that cultivates in depth thinking, exploration,
and enhanced student motivation (Harada & Yoshina, 2004).
Inquiry-focused learning is outlined as follows:
1. Connect-connect to self and previous knowledge, gain background
knowledge, observe and experience to gain an overview
2. Wonder-develop questions, make predictions and hypothesis
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Investigate-find and evaluate information to answer questions and test
hypotheses, think about the information to illuminate new questions
and hypothesis
3. Construct-build new understandings, draw conclusions about
questions and hypothesis
4. Express-communicate new ideas, apply understandings to a new
context or situation
5. Reflect-reflect on one’s own process of learning and new
understandings gained from inquiry, pose new questions” (Harada &
Yoshina, 2004, p. 23).
According to Harada and Yoshina (2004), “questioning should be at the center
of the learning experience to provoke the students’ own curiosity and wonder should
provide the seeds for meaningful learning” (p. 22). Learning should be authentic so
that it is relevant to the students and provokes interest. The students should help to
negotiate the direction of what will be learned. By becoming part of the process, the
students will become more engaged and motivated. Learning should also be social
and interactive, Students should also learn by doing, and solving problems should be
an integral part of the learning process. Cooperative learning and project-based
activities will stimulate and engage the students to ultimately strengthen motivation.
Along with a greater motivation towards learning, students also benefit through this
type of learning in higher levels of understanding, increased self-direction, and
stronger social skills.
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According to Mendler (2000), “’Fast and Easy’ has replaced ‘work and earn’
as a motto that guides many of our youth” (p. 1). Students are missing the idea that it
is their responsibility to work hard in their education and motivation levels are down.
When teachers find tools to increase motivation, they will also find solutions to
behavior problems. Mendler provides strategies to motivate students under the
assumptions that every student is capable of learning, inherently motivated to learn,
and will be motivated when adults treat them with care and respect.
Mendler (2000) explains that a teacher can motivate students who don’t care
by applying four key aspects: “emphasizing effort, creating hope, respecting power,
building relationships, and expressing enthusiasm” (p. 8). Emphasizing effort shows
the students a strong connection between achievement and effort. Teachers should
give the students a reason for what they are learning and show them the relevancy.
Students may see themselves as incapable of achieving therefore do not have
motivation towards their class work. Teachers should look at the positive and build
off mistakes. Revising and retaking should be an essential factor in the curriculum so
that students are not afraid to make mistakes and take risks. Thoughtfulness can be a
major tool in both inspiring and sustaining motivation of others. The teacher can
encourage students to improve one little thing about themselves a day and promote
courtesy so that thoughtfulness is spread throughout the classroom.
Creating hope involves “creating mountains that students believe they can
climb” (Mendler, 2000, p. 21). The curriculum should be challenging enough to
engage students yet not too challenging to promote frustration. Teachers should
focus on the positive aspects of the students’ work. Even criticism should be
21
accompanied with a comment of approval. Many books and other data show the
connection between how we think of ourselves and how we behave. Positive
affirmation is extremely important for students to be motivated learners. Teachers
should also use the conventional method of showing students how achievement will
benefit their lives. Teachers should emphasize being organized and incorporate goal
setting.
Rader (2005) also agrees with the importance of goal setting as a teaching
strategy that can strengthen student motivation. Rader states “theories of self-esteem
and motivation as a well as research on resilience emphasize the importance of
reinforcing the belief that students have some control over what is occurring in their
lives”(p. 123). Goal setting can be used to motivate students in all aspects of their
lives. Student’s can develop academic goals, physical goals, or social goals. Students
can develop individual goals or classes can develop goals as a group. Problem
solving and decision-making skills are also reinforced through goal setting.
Rader (2005) outlined six steps to make goal setting successful. (1) It starts
with choosing a certain goal and documenting it. (2) The next step involves deciding
a time when the goal will be reached. Setting a time ignites the energy needed to
reach the goal. (3) A plan is then developed to reach the goal. Students identify their
obstacles; recognize specific things they need to achieve, and helpful resources. (4)
The student then visualizes accomplishing the goal. Visualization can be powerful in
producing positive outlooks for the students. (5) The student should then work hard
and the teacher must provide positive feedback and encouragement so that students
22
feel a sense of self-worth and self-esteem. (6) The final step is self-evaluation.
Critical inquiry allows students to identify effective practices of their experiences.
Mendler (2000) states “the beliefs that we have about our own competence,
autonomy, and power influence our motivation” (p. 35). Therefore, respecting power
is an integral key to motivate students. Students should be involved in deciding rules
and procedures. Suggestion boxes could also used in the classroom so that the
students can express their opinions. Allowing the students to teach certain skills, give
demonstrations, and give directions also enables students to feel empowered and
strengthens their own comprehension.
It is essential for teachers to build positive and involved relationships with
students in order to promote motivation. The student has to know that the teacher
cares in order for it to be effective. The teacher can show that they care through
listening to student feedback and making appropriate accommodations. The teacher
can give genuine compliments and take time to get to know the student’s interests,
concerns, and situations. Mendler suggests that if a teacher invests two minutes a day
for ten days, just trying to get to know the student, they will form a more successful
relationship with the student.
Expressing enthusiasm is the last key aspect for strengthening student
motivation. People genuinely enjoy being around people who are uplifting, lively,
and energetic. A teacher should carry these traits to captivate their students.
Teachers should express and share their love for the subject to captures the students’
interest. In a way, a teacher has to be a salesperson. Humor can also engage
students. Mendler (2000) states that “research on learning styles, multiple
23
intelligences, and preferred learning activities tell us that there is no one size fits all
when it comes to how students learn, consolidate, and use information (p. 61).
Therefore, a teacher needs to capture all types of learners through drama, music, art
projects, teaching through food, and theme days. When a student is engaged and
interested, they become naturally more motivated in learning.
Alternative Assessments and Motivation
Erwin’s (2004) interpretation of the work of William Glasser points us to the
concept that all people have the same basic needs: survival, love and belonging,
power, freedom and fun. The behavior of all people is purposeful in attempting to
meet the needs in whatever way is available at the time. Students in a classroom have
these needs, but often find them frustrated. This frustration can be expressed in
misbehavior as well as a substantial decline in student motivation. Strategies that can
help students meet these needs can also be used to improve student motivation in the
classroom.
Traditional forms of assessment have repeatedly led to the frustration of the
power needs for students. High stakes testing have led to teachers taking more
control of the learning process and providing students with less opportunity to
exercise control over their own learning (Amrein & Berliner, 2003). Lack of control
specifically frustrates the power needs of the students and results in a build up of
animosity and distrust of the assessment process. Often, standardized testing is used
in concert with a series of motivation reducing rewards or punishments that are
determined by student performance. The punishments all too often include retention
of students and graduation restrictions placed on students. It has been shown that in
24
schools where high stakes testing is used to determine student progression, students
are more likely to drop out (Amrein & Berliner, 2003).
State standardized testing limits the abilities of teachers to be flexible and
original with their curriculum. As a result, teachers begin to focus on the basic skills
and vocabulary, narrowing the curriculum and avoiding enrichment activities that
take time away from the “essential” elements. This type of curriculum change will
obviously have an effect on lower achieving students and their own perception of
their abilities. What can be more surprising, however, is the fact that these changes
can also have a detrimental effect on the gifted and talented students (Moon, Brighton
& Callahan, 2003). The needs of these students can often be overlooked when
teachers are concerned about meeting performance standards. The feeling of
powerlessness to change their own learning can lead to a decrease in the students’
intrinsic motivation.
In order to offset some of the negative effects of high stakes, large-scale
assessment, teachers can try to develop and utilize some alternative assessment
techniques. When properly used, these assessments can allow students to better meet
their power and freedom needs, decrease their frustration with school in general and
improve their overall motivation to learn.
As a science teacher, I have seen first hand the improvement in student
motivation that can come about with assessments that are more performance based
and more relevant not only to the students’ learning but also to their own lives.
Science as a subject loans itself to this form of assessment and has been enjoying its
benefits for many years both in the classroom and, to a lesser extent, on the state
25
assessments. While the presence of these assessment strategies is obvious and
beneficial in science, it has come to light that many alternative assessments can be
effectively used in other subject areas. Some of these assessments that are available
for teacher use are: portfolios, projects, performance testing and student initiated
rubric scoring.
Research in assessment forms yields a major idea. One of the major factors in
engaging student motivation is the involvement of the students in the assessment
process itself. According to Erwin (2004), allowing students to participate in this
process give students the opportunity to fulfill their power need by taking control of
their own learning.
As previously stated, high stakes testing, including standardized tests that are
used for evaluative purposes can be damaging to the motivation of the students.
While testing with open-ended performance tasks can be more effective and focus on
higher-level skills, students are often uncomfortable with the change from traditional
pencil and paper tests. This can be attributed to the comfort level and familiarity that
students have with traditional testing formats. When the students are familiar with
the test, they feel as though they have a better chance of getting high marks on the
assessment (Stefanou & Parkes, 2003). In non-traditional situations, such as where
no grades are being assigned, students have indicated more comfort with and even a
preference for more challenging and open-ended tasks (Stefanou & Parkes, 2003). In
order to overcome this difficulty, the classroom teacher must initiate the change in
assessment styles. If the students have more positive assessment experiences that are
26
out of the traditional testing model, they will be more comfortable and trusting of new
assessment situations.
Successful student-involved assessment must meet certain conditions. First,
the assessment must be driven by a clear purpose. This includes the identification of
whether the assessment is “for learning” or “of learning”. Assessments that are
designated as being “for learning” are intended to engage students and allow them to
take charge of their own learning. These are more effective in motivating students
that traditional “of learning” assessments like those that are used by most states and
schools (Stiggins & Chappuis, 2005). Secondly, the assessment must be derived from
achievement expectations that have been clearly defined. The assessment methods
must also be able to accurately reflect the prescribed targets so that the results can be
used as tools to reach proficiency. Finally, the assessment must have usable
communication systems to deliver the results to the intended users. This
communication will only be useful to the users if it has more detail included than a
grade (Stiggins & Chappuis, 2005).
One of the largest concerns, especially with large-scale assessment, is the
large gap in achievement. The involvement of students in the assessment process can
help to close this gap in a positive way through the engagement of the students and
providing them with academic successes. With more success, students will be more
likely to improve their effort and stay in school. Providing this success will have
more of an impact on lower achieving students than on currently high achieving
students, thus closing the achievement gaps (Stiggins & Chappuis, 2005).
27
Involving students in the assessment process itself can take several different
forms. One of these is the use of student-designed rubrics. Rubrics, in general, help
to improve student motivation by making the expectations for achievement clear
upfront and eliminating surprises for the students. The use of rubrics has been a
growing trend in education and involving students in the creation of the rubrics is a
relatively small step with tremendous possible benefits. When students are engaged
in the creations of the rubrics, they feel empowered in their learning because they get
to make the decision as to what was important in their learning. This process will
also improve the students’ learning process in general by teaching critical thinking
skills through self-reflection and self-evaluation (Skillings & Ferrell, 2000).
The involvement of students can also be established in areas such as record
keeping where students are given the opportunity and responsibility to monitor their
own learning and keep track of their improvements over time.
This gives the
students a sense of control over their learning as well as needed practice in selfreflection. Lastly, students can be deeply involved in the process of communicating
assessment results. This, when combined and inspired by successes gained over the
long term will encourage the students to take pride in and share their self-assessment
with others (Stiggins & Chappuis, 2005).
Along with the power need, comes the need for love and belonging (Erwin,
2004). This need can also be addressed, at least in part by the use of alternative
assessment techniques. Students feel tremendous pressure from high stakes testing.
This pressure, over time, leads to resentment from students toward not only the
assessment process itself, but also towards the institutions that utilize these
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assessments. Developing a sense of community with students as partners in the
assessment process helps to create a low anxiety environment in which the students
can feel more comfortable and successful (Skillings & Ferrell, 2000). Often
overlooked in the analysis of assessments are the conclusions that students will draw
about themselves based on information concerning their success or failure on the
tests. In order to promote students’ achievement, especially in lower achieving
students, they must feel our belief that they are capable of doing well. Rekindling the
hope of students and preventing them from giving up in hopelessness is the key to
engaging student motivation and keeping them in school (Stiggins & Chappuis,
2005).
