Week 8

In chapter 6, I was particularly drawn to the section that connected motivation and goals. Throughout high school, I was highly motivated by grades. I wanted the top grade on every assignment, and for the most part, I was surrounded by students with similar desires, which lead to competition. High school was just a checklist for college, and in order to get into college, I needed good grades. Looking back now, I was only driven by grades, not by connecting and growing from my new knowledge. In college, my goal mindset switched from competitive to mastery because I realized that the competitive mentality was not aiding my journey to exploring and finding my passion.

I like the idea of setting goals, but I feel that the students have little connection to the goals that they make. At the beginning of every marking period, each student is required to fill a goal sheet for each class. The students have too many goals for too many classes that the goals then become unrealistic. These forms provide very little in terms of molding an attainable goal or the action plan to achieve it. Students often write vague goals along the lines of “I want to pass so I will pay attention in class”. For the most part the goals are just for show, since there is rarely time to improve or revisit them for progress updates and individual attention. The students have little connection to their goals, giving them little power in motivating the students.

I often find myself annoyed thinking that many of my students don’t care about their grades. One student, Nivea, does not even turn her exam papers over to look at her score. It seems that she completely blocks the grade out of her mind, as if it doesn’t count if she doesn’t look at it. I cared about my grades because I looked to the future and knew that in order to have a career I needed to go to college. Many of my students have a failure-avoidance mindset. They are not concerned about how they do, as long as the pass. For a number of reasons, students may not be able to see a successful future. It is up to the teachers to show possibilities to the students. Perhaps this will spark an interest in the students about their futures and motivate them in their academic career.

ED 631 - Educational Psychology- Spring 2018

ED 631 - Educational Psychology- Spring 2018

Here is our online home for ED 631 for Spring 2018.

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