iGet+it!+iCan

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= =  With an abundance of information proliferating the internet, overwhelming competition and the upgrading of skills imperative, how does one motivate a student to keep on their educational path instead of giving up before getting started? As a teacher, how do you motivate a shy individual to perform a piece of music in front of an audience? How do you motivate a student in your class, who struggled in high school, to believe that they can be successful in upgrading their skills? How do you motivate a seasoned worker in your company training program who is worried they might lose their job? How do we instil a sense of confidence and interest in diverse students who feel intimidated by the learning process in this modern age?

**//Motivation//**, or “the reason we engage in a particular behavior” (Barkley, 2010, p. 9) stems from “the feeling of interest or enthusiasm that makes somebody want to do something.” It “serves to activate or energize behavior and give it direction,” and “a learned behavior will not occur unless it is energized” (Huitt, 2011,p.1).

According to motivational theorists, there are two categories of motivation, **//extrinsic//** and **//intrinsic//**. Extrinsic motivation is attributed to factors that are outside of the student’s control, such as a final exam while intrinsic motivation bubbles forth from an individual and is characterized by the desire to achieve, to better oneself and for personal interest.

“Generally speaking, psychologists believe that extrinsic motivation is less durable than the intrinsic variety.” (“Motivation to Learn. Part 1:Motivation and Learning”, n.d., p.2 ) for example, when the pressures of the class, grade or exam are finished, when the external motivation is eased, if that was the only motivating factor, will the student continue to propel themselves forward in learning and actively retain the information they acquired? Probably not “unless the desired goals and behaviors have been internalized.” If those behaviors haven’t be internalized “the learner will cease the desired behavior and operate according to his or her internal standards or to other external factors.” (Huitt, 2011,p.12)

When the motivation is within, however, it is like an engine firing a boat. A student’s enthusiasm to learn keeps feeding the engine and the external or extrinsic motivation acts like a wind, aiding to move the boat in the direction it is already heading. However, “both forms of motivation can be of use to instructors and trainers “and understanding the proper use of both styles of motivation “is an important skill for all classroom instructors.”(“Motivation to Learn. Part 1:Motivation and Learning”, nd,p.3) 

**iGet it!** Motivating adults by showing the relevance and usefulness of participating in learning is respecting the principle of **//autonomy//**//.// Adults “need to be free to direct themselves,” (Lieb, 1991, p.1) and be actively involved in their learning. Adults must be given due respect as individuals possessing knowledge and life experiences. Adults need to feel like they are full participants in the learning and planning process, regardless of the type of schooling they are involved in- from music lessons to computer classes. It is imperative that adult students clearly see a link in how engaging in learning will impact their lives. Understanding the **//relevance of learning//** is an important key to motivate adult students. “Learning has to be applicable to their work or other responsibilities to be of value to them,” since their time is precious and they will need to borrow it from their daily commitments in order to participate. “Instructors must tell participants explicitly how the lesson will be useful to them on the job” so they will “recognize the value of experience in learning.” (Lieb, 1991, p.1). As a student of music, I wasn’t always told why I was studying particular pieces, technique or scales. I just knew I needed to master them before the end of term performance exams. It was difficult to motivate my painfully shy self to go into a room and practice. I did not fully understanding “why” I needed to spend hours studying tedious pieces I knew I would never want to perform. My motivation was primarily stemming from the outside- fear of disappointing my teacher, flunking my exams or not looking dedicated. However, my experience is not unique. Many students in diverse learning environments identify with a lack motivation because they don’t understand the “why”- “why am I doing this” and “how will this benefit me in the long run?”

As instructors, we “must tell participants explicitly how the lesson,” or concept “will be useful to them on the job,” or in their daily lives (Lieb, 1991, p.1).I was not completely engaged in my music studies until I had a teacher who explained “why” I was being given certain pieces to study and practice. It was a pivotal moment when I connected the relevance of my studies to my work aspirations. I felt my motivation switch from the outside sphere to an inner, intrinsic one. I felt compelled to learn because I understood what the specific practice was going to lead to and what should develop as a result. Understanding the “why” I was doing something kept feeding my motivation causing a snow ball effect helping me keep motivated and focused.



**iCan** Motivation can be stirred and re-kindled in individuals by **//passionate teachers//** who are enthusiastic about what they teach. “Educational researchers have found that even students who are not intrinsically motivated by their studies will put forth reasonable effort if they like and admire their teacher.”(Barkley, 2010, p.82) When instructors have an intimate knowledge of their subject matter, enjoy it and want to share it with others, their extrinsic energy can awaken motivation in students**.**

However, when motivating disengaged and discouraged students more than a passion for the subject and willingness to share the materials is needed. Often these despondent students have self esteem issues and expect to fail. They need teachers who can “**//provide clear directions and structure//**,” set up **//systems//** to help students succeed such as “study buddy” or “tutorial programs”, provide students with help to “**//establish realistic goals//**,” and help students to see you as a “**//resource person//**.” (Barkley, 2010, p.93)Disengaged students need teachers who won’t give up on them. According to Shaughnessy “teachers who set high goals, who persist, who try another strategy when one approach is found wanting” are likely to be successful (as cited in Prothero, 2008 p.43). When students are given such help it leads to the feeling of “ iCan.”