Engaging motivation in students with alternative assessment can be
accomplished with meaningful, challenging tasks that involve novelty and give
students some control and encourage self-management and monitoring skills. When
students have real choices and input in their own learning and assessment, they will
experience more motivation and will strive toward mastery in school (Stefanou &
Parkes, 2003).
Summary
With the “No Child Left Behind” legislation in full effect, schools are
becoming increasingly pressured to produce high scores on standardized tests.
Unfortunately, an over reliance on traditional testing is causing students to become
mentally, emotionally and academically restricted, as well as discouraged in and
resentful of schools. Our zeal to “encourage” students to achieve is actually forcing
many students to meet their own personal needs in less positive ways, often resulting
29
in flat out refusal to try or even in dropping out of school all together. Teachers have
the power to engage student motivation with innovative alternative assessment
strategies that involve the students in the decision making process. For the students,
this provides opportunity to meet their power needs in positive fashion. For teachers
and administrators, this will improve student attitude toward learning and result in
higher levels of achievement overall.
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CHAPTER THREE
METHODS AND PROCEDURES
Statement of the Problem
To some students, the classroom is an exciting and meaningful place where
success and effort are enjoyable. In other students we see a lack of interest, lack of
pride and lack of desire to learn; regardless of content area, grade level or district.
These students are not interested and therefore fail to find motivation to learn. We
want to know how the instructional techniques of the teacher and the class curriculum
affect the motivation of students.
Purpose of the Study
The purpose of the study was to identify if instructional techniques that have
been deemed influential positively influence student motivation. We examined
already existing research in this area and make observations of K-12 classrooms.
Using this information we looked for similarities between teaching strategies and
student motivation levels. The results of this study will be used to develop more
effective strategies in a classroom setting.
Research Question
The following research question guided the study:
Is there a positive correlation between teaching strategies and student motivation?
Participants
The participants in the study were from three different school districts in
Northern New York. The participants in the Hidden Glen Middle school were in two
categories: middle school students and middle school teachers. The middle school
31
students were in grade levels six, seven and eight. The students varied in ages
between 11 and 15 years old. In the sixth grade, there were approximately 90
students. In the seventh grade, there will be approximately 110 students. In the
eighth grade, there were approximately 96 students. The distribution of male and
female students was approximately 50% male and 50% female throughout the school.
The school was rated as a low-income rural school, but has, at present a
variety of socioeconomic levels represented. The student body also has a significant
number of children with military families (between 5% and 15%).
There were two middle school teachers participating in the study. At the time
of the study all of the teachers will have tenure from the school district.
The participants in the Ontario Lake Central School were in two categories:
high school students and high school teachers. The high school students were in
grades nine, ten, eleven and twelve. The students varied in ages of 14-19. In ninth
grade, there was approximately 160 students, in tenth grade, 128 students, in eleventh
grade, 98 students and in twelfth grade, 114 students. At the present time, the school
is rated as a rural school with high student needs.
There were two high school teachers participating in the study. At the time of
the study all of the teachers had tenure from the school district.
The participants in the Maple Valley Central School were in two categories:
students and teachers. The Maple Valley Central School was composed of
approximately 418 students and 51 professional staff. There were two teachers total
participating in this study. The participants will represent the K-12 school district and
32
were composed of elementary, intermediate and secondary teachers. At the time of
study all of the teachers had tenure from the school district.
Criteria for Selection of the Participants
The participants in the this study were in the Thousand Islands Middle School,
the Hannibal Central High School and the Harrisville Central School District. The
participants were chosen on the basis of the following criteria: agreement to
participate in the study, provision of all necessary consent forms from participants
and parents as needed. The participants were either students or teachers at one of the
three previously stated school districts. Teachers in these school districts were
selected based on recommendation from administration and their willingness to
participate.
Methodology
Teacher action research can be completed by anyone in the educational
system. It is done by the teacher, for the teacher. Educators may conduct teacher
action research for a variety of reasons: they may want to improve the school
environment, learning environment, curriculum or the lives of the students. Mills
(2003) states action research “engages teachers in a four-step process: identify an area
of focus, collect data, analyze and interpret data and develop an action plan” (p. 5).
Allowing teachers to research their own area of focus will allow them to complete a
systematic inquiry into something of interest to them. With teacher-action research
no actions will be forced upon them. Teachers will also have the freedom to collect
and analyze the data as they see fit. Teacher action research will give educators an
opportunity to improve their classrooms, curriculum and instructional techniques by
33
developing and possibly implementing an action plan. Education is an ever-changing
profession and action research is an opportunity for educators to say current in their
field.
Rationale for the Methodology
According to Mills (2003), the information gathered in teacher action research
enables educators to gain insights, develop reflective practices, effect positive change
in the school environment and improve student outcomes and the lives of those
involved. Not only can an educator have an impact in the school environment with
teacher action research, but with their professional life as well. Teacher action
research is an opportunity for growth, improvement and learning of an educator.
Teacher action research takes an educator out of their comfort zone of their classroom
or school system and allows them to obtain information about other districts and
classrooms. The collaboration can also be acquired and will enrich ones professional
development.
Procedure Used for Data Gathering and Analysis
The first procedure of data collection was a pre-observation interview with the
participating teachers. Next a classroom observation occurred, and then a follow up
interview was conducted. During the classroom observation, students that did not
wish to participate in the study were seated out of the field of view of the observer or
they will be provided with an alternative activity designed by the classroom teacher
that would provide the student with equivalent instruction as the classroom activity.
There were five observations of approximately 45 minutes made of each of the
selected classroom teachers. During the observations, teaching strategies and student
34
engagement were being noted on an observation form. (see Appendix F) The
interview procedure consisted of two types of interviews. First, an open interview
was conducted. This interview will be a one-on-one interview with a teacher selected
by the researcher. The interview took place either during the teacher’s planning
period, lunch period or immediately after school hours. The teacher was given a copy
of the basic interview questions before the time of the interview in order to give them
time to review the topic being discussed (see Appendix G). The interview questions
focused on the aspect of student motivation in the teacher’s classroom, but they were
open ended so that the teacher can express their opinion fully and clearly. Although
the interview questions were scripted, the researchers deviated from the list in order
to pursue an unforeseen topic of opportunity during the interview. A tape recorder
was used, with the permission of the interviewee, in order to minimize the amount of
writing needed during the interview as well as to preserve the reliability of the
interview.
A post observation was conducted. This interview was conducted in the same
manner as the interview style stated above with exception of the scheduling and the
questions to be asked. This interview was scheduled for immediately after school on
the day of the interview and utilized questions designed to go with the observation,
but with a similar amount of flexibility for the researcher. Once again, the teachers
interviewed were given the basic list of questions in advance of the interview.
In order to gain information about student perspectives on their own
motivation and the perceived effectiveness of the teaching strategies used in their
classroom, students in the classes selected for teacher observation were given a
35
survey to complete before the classroom observations are made. (see Appendix E)
The survey took approximately ten minutes to complete in class and was administered
and collected by the classroom teacher. These surveys were collected, but were not
analyzed until after the classroom observations are completed. The completion of the
surveys also contributed to the researcher’s ability to present reliable data.
The data collected during the study was be analyzed by the researchers, in
hopes of finding a connection between instructional strategies and curriculum of a
teacher and student motivation. After the data was collected and analyzed, an action
plan was created. In completion of this study, the researches hope to enhance the
engagement of their students and improve motivation levels of their classes.
Timeline: Phase I
In the first phase of the timeline an area of focus will be identified. Student
motivation will be the focus for this study. Next, a literature review was completed.
Current literature on motivation in the classroom, motivational strategies and
alternative motivational assessment techniques were researched and reviewed. Upon
review of current literature, a research question was developed: how does classroom
instruction techniques and curriculum affect student motivation will be the research
question for this study. The last step in phase one was reconnaissance, or preliminary
information gathering (Mills, 2003). To gain insight into the area of focus, the
researches identified theories that impacted the practice, the educational values they
hold and these historical contexts of their schooling to determine how they got to be
the way they are. A descriptive to our area of focus is the students and improving
their levels of engagement in a classroom by providing a curriculum that is thought
36
provoking and instructional strategies that grasp the attention of the students. Most
important is why the area of focus was chosen. In many students a lack of interest in
class, a lack of pride in their work and a lack of desire to learn can be observed. Low
levels of student involvement, student creativity and enjoyment may be caused by the
curriculum and instructional strategies utilized by the teacher.
Timeline: Phase II
Process for Data Collection
Stage 1 – Securing required permission from participants, parents and school
1. Obtained written permission for the study from the building principal and the
school superintendent (see appendix A).
2. Sent home informational letter with the students for their parents about the
purpose and procedures for the study
3. Sent home informed consent and confidentiality forms with the students for
both parents and students to sign and return to researcher
(see appendix B & C)
4. Spoke directly with each teacher to inform him or her about the purpose and
procedure for the study.
5. Had the teachers sign the informed consent and confidentiality forms
(see appendix D).
Stage 2 – Student Surveys
1. Distributed student surveys to teachers of each grade level
37
2. Had the teachers give the surveys to the students in class so that the students
would take the surveys by themselves without influence of their peers (see
appendix E).
3. Had the teachers collect the surveys and return them to the researcher for
analysis.
Stage 3 – Classroom Observations
1. Scheduled with each of the two selected classroom teachers five, 45 minute
observations of one or more of his or her classes.
2. Students that do not wish to be observed were moved to an area out of the
field of view of the observer. Students that do not wish to participate in the
observed class were provided with a separate location and an alternative
activity that will be designed by the classroom teacher to deliver equivalent
instruction as the classroom activity being observed.
3. The researchers observed the class for 40 minutes using the observation
checklist (see appendix F)
4. Conducted a post-observation interview with the classroom teacher
(see appendix G)
Stage 4 – Teacher Interviews
1. Scheduled interview time with each teacher
2. Used the interview form, completed each interview (see appendix G).
3. Taped the interview with the permission of the interviewee and transcribed at
a later time for analysis
38
Timeline: Phase III
We analyzed our data and generate our findings. The analysis consisted of
finding relationships within the data collected based on our already identified
categories. Similarities were grouped and measurements will be taken. The use of
note cards and color-coding were used to organize the findings and emerging themes.
Comparative analysis was ongoing throughout this process.
Timeline: Phase IV
The development of an action plan based on our findings
Data Management Procedure
The data collected in this study were in three different formats:
1. Student Surveys: The answers provided by the students were organized
into tables based on the following categories: topic, question and student
response.
2. Classroom Observations: The checklist observations were collated and
organized by either teacher or student observations into a table based on
previously determined categories such as topic or behavior. Open ended
observations were organized by teacher or students observation and will
be grouped into topic lists. For each observation, a notation was made to
describe in what time period the observation occurred during the class
3. Teacher Interviews: The teacher interview answers that were direct
responses to the basic questions were grouped according to question
posed. Questions that were posed as a result of a topic of opportunity
were grouped separately and organized by topic as appropriate.
39
Data Analysis
The analysis began with inductive analysis. In this step, the researchers
compared all sources of data as individual units and sorted the data into categories
and themes based on patterns that emerge for each source. The categorization of the
data provided the researchers with the opportunity to interpret the data using personal
experiences, educational theory and literature references. If any themes are
recognized, they will be recorded for use in the second stage of the analysis. The next
step in the analysis was the constant comparative. In this process, the researchers
looked for large, recurring themes in the data that can be seen by looking across the
various sources of data. The final step in the data interpretation was the listing of the
information that the data either did not provide or provided unexpectedly; whether it
was expected information to questions that were left unanswered or a theme that
emerged during the analysis that provided unexpected insights.
Data Management and Validity
In order to preserve the validity of the data that was collected, the researchers
took certain precautions. Firstly, the researchers utilized data triangulation to
establish the credibility of the information gathered and the thematic nature of the
analysis. The triangulation of the data occurred with the four sources of information.
