ED 631 Week 9 Breadcrumbs

I must admit that it has been very hard for me to find the time to sit down and read the online textbook and provide breadcrumbs weekly. There are moments where I get hours to myself and I am able to read, annotate, and comprehend the text adequately. Those moments I do not take for granted. Although some of my posts are late they are of quality. I would rather submit late work than work that was not done to the best of my ability. I will do my best to post my breadcrumbs in a timely fashion for the remainder of this course.

 

Motivation as a result of interest came more naturally to me than motivation as a behavior. The idea is very intuitive. People are more inclined to spend more time doing things that they enjoy doing and genuinely interested in rather than something they are uninterested in. Interest in something is more directly related to being intrinsically motivated where the drives comes from within rather than external factors. The research indicates that it is not clear whether higher achievement leads to personal interest or personal interest leads to higher achievement. This begs the question: if higher achievement leads to personal interest wouldn’t this be considered extrinsic motivation? If a student is getting exceptional grades and constantly receiving praise for doing well can this be considered an external factor?

 

In addition interest as it pertains to educational psychology can be broken into two parts situational interest and personal interest. Situational interest is more fleeting whereas personal interest is permanent. It is the teacher’s sole responsibility to elicit situational interest that will eventually lead to a more personal and permanent interest. It is imperative that educators, regardless of their subject areas conjure up some form of interest within their students. An important aspect of interest especially for adolescents is relevancy. Educators should work to ensure that their students’ could relate to the material before them. Making sure that your classroom acts as window and a mirror is the first step in providing a foundation for personal interest. Growing up there was a disconnect between science class and myself. I thought science was only reserved for old white men because I never knew anyone else that did amazing things with science. I grew up learning about Isaac Newton, Albert Einstein, and Thomas Edison. It wasn’t until I learned about people like Katherine Johnson, Lewis Latimer, Garrett Morgan and other black scientists that my affinity for science increased. I became more interested in science because I learned about people who looked like me who were more than capable of doing great things in the name of science. As educators we need to acknowledge the demographic of students that sit before us and identify the strengths and weaknesses of individuals within our classrooms and carefully assess how we can make the material that we teach relevant to their lives. Personally, I feel like the responsibility of an educator is not limited to teaching but to ignite a passion for learning and providing a platform where our students are intrinsically motivated to be the best versions of themselves.

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