This video gives a powerful lesson on following through with ones goals <span style="font-family: Verdana,Geneva,sans-serif;">media type="custom" key="10993576"

<span style="font-family: Verdana,Geneva,sans-serif;">A great reminder not to give up <span style="font-family: Verdana,Geneva,sans-serif;">

<span style="font-family: Verdana,Geneva,sans-serif;"> Three wonderful videos, based on a true story, about the power of encou ragement, setting goals and achieving what might seem the impossible. Often when we encourage and inspire others, they in turn inspire and encourage us. <span style="font-family: Verdana,Geneva,sans-serif;">media type="custom" key="10993590"

<span style="font-family: Verdana,Geneva,sans-serif;">media type="custom" key="10993568"

<span style="font-family: Verdana,Geneva,sans-serif;">media type="custom" key="10993560"

<span style="font-family: Verdana,Geneva,sans-serif;">References

<span style="font-family: Verdana,Geneva,sans-serif;">Barkley, E. (2010)student //Engagement Techniques. A handbook for College Faculty.// San Francisco, <span style="font-family: Verdana,Geneva,sans-serif;">California, United States of America: Jossey-Bass, 9, 82, 93 <span style="font-family: Verdana,Geneva,sans-serif; font-size: 11pt;">Huitt, W. (2011). //Motivation// //to learn: An overview//. //Educational Psychology Interactive//. Valdosta, GA: <span style="font-family: Verdana,Geneva,sans-serif; font-size: 11pt;">Valdosta State University. Retrieved from <span style="font-family: Verdana,Geneva,sans-serif; font-size: 11pt;"> http://www.edpsycinteractive.org/topics/motivation/motivate.html <span style="font-family: Verdana,Geneva,sans-serif;">PIDP 3250.(n.d.) //Motivation to Learn. Part 1:Motivation and Learning//. Retrieved from <span style="font-family: Verdana,Geneva,sans-serif;">https://moodle.vcc.ca/mo<span class="wiki_link">d/resource/view.php?id=201307 <span style="font-family: Verdana,Geneva,sans-serif;">Lieb, S.(1991).//Principles of Adult Learning//. Vision. Retrieved from <span style="font-family: Verdana,Geneva,sans-serif;">http://www2.honolulu.hawaii.edu/facdev/guidebk/teachtip/adults-2.htm <span style="font-family: Verdana,Geneva,sans-serif;">Prothero, N.( May / June 2008). Teacher Efficacy: What Is It and Does It Matter. NAESP. Retrieved from <span style="font-family: Verdana,Geneva,sans-serif;">http://www.naesp.org/resources/1/Principal/2008/M-Jp42.pdf

<span style="font-family: Verdana,Geneva,sans-serif;">Picture <span style="font-family: Verdana,Geneva,sans-serif;">Motivating Quotes.(2011, November 11). Retrieved from <span style="font-family: Verdana,Geneva,sans-serif;">http://www.bing.com/images/search?q=dont+ever+give+up&view=detail&id=6EC000213F81F3E682F34AA4EE45B10D88AF65F3&first=0&FORM=IDFRIR

<span style="font-family: Verdana,Geneva,sans-serif;">Video's

<span style="font-family: Verdana,Geneva,sans-serif;">**[|**N**]**__ecessity4failure__**.**(2010, September 16)inspirational video. Retrieved from <span style="color: windowtext; font-family: Verdana,Geneva,sans-serif;">[]

<span style="font-family: Verdana,Geneva,sans-serif;">**DizneyMANIA**. (2009, August 11). Inspirational Video. Retrieved from

<span style="font-family: Verdana,Geneva,sans-serif;">http://www.youtube.com/watch?v=C4TwmXfDovw&feature=player_embedded

<span style="font-family: Verdana,Geneva,sans-serif;"> LegacyLLCweb. (2011, January 11), Jim Morris "The Oldest Rookie" Part 1. Retrieved from <span style="font-family: Verdana,Geneva,sans-serif;">http://www.youtube.com/watch?v=Kdx-CKI-RqI&feature=player_embedded

<span style="font-family: Verdana,Geneva,sans-serif;"> LegacyLLCweb. (2011, January 11), Jim Morris "The Oldest Rookie" Part 1. Retrieved from <span style="font-family: Verdana,Geneva,sans-serif;">http://www.youtube.com/watch?v=d5s_BaLUBxA&feature=player_embedded

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