Using the different perspectives from the students, teachers and observers, the
questions addressed in this study had the validity required for proper analysis.
The researchers ensured the validity of the results by avoiding interference
with the information being gathered. The questionnaires were given to the teachers
40
and the surveys were given to the students to complete without interference from the
researcher. The information that is gathered was shared with the teachers, students
and parents ensured unbiased reporting of the data, but only after the information had
been categorized to remove any personal identification of the responders. The taping
and the transcription of the interviews likewise helped to preserve the validity of the
data. Along with these strategies, the researchers maintained an audit trail to record
their daily research procedures, utilized peer review techniques and provided
opportunities for member checks so that the study participants had an opportunity to
identify misinterpretations or mistakes in the data.
Role of the Researcher
The researchers were the research instrument and were influenced by personal
bias. The researcher gathered data, interpreted data and determined outcomes of the
research pertaining to the three school districts examined.
Reliability
Our data was reliable due to the use of multiple data sources. Triangulation
was used to assure reliability through the use of four sources. Our data was consistent
throughout time and similar results were expected in related research.
Trustworthiness and Credibility of Analysis
We used an audit trail and triangulation to assure credibility. We collected data
with persistent observation. We conducted peer debriefing and member checks
before submitting the research to the public.
41
Audit Trail
An audit trail was completed so that an outside auditor will have available to
them the researcher’s data, analysis, and interpretation of the material collected. The
material available included written descriptions of the process completed and all
paperwork completed throughout the study.
Confounding issues
There were no confounding issues.
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CHAPTER 4
RESULTS
Field Site 1: Ontario Lake High School
Introduction of Case Study Participants
At the Ontario Lake Central School in central New York, participants in this
study were two high school teachers and eighteen students. The participants were
chosen on the following criteria: agreement to participate in the study, provision of all
necessary consent forms from participants and parents as needed. Teachers in the
school district were selected based on recommendation from local school
administrators, teachers, and school superintendents that I, the researcher, sought out.
Description of Field Site
Ontario Lake High School is located in a city in central New York. Ontario
Lake accommodates approximately five hundred students. At the present time, the
school is labeled as a “needs improvement” rural school with high student needs.
Matthew
Matthew is a psychology teacher at Ontario Lake High School. He teaches a
psychology course that is designed for twelfth grade students at the district.
Psychology is an elective that the students may take and is not required for
graduation. Matthew is a highly motivated teacher who believes that each one of his
students walks through the door with differing levels of interest and motivation.
I feel that I do have the ability to foster student motivation. I believe that not
only style of instruction, but also methods of assessment and feedback can
enhance student’s levels of intrinsic motivation. I observe the student’s level
43
of active involvement. I also pay attention to how student’s will go “beyond
the textbook” to seek answers.
Physical Description of Classroom
Matthew does not have a classroom of his own; instead, he uses one of the
foreign language classrooms for his psychology class. The minute the students enter
the room they move the desks into a semi-circle. Upon entering the classroom, one
notices a comfortable environment start to form. Desk are being moved, students are
conversing about the day’s events. Feet got put up and for some shoes were taken
off. I observed this class for five days and everyday the same routine could be seen.
Matthew’s desk is located in the front of the classroom but he rarely stays there. The
teacher will move next to the student when they talk or will sit with a group of
students at eye level to discuss topics or concerns.
My initial impression of the classroom is one that is pretty bleak. There were
no posters on the walls, no supplies on the front desk and no color in the room. I
would assume that it is due to the multiple use of the classroom by various teachers.
It appears that this had no effect on the student levels of motivation. Throughout the
observations, the students were like sponges, soaking up every word the teacher said.
Without any distractions in the room around them, the students only had each other
and Matthew to focus on.
Personality Characteristics
Matthew is a very energetic person who seems passionate about teaching.
During my observations, I continuously noted how his energy level remained high
throughout the lesson. Numerous times during the observations I saw Matthew run
44
from one side of the room to the other, or from one student to another. The class was
always energetic and lively. When I asked Matthew about this he replied by saying, “I
drink 16 Red Bull energy drinks prior to class so that I appear as excited about the
lesson as I’d like my students to be.” Matthew has a sense of humor that comes
though continuously throughout the class. Laughter is a common sound in Matthew’s
class.
Diane
Diane is an art teacher at the Ontario Lake High School. She teaches three
photography courses for the district. Photography is an elective that the students may
take during any year and is not required for graduation. Diane’s classes are always
full, are eager to take one of her photography course prior to graduation. Diane came
highly recommended by administration and faculty as someone who is highly
motivating. Diane replied with the following comment:
I define motivation as an internal driving force. I want my students to have a
reason to learn. I want them to have a strong work ethic. I feel frustrated
though; I try to help them [my students] find individual, personal reasons to
succeed in my class but this strategy is not working to the extent I would like.
I feel frustrated.
Physical Description of Classroom
Diane’s classroom is split up into four sections; in the back left quadrant is a
work area. Six tables with twelve stools are set up so that student’s can work. In the
back right quadrant are three computers, a scanner and a printer. In the front of the
45
room, you will find a u-shaped table arrangement used for classroom discussion and
to your left, an entrance to the photography dark room.
Initial Impression of Classroom
The minute you walk into Diane’s classroom you would either feel right to
home or over stimulated. There are flowers in the room, which brought in a nice
element of nature. There is music on. Everything is painted. The chairs have vines
of flowers painted on the legs, the stool seats have been hand painted with custom
designs. The walls have murals painted on them. In one section of the room the
murals are all superheroes. The ceiling is painted and also contained many postersized artwork. Photographs are pinned, or taped on to most cabinet surfaces.
Supplies are everywhere. The sink is full of photography equipment and countertops
are stacked with paper, pencils, and art supplies. I observed this class for five days
and everyday I saw students and teachers come and go as they pleased in this free
environment. Diane’s desk is located in the middle of the classroom but she is rarely
there. I, like most of her students, enjoyed being in Diane’s classroom. It was
colorful, energetic and comfortable.
Personality Characteristics
Diane is a nurturing and caring teacher who seems compassionate and
concerned about each one of her students. She was always very kind and respectful.
Diane is very accommodating. She is an endless supply of information, time or
supplies. I also found Diane to be very encouraging and optimistic. As an observer, I
heard encouraging words from Diane continuously throughout the lessons. At one
point in the observation a student said that she was not intelligent enough to do
46
“shading.” Diane replied by saying, “take your time, it takes practice, you are doing a
beautiful job.”
Diane is very energetic. She has an endless supply of energy to keep up with
the students. She gets pulled in many different directions and keeps up with the pace.
At one point in the observation, Diane had a line of five students behind her all
needing something different fixed. One by one, she got through the line.
Classroom Atmosphere
During observations, a unique classroom atmosphere could be seen. The
classrooms were safe and very open. The students were respected, and felt
comfortable to be honest. In Matthew’s psychology class true confessions could be
heard from the student’s during class discussion. The two major categories of
behavior that demonstrated a unique atmosphere were (a) focus on student comfort
and (b) personal connections to the students.
Focus on student comfort
In Matthew’s classroom, students would come in, move their desks into a
semi-circle and for some shoes would come off and feet would go up. In one
particular lesson taught by Matthew, a female student was sitting on the countertop
instead of in a desk. The students seemed very relaxed and comfortable in Matthew’s
classroom.
In the middle of the lesson, students were given a break. This, I believe,
improved student comfort in the classroom. Students were allowed to get up, stretch,
use the restroom, or get something to eat or drink. This occurred everyday while
observing Matthew’s classroom.
47
The same focus on student comfort was observed in Diane’s classroom.
Freedom is a main component to Diane’s class. Students have the freedom to use
their class time to fit their needs. If they are hungry, they may go to lunch. If they
need to work on other classes or have personal projects they would like to complete,
they may do so. If they do not feel like working on art that day, they do not have to.
Diane does not worry about the students getting off task as long as they work hard the
majority of the time.
The classroom atmosphere also plays an important role in the comfort of
Diane’s students. The different work areas of the classroom help to foster student
comfort. Students may use any part of the classroom to complete their work. There is
an area for group discussion, one for individual work and multiple hands’ on work
areas. Music can be heard playing from a corner of the room. Each of these elements
creates a very comfortable and welcoming environment in the school.
Personal Connections to the Students
In Matthew’s classroom, a great relationship can be seen between him and his
students. Matthew moves next to the students when they talk to him or have a
comment to say. Matthew will also sit with the students to discuss topics at eye level.
By constantly moving around the room, Matthew’s connects on a personal level with
each of his students. Matthew has created a very safe and controlled environment in
which the students feel very comfortable. The students are honest and open during
discussion. During his set break time for the students, many will stay back and share
comments they have or ask questions to clarify. For some, a large group discussion is
48
intimidating to them; Matthew allows each student to connect to him and the material
in their own way at their own time.
One other factor I observed that aided Matthew in connecting personally to his
students is that Matthew has nicknames for his student’s. The student’s seemed to be
proud of their names and laughter and smiles can be observed when Matthew’s called
on the students by these names.
The same focus on personal connection with her students could be seen in
Diane’s classroom. Diane would sit with the students and help them to work on
material. The student’s showed that same comfort level with her: they would sit next
to her, work and joke along side of her. I also observed mutual respect between
Diane and her students. The students would periodically crack jokes at Diane’s but
always they were respectful and did so in a kind and considerate way. “I still love ya”
is all Diane would say after someone joked around with her.
Diane has a lot of respect for her students. She is concerned about how they
are doing in other classes and in other aspects of life. The teacher is very interested in
anything the students are doing, whether it be art related or not. I observed the
student’s fighting for Diane’s attention. Diane’s energy always kept up with the
demand of attention wanted and needed by her students.
There is a lot of trust in Diane’s classes. Diane gives the students her personal
supplies, and trusts them with it. One day I observed Diane giving out personal
cameras, flashes, and art supplies to the students for use on their projects. They were
to return them the next day.
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Diane’s classroom was a great environment to spend time in, as an observer, I
heard laughter, excitement and student pride in their work. When their film negatives
got developed or their pictures got printed, the levels of excitement rose in the class.
I observed no jealously or negative emotions between the students. They were happy
for one another when success occurred.
Activity in the Classroom
During all the observations, classroom activity emerged as a major theme.
The three major categories that demonstrated this were (a) focus on pacing, (b) use of
multiple activities and (c) random selection.
Focus on Pacing
In Matthew’s classes, students have the freedom to jump into the discussion
whenever they would like. The teacher will stop, and let the students share their
comments or concerns. Never did Matthew rush through this when it occurred. If no
one has responded in awhile, Matthew will stop and survey the class to get their
opinions on the topic of discussion. Matthew acts as a facilitator to his class. He
keeps it organized and going. I found his class to be very fast-paced. He switched
between mediums very quickly; while most students kept up with the transitions I
observed a few that did not. Many times throughout the observations, the student
comments went astray. Every time this occurred Matthew was able to regroup and
refocus them back on task.
A very different, yet effective, method of pacing occurred in Diane’s
classroom. She allows her students to work at their own pace. Students have the
freedom to go to lunch, go take pictures, work in the dark room or on the computers,
50
or they can choose not to work on art that day. Every student does something
different, it depends on what direction the students would like to take. The students
in Diane’s classes plan their own class, the teacher facilitates.
During one particular observation, Diane let the class in a group discussion.
There were no limits placed on it though, students were free to take the discussion in
any direction they would like and Diane expanded on her student’s comments
throughout the activity. Time was not an issue. Diane devotes as much time that is
need to the task at hand.
Use of Multiple Activities
Differentiated learning was observed in both Matthew’s and Diane’s
classrooms. During my time spent in Matthews’s class, I observed discussion lessons,
note taking, lecture groups, personal reflection opportunities and visualizing
activities. Because of numerous authentic assessments that Matthew stopped and
took, whenever confusion arose, Matthew took the time to further explain his point.
Matthew has the ability to take very complicated material and break it down into
simplistic terms. He did this many times by using great vivid examples to get his
point across.
In Diane’s classroom, the lesson usually began with a recap discussion.
Students would share stories, ideas or concerns that they may have. Questions were
asked about the previous day. I found it interesting that during this discussion time,
Diane switched focal points. She would stand in the back of the classroom instead of
the front. Diane’s classroom is the perfect exemplar of multiple activities. Organized
chaos is how she described it. Every student is doing something different. On one
51
particular day, I observed students in the dark room, developing film, getting cameras
ready and/or fixed, working on projects/portfolio’s, and getting film ready. While her
students were busy completing these tasks, Diane was fixing cameras, checking
film/flashes, helping students get organized and installing software programs on the
classroom computers. Teacher demonstrations occurred periodically throughout the
class. During one observation, the teacher compared using the art utensil to holding
chopsticks. I observed that the material was always broken down into simplistic
forms so that student could better understand it. Even with the fast-pasted
environment and use of multiple activities, the students still seemed impatient. On
two different occasions, I heard these comments, “let’s go, next, it’s been fifteen
minutes (It was only eight).”
Differentiated learning was also observed in Diane’s classes. There were
discussions, small group workstations, independent study opportunities and computer
technology integration lessons. A portfolio project is used as the evaluation tool for
the course.
Random Selection
In both Matthew’s and Diane’s classroom, hand were not raised. Student
spoke out when they had a question, comment or concern. When these teachers asked
a question, they tried to pull the answers from the students. Both teachers tried for
100% participation from their students, they want everyone involved. Students are
held responsible in these classrooms, the teacher just calls on them.
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Connecting Material
In all the classrooms that were observed, the teacher connects the lesson to the
lives of the students, and to previous material in the curriculum. Personal stories
were heard from the students and the teacher’s. The teacher’s used the personal
experiences of the students to expand the lesson and make connections and
correlations in class.
Connections in the Curriculum
In Matthew’s classroom, he starts every lesson by pulling out background
knowledge from his students. He makes a point each day to show the students that
there is a connection between what is being taught that day in class, and what they
already know or have experienced in life. He expands on student examples and stories
when appropriate. Whenever possible, Matthew relates the comment to previous
material that was learned. In every lesson I observed students repeatedly asked
clarifying questions. Students were making their own connections in the curriculum
and asking for clarification when they needed it.
Every day Diane discussed how the students could use the class material at
home in real life. Diane also continuously reminded her students that they could
work on any project, even if it was for personal use, as long as they can relate it to the
class and the curriculum. During one class discussion that occurred, I heard the
teacher relates the assignment to real-life commercials. Students were asking
clarifying questions and pointing out real life examples that they have seen.
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Discussion during class
In both Matthew’s and Diane’s classroom, personal discussion occurred. At
the start of every class he relates the topic to the students lives. The students felt
comfortable enough in this class to tell personal stories, the teacher respond in many
times by telling one of his own. In one particular lesson, I learned that Matthew was
Italian and had grown up in New York City. The lesson for that day was on ethnicity
and stereotypes. Any comment that was made from the students during this
discussion was used as a teachable moment. The examples and comments were used
to lead the discussion, and connections were constantly made to what was previously
taught.
Diane is a perfect example of what she would like to see in her students.
Throughout the observations, Diane made numerous connections between class
material and personal life. One day she showed a painting her sister had done from a
photograph she had taken. She explained how her husband asked her to take down
the picture because wherever he traveled in the room the pictures eyes seemed to
follow him. Earlier in the lesson, they class had discussed how taking a photograph
with the subject looking straight at the camera will give the illusion that there eyes
can move. Diane also showed many personal projects/photographs she had taken.
The beginning classroom discussion allowed her to do this. The students followed
her lead everyday. They too, shared personal stories and projects during this
discussion time.
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Humor in the classroom
Both Matthew and Diane have a great personality and incorporate humor into
their classes. As an observer, I heard laughter in each of their classroom everyday.
Both teachers had the ability to make jokes when the situation called for it, or lighten
the mood of the class when needed.
Field Site 2: Hidden Glen Middle School
Introduction of Case Study Participants
At Hidden Glen Middle School, the participants involved in the study were
two classroom teachers, a resource teacher and two classes of students. The
participants were chosen on the following criteria: agreement to participate in the
study, provision of all necessary consent forms from participants and parents as
needed. Teachers in the school were selected based on recommendations from local
school administrators, teachers, and school superintendents that I, the researcher,
sought out.
Description of Field Site
Hidden Glen Middle School is a rural school in Northern New York. Each of
the three grade levels (6, 7 and 8) taught in the school have approximately 100
students. Within the student body is a mix of sexes, races and religions typical to
rural areas in Northern New York.
Tony
Tony Stark is a tall, imposing man with thick, wavy black hair. It is easy to
assume that the sixth grade students that Tony teaches would be intimidated by a
science teacher that towers over and dwarfs them, but Tony’s soft spoken manner and
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witty sense of humor quickly set students at ease. Tony has teaching experiences in a
wide variety of situations and this experience shows in his easy manner and
flexibility. When talking with Tony, I learned that he has a passion for teaching as
well as for science. He is always excited about giving students opportunities to learn
and enjoy science and this excitement comes through in his bubbly and exuberant
manner.
Tony’s Classroom Description
Tony’s classroom, being a science room, has countertops and tables instead of
desks. The room is spacious and well organized. The student tables are organized in
two long rows with the students facing the front of the room. Unlike many science
teachers with whom I am acquainted, Tony is very organized and his room is neat as
a pin. Walking into the room, one is struck by a sense of order. Tony believes that
this order is crucial to providing his students with a sound learning experience in their
first year in the middle school.
Tony’s Class Description
Tony’s class consists of 22 sixth grade students. This group has, according to
Tony, both gifted and talented students as well as special education students. While
the students with IEPs (Individualized Education Plans) have not been determined to
have severe learning impairments, there is a large range of ability levels within the
class.
Wanda
Wanda Farr, the seventh grade English teacher, is a motherly, caring presence.
With children of her own and strong opinions about what is right and wrong, Wanda
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is known by her colleagues as someone who will always stand firm when it comes to
the rights and proper care of the students in her care. Wanda has been teaching
English for five years and it clear that she loves her job. Her manner with the
students is loving but firm, providing guidance for matters ranging from the proper
use of a comma to dealing with difficult emotional issues in the lives of the students.
Wanda’s Classroom Description
Wanda’s room reflects much of her personality. It is warm and inviting with
carpeting on the floor and posters and student work on the walls. The desks are set up
in an extended “U” shape that allows the students to see each other as well as the
teacher. The warmth of the room also reflects Wanda’s teaching style. The room is
organized, but busy. The shelves are lined with books as are the tables, making it
clear as soon as you enter that reading is a priority in this room.
Wanda’s Class Description
The composition of Wanda’s class is much the same as Tony’s. The group of
16 seventh grade students is a mixture of ability levels. There are several students
that Wanda indirectly identified as gifted in her subject area as well as several
students that have IEPs for learning disabilities in English skill areas. To provide
assistance to the IEP students, the seventh grade resource teacher, Mary, has been
assigned to Wanda’s room during this class period. Mary is a terrific addition to the
classroom. The two teachers work together to provide a sound experience for all of
the students in the class.
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Classroom Atmosphere
In each of the two classes that were studied at Hidden Glen, the students
responded to the classroom atmosphere that was set up by the teachers. The teachers
involved in the study had different styles and personalities that allowed them to
influence the atmosphere and establish ways in which to awaken the latent motivation
of their students. The two major sub-themes that have been identified as areas on
which the teachers placed their focus are: (a) focus on student comfort and (b)
personal connections to the students.
Focus on Student Comfort
Tony believes that the experiences of the students, both at home and with
previous teachers will have a very powerful influence on their motivation to learn.
He also knows that as sixth graders, the experiences of the students in his classroom
will affect their motivation throughout their middle school years. As a result of his
philosophy, Tony has developed a very structured classroom.
While an outside observer may initially see the structure of the class as boring
or tedious, it is a very carefully crafted atmosphere to address the needs of the sixth
grade students. The students in his class, from the very beginning of the school year,
learn what Tony expects from them and how they should go about learning. During
the observations, I noted that the students appeared very comfortable and relaxed with
the class and the routines. Having a class that meets your expectations and limits
unpleasant surprises reduces the amount of stress being placed on students.
Tony’s students remain in their seats during much of his lessons, but are free
to meet their classroom needs. Students do not need to ask permission to get a tissue
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or to sharpen their pencil. They also appear to be very comfortable with asking the
teacher if they can use the restroom or get a drink. While the students do have to ask
permission to leave the classroom, Tony is very willing to allow them to do so. This
again reduces the stress levels on students and allows them to focus their attention on
the lesson.
Tony continues to focus on student comfort levels during his lessons. He is
very quick to help students with difficult pronunciations and he goes out of his way to
explain concepts to improve student understanding. As Tony circulates through the
class, he addresses student concerns and redirects off task behavior. The end result of
his efforts can be seen in the students raising their hands during lessons, offering their
opinions during discussions and the fact that seven of the eight students from Tony’s
class that were surveyed indicated that they enjoy coming to class.
Wanda’s classroom is altogether different than Tony’s. According to Wanda,
“It’s very hard to motivate people that feel unsafe.” This attitude is paramount in
both her teaching style and her classroom. She makes sure that the classroom has a
warm, caring atmosphere that will allow the students to feel safe coming to class and
learning.
Wanda first focuses on taking care of student needs. Students can get tissues,
sharpen pencils and address other in class needs without asking for permission to do
so. In order to leave the room, student must ask permission, by Wanda is very
accommodating and will allow them to get a drink, visit the restroom or go to the
school nurse whenever necessary.
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The warm atmosphere in the classroom continues with Wanda’s ability to
reduce student stress levels even when dealing with complicated material or subject
matter. When giving notes on the overhead projector, she will provide an “up close
copy” for students that are having difficulty seeing the screen. When giving a
spelling test, she would provide the students with ample time as well as
encouragements and warnings about often missed words. She was often heard telling
students, “Be careful,” when working on a difficult spelling word or, “take a careful
look at your homework to be sure,” or, “this way, if you do your homework wrong,
you can redo it and get full credit.”
Encouragement plays a major role in her overall teaching strategies. She will
not only tell the students when they do a well in answering a question or on an
assignment, but she will make a special point of posting student work on her doors
and cupboards. Wanda says, “Students like to see their work published.” Taking a
careful look at her doors, however, you not only see student work with high grades,
but also student pictures, drawings and poems that were given to Wanda separate
from the classroom assignments or events. Wanda takes obvious, almost motherly,
pride in her students and it seems to have an impact on their comfort level. She also
provides students to show off their successes in quick, low impact ways, such as
asking for a show of hands after grading a quiz, “Who got a 105, a 100, 95, 90…?”
Encouraging statements such as, “perfect” or “my man” are also small, informal ways
for Wanda to encourage her students.
The warmth of Wanda’s room is also extended with her congenial work with
the resource teacher that “pushes in” to her room during the class period that was
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observed. The resource teacher, Mary, is involved in the class to a degree where the
students, both special needs and general education, are comfortable asking either
teacher for help or direction. The working relationship between the two women is
friendly and helpful. Students seem to recognize the fact that extra help is always
available for them and they do not hesitate to raise their hands to ask for it.
Wanda’s classroom atmosphere is based on being nurturing and warm. She
has high expectations for her students and is very straightforward when she needs to
address problems, but her goals are long term and her view of student success is not
always based strictly on academic standards. In fact, Wanda even expressed during
her interview a concern about attempting to motivate students which neatly captures
her philosophy.
I disapprove of many of the pop-culture references that tend to be used to
motivate students. I want my students to be motivated, but I refuse to use
techniques that I believe are harmful in the long run.
Wanda’s emphasis in creating a safe and warm learning environment can be
see in student responses on the survey. While all of the students surveyed indicated
that they enjoyed coming to class, only half of them indicated that their reasons for
enjoying the class would be related to the activities done in the class. This could be
seen equally in the observations of the classes. While there were moments of typical
groaning at the mention of some class activities, the students responded with a smile
when greeted with a “good morning” from the teacher and were seen smiling and
laughing on the way in to class as well as on the way out.
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Personal Connections to Students
Tony stresses the organizational aspect of his classroom, but there is little
doubt that there are some personal connections that have been made between him and
the students that are looking for that connection. Students feel comfortable enough
with Tony to ask questions about things that have happened at home or that they have
noticed in their lives to which they believe Tony will be able to provide an answer.
He uses personal stories from his past as well as the students own experiences
in the lessons which allow the students to feel more personally connected, not only to
what they are learning, but also to Tony and the school. Small, personal
conversations do not tend to happen between Tony and his students during class,
given the structure and his focus on the material, but it was noted that the times
before or in between classes in which I was present, the students would talk to him in
the hallway and share jokes about some experience or prior conversation.
In Wanda’s classroom, personal connections to the students can be found
everywhere, both during class and in between classes. To begin with, Wanda lives in
the village with many of the students and will mention seeing them or their families
out of school. Small, personal conversations during transition times in the class are
the norm with Wanda. She does not wait for the students to initiate the conversations,
either. It is not uncommon for the students to be taking notes or getting out materials
and for Wanda to talk to one student about their birthday party or their sister or some
other topic that is seemingly completely unrelated to her class.
Wanda regularly uses her own family as the example for writing lessons or in
stories. She openly encourages students to ask her about personal issues and she does
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not shy away from topics that she feels the students will have an interest in or
questions about. She is often seen sharing jokes with individual students, but she is
careful to spread around her attention as well as responding to students that are trying
to get her attention in positive ways and at appropriate times.
Students in Wanda’s class are also exposed to friendly, personal connections
that can be formed between adults, such as Wanda and Mary. The two teachers will
have side conversations between themselves or with the students, but they are careful
to keep the conversations positive, productive and appropriate for the classroom.
Activity in the Classroom
In each of the classrooms that were observed, there was an obvious effort by
the teacher to influence the activity in the classroom and use it for motivational
purposes. Three sub-themes have emerged in the analysis of the observations: (a)
focus on pacing, (b) use of multiple activities and (c) random selection of student
participants.
Focus on Pacing
In Tony’s classroom, as previously stated, the students tend to sit in their seats
throughout the duration of most lessons. Most of the student learning in the class is
accomplished through reading from the text and class discussions. This being said,
however, Tony uses changes of activity often throughout the class. While the
students may participate in an average of four different activities throughout the class,
they average seven changes of activity.
Tony will shift his class from one activity to another quickly and regularly.
Students have an opportunity to move their materials around and shift from reading to
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discussing to writing about the information. It provides the class with a fast paced
feel that keeps students from losing their attention. Of the eight students surveyed
from Tony’s class, seven of them indicated that they enjoy coming to class because
they do many different activities.
Wanda’s class is slower paced than Tony’s. By nature this class, as an
English class, is focused on reading and writing. Wanda is more concerned with
allowing students the necessary time to complete the tasks at their own pace. This
leads to two of nine students surveyed to indicate that “all I do is sit and listen”.
While most students do not feel this way, only four students indicated that they enjoy
the class because they feel that they do many different activities. Wanda knows of
this reality and even stresses the fact in class that, “we are not going to rush through
this.”
Wanda does make special efforts to utilize the time in her class wisely. She
sets time limits for the students during certain activities that will be timed on the state
tests. She will also have the students multitask in certain situations, such as providing
an activity or question for the students if they finish with their current assignment.
She will pass out papers or books while the students are reading or writing so as not
to waste class time, or have students take out their materials when finished so that the
transitions from one activity to another go very smoothly. Wanda’s class may not
seem fast paced to some of the students, but the time is used well in every case.
Multiple Activities
Tony’s class is structured around the reading and discussion of the textbook;
however, there are many different activities that Tony will use to reinforce the
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material that he is teaching. This fact is not lost on his students. Of the eight students
surveyed in Tony’s class, seven of them stated that they enjoy coming to class
because they do many different activities while none of them said that all they do is
sit and listen.
Of the activities used by Tony during the observations were reading,
discussion, writing definitions, diagrams on the board, stories, demonstrations of
balloons growing and shrinking with heat, and a lab activity using colored ice cubes,
water and thermometers. Tony said in his interview that he also likes to use review
games and activities like labs and experiments to help motivate his students.
According to Tony, “anything that will help to make the material fun and interesting
for the students” is an important teaching strategy for him to use.
Wanda uses several different activities to help her students learn as well.
While the students may not see the activities as being different, it may be a result of
them all being centered on reading and writing. Of the nine students surveyed in
Wanda’s class, only four indicated that they enjoyed coming to class because they do
many different activities and two indicated that they felt that all they do is sit and
listen.
Wanda does utilize many different reading and writing activities in her class
including reading from the book, listening to audio tapes of books, completing
writing assignments, taking notes, and class discussions. She also uses small
activities like bell-ringers at the start of class, keeping the agenda on the board each
day and providing opportunities to work on homework in class as ways to keep the
class moving. Wanda did indicate in her interview that she is aware of other
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techniques of kinesthetic learning to provide opportunities for the students to move
around and learn, but she is as yet unconvinced of their effectiveness for as class such
as hers and she is waiting for more information before she uses them.
Random Selection of Students
Tony does not use a system of random selection of students to participate in
his class. He is more likely to call on students that are raising their hands to volunteer
their participation, but he will occasionally call on students that are off task in order
to bring them back into the discussion. Tony did indicate in his interview that he uses
the volunteering of students as a way to informally measure class motivation. Of the
eight students that were surveyed from his class, six of them indicated that they
participate often in class.
Wanda uses a system of popsicle sticks with the student’s names on them in
order to randomly call on the students during class. The students were made aware of
this system at the beginning of the year and they seem very comfortable with it. Of
the nine students that were surveyed in Wanda’s class, six of them said that they
participate often in class. Wanda does use some student volunteers for activities like
reading out loud, but typically uses the sticks for answering questions. One
additional thing that Wanda does to make the students more comfortable with this
system is to pick the stick and give the students warning before they are required to
answer before the class.
Connecting Material to the Lives of Students
In each class that was observed, the teachers made an effort to allow the
students to see connections between their lives and the material that is being taught.
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This would presumably help the students motivate themselves to learn. The teachers
did this in two ways: (a) forming connections between the curriculum and the lives of
students and (b) using topics in class discussion and student questions to connect the
material to personal experiences of the students.
Connections in the Curriculum
Tony stresses the fact in his interview that one of the main techniques he uses
to motivate his students is to try to make the material relevant to them. This includes
making sure that the students are aware of how the subject matter will impact their
lives. The students, for the most part are aware of these connections. Of the eight
students that were surveyed in Tony’s class, five of them said that they can use the
material in real life situations and six of them said that they can relate the material to
their own life. Tony makes certain to utilize real world examples with his lessons.
This ensures that the concepts being taught can be associated with practical, concrete
applications to the real world.
Wanda’s class, it could be argued, is more practical in the real world than any
other. This being said, it is clear that, despite Wanda’s efforts, students have a
difficult time seeing the practicality of the rules and practice with which they are
presented. Of the nine students that were surveyed in Wanda’s class, six of them
indicated that they could relate the information that they were learning to their own
lives, but only three students said that they could use the material in real life
situations. Wanda does make sure that the examples used in her class have real world
significance, but the practice in an English class seems to be difficult for students to
relate.
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Class Discussion
Tony’s class revolves primarily around two activities. First is the reading of
the text which provides students with their primary information. Second, and equally
as important, according to Tony, is the discussion of the information. It is during the
discussions that Tony can take the material and connect it directly to student ideas
and personal experiences. In order to do this, one of the techniques he uses is to tell
the students a personal story showing how the information affected him personally.
Tony will then answers student questions and allow the students to contribute their
own experiences. Occasionally, students will have the wrong idea and this provides a
chance to adjust and teach the topic over again.
Wanda’s class is again difficult for the students to see connections. However,
Wanda does use the opportunity to teach the students how to form opinions about the
story and back them up with solid reasoning. This can prompt discussion about how
a story may relate to the live of students and how the characters in the stories can be
dealing with many of the same issues as the students themselves. Wanda believes
that this has an effect on the students and can provide them with some important
guidance with which to make critical decisions later in their lives.
Humor in the Classroom
Throughout the observations in the classrooms, it was noted that the teachers
use humor both in their lessons and in the general conversations with the students.
The students have been observed responding to this and they show enjoyment and a
lessening of stress as the laughter progresses. Of the 17 students surveyed in the
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Hidden Glen school, between both Tony’s and Wanda’s classes, 10 of them indicated
that the teachers make the class fun and that they have fun in class.
Tony’s philosophy for using humor in the classroom is not only to make the
class more fun for the students but also to help motivate different groups of students.
In his interview, Tony indicated:
Not everyone will comprehend the humor that is used in class. I found that
using humor is a good way to help keep gifted and talented students engaged
in class.
Wanda has a slightly different perspective on using humor to motivate the
students in her class. She is more concerned with encouraging students to participate
and feel like they can make an important contribution to class. In her interview she
indicated how she prefers to use humor:
I think it makes the IEP students feel more comfortable and allows them to
participate on some level. You may not learn English, but at least you know
that your teacher thought of you as a good person.
Field Site 3: Maple Valley Central School
Introduction of Case Study Participants
At Maple Valley Central School, the participants included two teachers and
thirty students. All of the participants volunteered to participate and signed consent
forms prior to the start of the study. The two teachers included in this study teach at
the elementary level. The teachers were chosen based on the administration’s
recommendation of teachers who successful used a variety of instructional techniques
to motivate students.
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Description of Field Site
Maple Valley Central School is composed of approximately 418 students and
51 professional staff. The school district holds elementary, middle, and high school
levels all under the same roof. Maple Valley is considered to be a Title I school. The
community is considered a low-income area and is currently utilizing New York’s
21st century grant.
Dan
Dan teaches third grade at Maple Valley Central School. He teaches all
subjects to his students except for their “Specials” which include Art, Music, Library,
and Physical Education. Dan has taught for eight years at Maple Valley. In that time
he has taught at the third grade and sixth grade level. Dan is an energetic teacher who
makes a continuous effort to keep his students motivated. He wants the students to
enjoy learning and he tries to build personal relationships with all of his students.
Physical Description of Classroom
Dan’s classroom is not filled with color or a lot of images. It is decorated
very simply. In the front of the room, there is an entire bulletin board filled with
extensively mapped out procedures from “how to line up” to “sitting at your seat
properly”. Each procedure has step-by-step directions intended for the students to
follow. At the back of the classroom, there is a flip chart that includes the daily
schedule. At first, one would think this is a highly rigid classroom where fun and
enjoyment is never found. That is not the case. There are some hints of a
comfortable environment. There is a lounging corner that holds two beanbags. The
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desks are set up in groups of three in a “V” formation contrary to the traditional row
set up.
Personality Characteristics
Dan is a young hearted teacher who is truly involved and cares about his
students and his school district. He is actively involved in the teacher’s union and
runs an after school mentoring program for middle school students. It is hard to
believe that Dan has the time to create personal relationships with his students, but he
does. That is very important to him. He also feels that it is his responsibility to make
sure that the students in his class are motivated where other teachers tend to blame it
on the student’s having a bad day.
Leslie
Leslie teaches a class of sixteen forth graders as well as teaches both sections
of fourth grade science at Maple Valley. Leslie refers to herself as an “experienced”
teacher, yet will not reveal exactly how many years she’s been at Maple Valley.
Even with all the years behind her, she still approaches teaching with a fresh outlook.
She considers herself a lifelong learner. She has welcomed new ideas for instruction
into her classroom throughout the years and admits that there probably are some
improvements that could be made to her current instructional techniques. She has
also included new technology into her classroom like the use of power point and
interactive computer systems to keep up with our ever-changing society.
Physical Description of Classroom
Leslie’s choice of décor in her classroom is very intentional. Her goal is to
create a friendly and safe environment. She stated that she does not want the
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“institutional look” because the children and she spend most of their time in the
classroom. Leslie has created an inviting and cozy space. There are curtains over the
windows and dollies on tables to soften the hard surfaces of the classroom. There are
plants, an aquarium, and even a guinea pig in the corner to add live to the room. The
aquarium is an actual replica of a riverbed, so when the students are quiet they can
hear the peaceful sounds of a babbling brook.
Personality Characteristics
You can tell that Leslie has high standards for her students. She facilitates
class with a stern voice and holds a strong presence in the room. She combines that
aura with smiles and praise that show her students that she cares about them. One can
also see that the students respect her for that and feel comfortable with her. All of her
students stated that they enjoy coming to class, most said that the teacher makes it fun
and interesting, and the majority of the students feel comfortable coming to her with
questions.
Through my interview with Leslie, it is clear that she wants to create a
friendly, safe environment where student’s can strengthen their self-confidence as
well as become risk takers. She believes that many factors can influence students’
motivation including their innate abilities, disruption in the classroom, distractions,
their interest in the subject, and peer interaction. Leslie uses this basis to provide an
effectively paced learning environment full of multiple activities. You can also see
Leslie’s commitment to teaching in her time dedicated to our 21st century after
school program where she teaches sewing, quilting, and candle making classes.
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Classroom Atmosphere
Focus on Student Comfort
One of Dan’s goals is to provide a sense of safety in his classroom. His
classroom is a place where students can share without feeling embarrassed. This is
evident by the number of hands that are raised when a question is asked and by the
amount of stories that are shared throughout the lessons. In a survey, eleven out of
thirteen students said that they are not afraid to ask questions when they don’t
understand the material. The students most likely get this since of openness from
watching Dan. Dan shares a lot with his students. He is comfortable to admit his
mistakes in front of them. He even lets them know when he’s having a bad day.
This shows the students that he is human just like them, which increase the students’
respect for him.
One of Leslie’s goals is to build her student’s self-confidence. This can only
be done in an environment where the students feel comfortable enough to take risks
and engage in the learning process. Leslie tries to achieve this by applying positive
reinforcements within the lessons that come from her or from the students’ peers.
These reinforcements include words of encouragement, compliments, and smiles of
accomplishment. Leslie allows the students a chance to “shine” by making the tasks
obtainable yet still challenging. While observing Leslie’s classroom, I not only noted
her eye contact and specific praise for each student, but I also noticed students giving
each other, “Nice Try” and “Good Job”. The whole class supported each other and a
since of family was evident.
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Personal Connections to the Students
Dan believes that he has a close relationship with all of his students and this
relationship helps to keep motivation levels high. In an interview, Dan stated, “I
don’t care what other teachers say, you should be friends with your students. Of
course, the respect level also needs to be there”. He says that his relationship with his
students is based on trust, fairness, and mutual respect. He would say that he treats
his third graders much like the way he treats adults.
Dan’s close connection with his students allows him to recognize outside
factors that influence low motivation levels. Dan believes that what a child brings
from home can highly influence their motivation level in the classroom. A teacher
can help or hinder the situation by unfairly disciplining the child or taking the time to
discuss the issues at hand. Dan tries to always take the time to talk with the students.
In order for Leslie to make every student feel comfortable, she has to recognize his or
her individual needs and abilities. She believes in ensuring that every student feels
good about himself or herself and that they contribute to the classroom society.
Personal connections must be made to allow this to happen. The students encourage
each other as well as challenge each other, which make it a very stimulating learning
environment.
Activity in the Classroom
Focus on Pacing
Dan recognizes the importance of keeping the attention of his students. In a
forty-minute lesson, Dan used at least four different activities that smoothly
transitioned into one another. Most of the transitions were planned yet some were
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spontaneous reactions to the mood of the classroom. Dan believes that the key to
keeping students involved is being flexible. He says, “If something is not working, it
is time to switch it up”. When Dan notices the students drifting, instead of punishing
them, he changes the way he is instructing. Sometimes he will start to dance or sing
in front of the class; other times he will let them work in pairs instead because maybe
they will not get what they need from him right at that moment.
During an ELA lesson, I noticed one of these moments of flexibility. The
students were in the middle of reviewing singular and plural nouns. Dan noticed
some students had their heads on their desks. He stopped the lesson and said, “I want
everyone to go to the board and write one singular noun. Alright, go!” The students
rushed to the board and wrote as fast as they could. They then did the same thing
with turning their singulars into plurals. When they were done, Dan said, “selfcontrol, 5,4,3,2,1” and the class was collected again and refreshed for the rest of the
lesson. A simple act of allowing the students to move around will help them to stay
motivated.
Leslie also holds this philosophy in her classroom. There is very little down
time in her lessons. Leslie let the students correct their own papers and also used
row checkers to keep the lesson moving along. A “row checker” is the first student in
each row to get the correct answers. After the teacher checks their paper, they have to
correct every other student’s answers in their row by comparing it to their own work.
By keeping the lesson moving along, the students are less apt to get distracted or
disengaged. Leslie also recognizes and caters to students who seem to be losing their
motivation by simply moving closer to them or calling on them to answer a question.
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Use of Multiple Activities
Twelve out of Dan’s thirteen students admitted that they do a lot of different
activities in the classroom. In one science lesson, Dan turned reading from the
textbook into something more. Students took turns reading to begin the lesson. Then
Dan created a giant vend diagram on the board to illustrate the similarities and
differences between insects and spiders. The students filled in the chart by reading by
themselves and then sharing their findings. The third section of the text was read a
loud by Dan, but with a twist. He would leave out words and the students would
shout them out as they went along. Every student was shouting out the words, which
meant they were engaged and following along with him.
In another lesson, Dan used a koosh ball to incorporate studying for a test into
a game. The simple act of throwing a ball into the question- answer format increased
the motivation level tremendously. All of the students were making eye contact and
sharing information. Dan would throw the ball to one student who would say a
vocabulary word. That student would throw the ball to another to give the definition
and the next person to have the ball would repeat the definition. This activity lasted
about fifteen minutes and students were engaged the entire time.
Differentiated learning is a priority for Leslie. Leslie chooses which activities
to use based on the individuals in the class and the overall group dynamics. In a 50minute math class I observed, there was six shifts of activities. The variety of
activities hit upon all learning styles.
This lesson began with “drill facts”. This is
where Leslie would randomly choose a name from the “fair cards” and ask them to
recite the three’s timetable in under one minute. Each student got a chance to “shine”
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in this activity. At first, I thought this would make the students feel pressured, but I
was completely wrong. They were up to the challenge and felt full of pride when
they finished. I also noticed peers encouraging each other during this activity.
The lesson then shifted to problems on the board completed by randomly
selected students. Once again the instruction shifted to a paired group activity where
students rolled a giant dice and wrote multiplication problems in their notebooks.
Pair share learning is the most prominent instructional tool used in Leslie’s
classroom, which allows for movement and interaction of the students. After the
paired group activity, students engaged in Around the World with multiplication
flashcards. The students were very excited during this game and became enthusiastic
about the review. The lesson concluded with silent bookwork at their seats with time
to start homework at the end. Each activity did not take more than ten minutes and
the shifting catered to the fourth graders attention span.
In addition to the Around the World I observed in this math lesson, another
game was used to motivate students. Leslie refers to the Educational Computer
System as “clickers”. It is used for review before tests. As the students participate in
this game, they can use their notebook to find answers. Leslie imports the specific
questions that are usually actual test questions. The students move through a series
of multiple-choice questions and each student gets to click in with an answer. The
computer calculates the percentage of correct answers and the whole class works
together to reach a certain percentage. Every student was engaged during this activity
and seemed to be motivated in finding the correct answers in their notebooks. There
was very little distracting behavior from any of the students.
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Random Selection
Dan uses random selection whenever they are engaged in class discussion. He
has a Popsicle stick for every student with his or her name on it. When he pulls
someone’s name, he sets it on the front table. I think Dan uses the Popsicle stick
more for fairness than for the student’s to keep paying attention, but the students
seem engaged through this process anyway.
Leslie also uses random selection in her classroom to not only make sure
everyone participate, but also to make sure everyone is paying attention. She uses her
“fair cards” for everything from choosing who will answer a question to the selection
of pairs or groups.
Connecting Material
Connections in the Curriculum
In every lesson I observed, Dan connected the material the students were
learning to their personal lives. When addressing an issue with a small group and
their inability to get along, Dan used a metaphor involving football. He explained
how the quarterback throws the ball and everyone always looks at the quarterback as
the most important player, yet the whole team is responsible for a touchdown. He
compared the quarterback to the person who is writing in a group project.
Leslie starts every lesson with facts or materials that the students already
know. This gives them a confidence boast as well as gives them a base in which to
find connections to the new material. In an interview, Leslie stated “motivation of the
students is evident when they can connect and share the knowledge they have
obtained”. I did not see Leslie connect the lessons to the student’s life outside of the
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room much, but I did notice connections across subject areas. In math, she presented
a word problem involving the number of body parts, which tied in nicely with what
they were learning in science.
Discussion During Class
Dan tries to open most of his lessons with storytelling time. This is an
opportunity for every student to contribute to the topic at hand and connect it to their
lives. Dan also likes to share his own stories with the students who seem to really
appreciate hearing a bit of their teacher’s personal life. An example would be asking
the students if they collect anything before they discuss a reading story about a girl
who collects seashells. Once I observed Dan start a lesson by asking the students,
“Who likes insects?” just asking their opinion and having them raise their hand got
them engaged. Dan states, “as soon as you open up storytelling time, you have them.
When they share stories from their real world, what is personal to them, you’ve
engaged them and you have their focus”.
Humor in the Classroom
Dan summed up his success as a teacher in “I’m a goof ball”. Dan has a
baldhead that is the perfect backdrop for overhead projections that leads the class into
giggles. He loves to dance and sing and perform random acts that catch the students
off guard. Dan’s humor and entertainment as a teacher allows the students to enjoy
the learning process and coming to class that leads to higher motivation levels. In a
survey taken, twelve out of Dan’s thirteen students said they have fun in class and
that the teacher makes it that way.
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CHAPTER 5
INTERPRETATION OF DATA
Purpose of the Study
The purpose of the study was to identify instructional techniques that were
deemed to have a positive influence on student motivation in the classroom. After
making observations, conducting interviews and surveying students and teachers, we
have noted that four major themes emerged across the spectrum of data that connect
teaching strategies to student motivation (a) classroom atmosphere, (b) activity in the
classroom, (c) connection of material to lives of students and (d) humor in the
classroom.
Summary of Findings
Throughout the course of the investigation, four major themes and several
sub-themes emerged. The first theme was classroom atmosphere. Within this theme
were two sub-themes of (a) focusing on student comfort in the classroom and (b)
forging personal connections to the students.
The second major theme was activity in the classroom. Within this theme
were the sub-themes (a) focus on the pacing of the class, (b) use of multiple activities
in the class and (c) use of random selection in the classroom for selecting student
participants.
The third major theme was connecting the material to the lives of the students.
Within this theme are the sub-themes of (a) making connections in the curriculum to
the lives of the students and (b) using discussions during class to make connections to
student lives.
80
The fourth major theme was the use of humor in the classroom to help provide
opportunities for student motivation.
Connections
in the
Curr iculum
Personal
Connections
Student
Comfor t
Connecting
Material to
Liv es of the
Students
Classroom
Atmosphere
Teaching
Strategies and
Student
Motivation
Activ ity in
the
Classroom
Focus on
Paci ng
Humor in the
Classroom
Figure 1: Concept Map of Major
Themes and sub-themes
Use of
Multiple
Activities
Random
Selection
Classroom Atmosphere
All of the teachers that participated in this study strived to create an
atmosphere in their classrooms that was conducive to fostering student motivation.
Each of the teachers had their own personal style and methods for accomplishing this
goal. Within these methods we were able to find connections to previously stated
research.
Discussions
Duri ng Class
81
Diane is a teacher who strives to raise student levels of self-esteem. She is
very enthusiastic and optimistic to all of her students. Ruthunde & Csikszentmihalyi
(2005) state, “during the precarious transition from the elementary school years,
young adolescents may begin to doubt the value of their academic work and their
abilities to succeed” (p. 341). Diane encourages her students, during the observation I
heard numerous encouraging words given by her.
A central concern for many educators is motivation, more specifically,
declining levels in student’s intrinsic motivation to learn. During the interview with
Matthew he commented on his duty to improve student levels of intrinsic motivation
to learn. He stated, “although I recognize that each of my students walks through the
door with differing levels of interest and motivation, I feel that I do have the ability to
foster student motivation. I believe that not only style of instruction, but also
methods of assessment and feedback can enhance student’s levels of intrinsic
motivation.”
Children who are engaged show enthusiasm, optimism, curiosity and interest
(Champman, 2003, p. 2). These qualities could be seen from the students of the
teachers that were observed.
As a kind, caring teacher that goes out of her way to show the students that
she wants to be involved in their lives, Wanda develops an atmosphere of trust and
belonging in her classroom. According to Maehr and Midgley (1991), building this
type of atmosphere is very important to the motivation of a student. Erwin (2004)
also pointed out that Glasser believed that students had a very strong need for love
and belonging. Wanda’s development of her teaching style and the positive,
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welcoming atmosphere of her classroom help to fulfill some of the basic needs of her
students before the class even begins. This allows her students to feel free to
participate and learn in a safe environment.
With his structured and orderly classroom, Tony lets his students avoid feeling
anxiety about unexpected or unrealistic tasks about which they might otherwise be
worried. Champman (2003) pointed out that students that feel anxious about their
presence in the classroom are often disengaged from the class itself and as a result
are not intrinsically motivated. Glasser’s description of the survival need (Erwin,
2004) indicates that students would need to feel, to varying degrees, that their
environment is safe and predictable. Students that do not have a strong survival need
may find a very structured class to be boring, but students with a high survival need
would find it impossible to learn in an unsafe environment.
Both Wanda and Tony showed the students in their classrooms that they had
an interest not only in their school work, but also in their personal lives outside of
school. Teachers can create a more inviting and learner friendly environment in their
classrooms by treating students with respect and showing an interest in them as
people (Margolis & McCabe, 2003). Wanda is very careful about incorporating this
idea into her class at every opportunity. As a result, the students enjoy coming to her
class, even if they do not particularly enjoy the subject matter being taught. This
idea also very much fits with Mendler’s (2000) ideas about developing positive,
involved relationships with the students and how it improved teacher-student
compatibility.
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Risk taking and participation in the classroom will only happen when a
student feels comfortable in the classroom. Both Dan and Leslie make it a priority to
create a safe and comfortable environment for every student. In order for the student
to cultivate self-efficacy, they need to be in a nurturing, safe environment. A teacher
can create such an environment by treating students with respect and showing
interest in the students. (Margolis & McCabe, 2003).
The students will feel better about themselves and build self-efficacy when the
teacher provides frequent, immediate, task-specific feedback, challenge rather than
frustrate students, stress cooperation, not competition, make expectations clear and
realistic (Margolis & McCabe, 2003). Mendler agrees saying that positive
affirmation is extremely important for students to be motivated learners (Mendler,
2000). Leslie and Dan make an effort to include positive reinforcement into their
classroom by mean of specific praise and caring gestures. In both classrooms,
encouragement and praise also came from fellow classmates.
Mendler stated that students will be motivated when adults treat them with
care and respect (2000). Dan has created open, respectful, and trusting relationships
with all of his students.
Mendler stated that creating hope involves “creating mountains that students
believe they can climb” (p. 21). The curriculum should be challenging enough to
engage students yet not too challenging to promote frustration. Margolis and
McCabe agree by stating that students with low self-efficiency “will give up or avoid
tasks similar to those previously failed” (p. 162). Therefore, teachers should not give
tasks to the students that could promote anxiety of frustration. Teachers should be
84
aware of their proper instructional and independent levels to make sure tasks are
appropriate. Leslie and Dan both provide this kind of environment that is evident
through the student’s comfort level in raising their hands in class, their ability to take
risks, and their high confidence levels.
Activity in the Classroom
Within each individual class, teachers utilize differing levels of activity to
help promote student motivation. Within literature that has been previously
discussed, we found connections to the levels and types of activities that were used by
the teachers that participated in the study.
Teachers can strengthen a student’s motivation to do well. “School
environments that provide more relevant tasks, student directed learning, less of an
emphasis on grades and competition, and more collaboration have been shown to
enhance student’s intrinsic, task motivation” (Rathunde & Csikszentmihalyi, 2005, p.
341). In Matthew’s classroom, he explained to the students everyday why they are
learning the information and how they can relate it to their own lives.
Student directed learning allows a child to have power and responsibility in
their education. In Diane’s classes, the student’s work at their own pace. They are
never told what to do; instead they determine what they want to do for the day’s
lesson.
Leslie’s most used instructional technique is pair share learning. I observed
an enhanced motivation level in most students during this type of instruction.
Haranda and Yoshina (2004) stated “The synergy of these exchanges (working in
groups) brings substance and richness to the entire learning project” (p. 22).
When a
85
student finds meaning and purpose in the learning process, they will become engaged
and interested.
Motivational levels increase when a teacher uses a variety of teaching
approaches to engage every student (Margolis & McCabe, 2003). By creating a
lesson that involves at least four or five activities, teachers will most likely engage
every type of learning style. The movement or shifting from one activity to the next
caters to the student’s short attention spans.
Connecting Material
When preparing to teach lessons and during the course of the lesson itself,
teachers use the lives and experience of their students to enrich and form connections
to the material that is being taught. Classrooms need to teach a curriculum that
students can relate to their own lives. If the material has no purpose, a student’s
motivation to learn it is low. This philosophy and the strategies used by the teachers
participating in the study can be linked to previously stated research.
Rathunde and Csikszentmihalyi (2005) state, “students have difficulty finding
meaning and intrinsic motivation in their schoolwork” (p. 343). It may be possible
that teachers are having difficulty creating meaning and establishing a purpose to
what is being taught. One of Matthew and Diane’s main objectives is to create
lessons that have meaning to the students, one more reason why their students show
high levels of motivation.
Tony’s classroom revolves around students making mental connections
between the material taught in class and their everyday lives. Rathunde and
Csikszentmihalyi (2005) state that classrooms that provide more relevant tasks for the
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students will be more successful in motivating the students than classrooms that do
not allow the students to make these connections.
As noted by Harada and Yoshina (2004), an inquiry approach to learning is
much more inviting to student motivation. This approach must begin with students
making connections to the material and determining that it is indeed relevant to their
lives. Tony identified the most important this that he, as a teacher can do to
motivated students is, “to make the material fun and relevant for the students.”
The use of humor in the classroom is very much connected to the personality
of the teacher. Both Tony and Wanda were able to use humor as a way to keep
students engaged and enthusiastic about their classes. Mendler (2000) states that
students can be motivated by humor or any other technique that can communicate a
teacher’s enthusiasm.
Harada and Yoshina state, “Real learning involves questions- more than
simply the answers. Students’ own curiosity and wonder should provide the seeds for
meaningful learning”(p. 22). Dan plants seeds through introducing his lessons with a
storytelling time or an open ended question or an opinion question for the students.
When a student is engaged and interested, they become naturally more
motivated in learning (Mendler, 2000).
Humor in the Classroom
Motivating students in a classroom setting required the teacher to utilize a
broad range of not only traditional teaching strategies, but also personality traits. The
use of humor in the classroom can be one of the most engaging techniques for a
teacher to use. The teachers participating in the study used this technique to differing
87
degrees and for different reasons, but the use of humor overall can be and has been
supported by prior researchers.
Dan believes a major part of his job is to be an entertainer. He achieves this
through his high energy level and his ability to use humor in the classroom.
Expressing enthusiasm is the last key aspect for strengthening student motivation.
People genuinely enjoy being around people who are positive, lively, and energetic.
A teacher should carry these traits to captivate their students (Mendler, 2000).
Applications
Through the course of our investigation, we have found that there are certain
teaching strategies that seem to have a strong impact on the motivation of the students
in the classroom. The major themes listed previously can be applied in almost any
situation, grade level or subject area. The application of these strategies can be very
effective for the teacher and rewarding for the students.
Classroom Atmosphere
In developing an effective classroom atmosphere, a teacher can take several
different paths to achieve a positive motivational outcome. The needs of the class
will vary from year to year and grade to grade, but a successful classroom will have
an atmosphere that is safe, comfortable for both the teacher and the students and it
will have a physical setup that will be conducive to the class activities and the
teaching style.
Developing personal connections to students, in any grade level, will be
helpful in developing trust between students and teachers as well as developing a
sense of belonging among all of the members of a class. Students that feel involved
88
and “at home” in the classroom will be more motivated to learn and will be more
accepting of the advice and instruction of their teacher.
Activity in the Classroom
When developing lesson plans, using several different activities during the
course of the class will help to encourage the participation of students with different
learning styles and preferences. The pacing of these activities is also very important.
A fast paced lesson, one that changes activities often, will keep the attention of the
students and therefore increase participation and motivation. This strategy was found
to be applicable in all of the classrooms that were observed, regardless of the age of
the students.
The use of random selection was a tool utilized by several of the teachers in
this study. The implication of this was that the students were help accountable for
attending to the lesson. This increased the likelihood that the students would be
paying attention during class. Random selection can be carried out in a number of
ways such as the use of popsicle sticks with student names, student numbers or
simply moving in order through the room. Teachers can use their discretion on when
to call on students based on the nature of the question or activity and the ability level
of the students.
Connecting Material
Making connections to the lives of the students is one of the most powerful
and widely used strategies to motivate the students. The age old question of, “why
are we learning this?” has haunted teachers. Answering this question before it is
89
asked, we found, is very effective at keeping students interested and motivated during
class.
In any curriculum can be found ways can be found to connect the subject to
the lives of the students. It could be said that if this is not the case, the material is
irrelevant and should not be part of the curriculum. Showing the connections
between class material and the lives of the students helps to give the material
importance and context, making it more meaningful and purposeful to the student.
Students that can see why they are learning will be more motivated to do so.
During lessons, opportunities will arise to provide enrichment in the form of
personal stories from the teachers or the experiences of the students. First person
accounts will not only make the material seem more real to the students, but will also
help to forge personal connections between students and teachers as discussed
previously. Using teachable moments in class can dramatically improve the
effectiveness of the lesson. Expanding on student comments and questions can help
the students to develop lasting connections to the lesson.
Humor in the Classroom
Teachers need to utilize any tools and techniques available to them in order to
convey their enthusiasm to their students. If the teacher has a good sense of humor
and can use it effectively, they can help to keep students engaged in class. This is the
case whether they are teaching higher level students in need of additional stimulation
or with lower level students in need of more personal connections in class. The use
of humor can also help a teacher to convey the information in a different, easy to
90
absorb way that students will remember. As Wanda from Hidden Glen stated in her
interview, “kids remember funny and gross. I don’t do gross, so there you go.”
Conclusion
Teachers are constantly on the lookout for new ways to improve their
effectiveness in the classroom. This research provides insight into the effective
teaching practices of several experienced and well respected teachers. Utilizing the
findings of this study will allow teachers, especially new or inexperienced teachers,
the ability to improve their practices without the detriment of a trial and error
approach.
In order to establish motivational and energetic classrooms from the start,
teachers should focus their efforts in several key areas. First is the importance of
establishing a positive and nourishing classroom atmosphere. This will encourage the
students to become more active in the classroom and as a result, they will take more
risks in the class. Second is to provide the students with a wide range of activities
that involve them in the learning process from the beginning of the class to the end.
Third is to connect the material being taught to the lives of the students, both in
planning the lessons and in the actual execution of the classroom discussion. In this
way, the students will feel that what they are learning is important to them on a
personal level. Finally, it is very helpful if the teacher and the students can have fun
in a lighthearted atmosphere.
In this study, we have found that students will be more motivated when they
feel comfortable in the classroom, are engaged and involved in the class, can see the
connections to their lives and have fun while they are learning. Teachers that can
91
integrate this into their classroom and lesson structure will find that they have to work
less to motivate and teach their students.
92
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Appendix A
Administrative Letter of Permission
I hereby approve the performance of the Student Motivation study by Barry Roesch,
Tiffany Pritchard and Jade Keith for the completion of their Masters Thesis at the
State University of New York College at Potsdam.
My approval of this study is based on the following conditions that will be met during
the course of the study:
1.) The data will be gathered through observations and interviews of willing
classroom teachers and students.
2.) All participants will have a signed Informed Consent form. Student
participants will have a consent form signed by both themselves and a
parent / guardian.
3.) The data that is collected will be anonymous and will be recorded and
analyzed using code numbers to preserve the privacy of the participants.
4.) Students that are not participating in the study will be provided with
alternative activities without penalty.
5.) The data collected in this study will be used solely for the purposes
expressed in the study proposal.
Please Note: Approval by the provost of the State of New York College at Potsdam
and the Institutional Review Board attests only that appropriate safeguards have
been included in the research design to protect human participants. This approval
does not imply that SUNY Potsdam endorses the content of the research or the
conclusions drawn from the results of the research.
___________________________________
(Administrator Name)
___________________________________
(Administrator Signature)
__________________________________________________
(Administrator Title and School)
96
Appendix B
Letter of Consent
Parents
Date: month, day, year
Dear _____________________,
Hello, allow us to introduce ourselves. We are a group of graduate students at the
State University of New York at Potsdam and we are working towards the completion
of our Masters Thesis project. For this thesis, we will attempt to determine
correlations between effective teaching practices and increased student motivation.
We will be obtaining this information through a series of five forty-five minute
classroom observations and teacher interviews that will take place at several schools
in the Northern New York area during the fall of 2006. The teacher interview will
take place before or after school and will not interfere with classroom instruction.
The purpose of this letter is to obtain your permission for your child to participate in
this study. The involvement of your child in this study will be limited to his or her
participation in the classes being observed and the completion of a survey. There will
be five observations in your child’s classroom that will last approximately 45
minutes. During the observations, teaching strategies and student engagement will be
noted. Additionally, each student will take a survey that will take approximately 10
minutes to complete. Please be assured that the information obtained in this study will
be anonymous and analyzed only by those directly involved with the study and shared
with the classrooms teachers and interested students. The observations and
interviews will contain no names, only code numbers. It will not be possible for
anyone to discern the identity of any of the participants from the data collected. Your
child is under no obligation to participate in the study and will not be penalized in any
way if he/she does not participate or chooses to discontinue participation at any time
during this study. In the event that you do not wish your child to participate in the
study, the classroom teacher will provided alternate activities on the observation days
in question. These alternate activities could be independent study or library time.
If you have any questions regarding this study, please feel free to contact any member
of the group. Our contact information is as follows:
Barry Roesch
315 – 654 – 3318
roesch24@potsdam.edu
Tiffany Pritchard
315 – 938 – 5683
pritch57@potsdam.edu
Jade Keith
315 – 543 – 2483
keith64@potsdam.edu
In addition to contacting a member of the group, you may also contact our faculty
advisor at Potsdam, Christine Sherretz. She can be reached at 315 – 773 – 9007 or at
sherrece@potsdam.edu .
97
We would like to thank you for your help in the completion of this thesis project. The
information obtained in this study will be used to help teachers, both present and
future to enhance their teaching styles with methods and activities that help to
promote positive student motivation.
Sincerely,
Barry Roesch
Jade Keith
Tiffany Pritchard
State University of New York at Potsdam
Potsdam, NY
Please Note: Approval by the provost of the State of New York College at Potsdam
and the Institutional Review Board attests only that appropriate safeguards have
been included in the research design to protect human participants. This approval
does not imply that SUNY Potsdam endorses the content of the research or the
conclusions drawn from the results of the research.
I agree to allow my child to participate in this study.
Signed,
(Parent / Guardian Signature)
(Please print name here)
(Date)
98
Appendix C
Letter of Consent
Students
Date: month, day, year
Dear _____________________,
Hello, allow us to introduce ourselves. We are a group of graduate students at the
State University of New York at Potsdam and we are working towards the completion
of our Masters Thesis project. For this thesis, we will attempt to determine if
teaching practices effect student motivation. We will be obtaining this information
through a series of classroom observations and teacher interviews that will take place
at several schools in the Northern New York area during the fall of 2006. The teacher
interview will take place before or after school and will not interfere with classroom
instruction.
The purpose of this letter is to obtain your permission from you to participate in this
study. Your involvement in this study will be limited to your participation in the
classes being observed as well as your participation in a student survey. There will be
five observations each that will last approximately 45 minutes. During the
observations, teaching strategies and student engagement will be noted. Additionally,
you will be asked to answer questions on a survey that will take approximately 10
minutes to complete. Please be assured that the information obtained in this study will
be anonymous and analyzed only by those directly involved with the study and shared
with the classrooms teachers and interested students. The observations and
interviews will contain no names, only code numbers. It will not be possible for
anyone to discern the identity of any of the participants from the data collected. You
are under no obligation to participate in the study and will not be penalized in any
way if you do not participate or choose to discontinue participation at any time during
this study. In the event that you do not wish to participate in the study, the classroom
teacher will provide alternate activities on the observation days. These alternate
activities could be independent study or library time.
If you have any questions regarding this study, please feel free to contact any member
of the group. Our contact information is as follows:
Barry Roesch
315 – 654 – 3318
roesch24@potsdam.edu
Tiffany Pritchard
315 – 938 – 5683
pritch57@potsdam.edu
Jade Keith
315 – 543 – 2483
keith64@potsdam.edu
99
In addition to contacting a member of the group, you may also contact our faculty
advisor at Potsdam, Christine Sherretz. She can be reached at 315 – 773 – 9007 or at
sherrece@potsdam.edu .
We would like to thank you for your help in the completion of this thesis project. The
information obtained in this study will be used to help teachers, both present and
future to enhance their teaching styles with methods and activities that help to
promote positive student motivation.
Sincerely,
Barry Roesch
Jade Keith
Tiffany Pritchard
State University of New York at Potsdam
Potsdam, NY
Please Note: Approval by the provost of the State of New York College at Potsdam
and the Institutional Review Board attests only that appropriate safeguards have
been included in the research design to protect human participants. This approval
does not imply that SUNY Potsdam endorses the content of the research or the
conclusions drawn from the results of the research.
I agree to participate in this study.
Signed,
(Student Signature)
(Please print name here)
(Date)
100
Appendix D
Letter of Consent
Classroom Teacher
Date: month, day, year
Dear _____________________,
Hello, allow us to introduce ourselves. We are a group of graduate students at the
State University of New York at Potsdam and we are working towards the completion
of our Masters Thesis project. For this thesis, we will attempt to determine
correlations between effective teaching practices and increased student motivation.
We will be obtaining this information through a series of classroom observations and
teacher interviews that will take place at several schools in the Northern New York
area during the fall of 2006.
The purpose of this letter is to obtain your permission from you for your participation
in this study. The involvement of the teachers in this study will be twofold. Each
selected and willing teacher will be observed five times throughout the fall of 2006
and will be asked to participate in one interview that will take approximately one
hour. The interview will take place before or after school. Each selected and willing
teacher will be observed several times throughout the fall of 2006. Before each
observation, there will be an interview with the teacher at a convenient time. The
observation will be followed by a brief and informal interview to clarify any
questions and to allow the teacher to provide their own viewpoints and observations.
Please be assured that the information obtained in this study will be anonymous and
analyzed only by those directly involved with the study and shared with the
classrooms teachers and interested students. The observations and interviews will
contain no names, only code numbers. It will not be possible for anyone to discern
the identity of any of the participants from the data collected. Teachers are under no
obligation to participate in the study and will not be penalized in any way if he/she
does not participate or chooses to discontinue participation at any time.
If you have any questions regarding this study, please feel free to contact any member
of the group. Our contact information is as follows:
Barry Roesch
315 – 654 – 3318
roesch24@potsdam.edu
Tiffany Pritchard
315 – 938 – 5683
pritch57@potsdam.edu
Jade Keith
315 – 543 – 2483
keith64@potsdam.edu
In addition to contacting a member of the group, you may also contact our faculty
advisor at Potsdam, Christine Sherretz. She can be reached at 315 – 773 – 9007 or at
sherrece@potsdam.edu .
101
We would like to thank you for your help in the completion of this thesis project. The
information obtained in this study will be used to help teachers, both present and
future to enhance their teaching styles with methods and activities that help to
promote positive student motivation.
Sincerely,
Barry Roesch
Jade Keith
Tiffany Pritchard
State University of New York at Potsdam
Potsdam, NY
Please Note: Approval by the provost of the State of New York College at Potsdam
and the Institutional Review Board attests only that appropriate safeguards have
been included in the research design to protect human participants. This approval
does not imply that SUNY Potsdam endorses the content of the research or the
conclusions drawn from the results of the research.
I agree to participate in this study.
Signed,
______________________________________
(Teacher Signature)
______________________________________
(Please print name here)
_______________
(Date)
102
Appendix E
Student Survey
Grade:
Class:
Male or Female (circle one)
Please Check All That Apply:
In this class I:
 Participate Often
 Complete All My
Assignments
 Take Pride in My Work
 Ask Questions When I am
Confused
 Enjoy learning the material
 Have Fun
Academically, what kind of student are you in this
class:
 Outstanding
 Above Average
 Average
 Below Average
 Poor
Please Answer the Following Questions:
I enjoy coming to class:  yes  no
I can relate the information
I learn in this class to my
own life:
Please Check All that Apply:
 yes  no
Please Check All that Apply:
I like this class because:
I do not like this class because:






It’s engaging
It’s interesting
The teacher makes it fun
I can use the material I learn
in real-life situations
It’s easy
We do a lot of different
activities







It’s boring
I don’t understand the material
The teacher does not explain this well
The information I learn doesn’t matter to
me
I can’t relate this class to my own life
Too many tests!
All I do is sit and listen!
103
Appendix F
Classroom Motivation Observation Checklist
Observer _______________________Teacher_______________________
Grade Level _________________ Subject _______________
Start Time _________
Class Size ______________Boys ___________
Girls ___________
Teacher Behavior
Teacher maintains eye
contact with students
Teacher appears to
have enthusiasm about
the material being
taught
Teacher conveys their
enthusiasm to the
students
Teacher connects the
lesson to the lives of
the students
Teacher sets high
expectations for the
students
Teacher used a variety
of teaching styles
Teacher is clear with
instructions and
explanations to the
students
Teacher uses the
personal experiences
of the students
Teacher allows
students to set their
own pace for learning
Teacher allows for
student to student
interaction
First 5
minutes
10 – 5
Minutes
before end
Other Teacher Observations
From 10 – 20 minutes after
the start of class
104
Student Behavior
Student maintains eye
contact with the
teacher
Student is writing
when appropriate
Student raises hand
Assignments
completed
Disruptive behavior
from students
Students showing
signs of enjoyment
during the lessons
Students showing
signs of depression or
resentment during the
lesson
Students staying on
task
Students are all in
attendance
High student
absenteeism
Classroom sketch:
5 – 10
minutes
after start
Last 5
minutes
Other Student Observations
From 20 – 30 minutes after the
start of class
105
Appendix G
Teacher Interview
Interviewer __________________________
Teacher ____________________________
Grade Level ________
Subject Area __________
1.) How do you define motivation?
2.) What are some of the factors that you feel influence motivation?
3.) Which factors do you feel are the most influential to student motivation: home
factors or school factors?
4.) Do you feel that an emphasis on standardized testing has an impact on student
motivation? If so, how?
5.) As a teacher, how capable do you feel of influencing student motivation?
6.) What do you look for to see if students are motivated in your class?
7.) What strategies do you use in class to attempt to engage student motivation?
8.) Are these strategies working?
9.) What could you do to improve your use of these techniques?
10.) Are there any motivational techniques that you have heard of that you have
not yet tried?
11.) Do you have any additional comments or opinions that you would like to
share?