Teaching Strategies and Student Motivation

7/28/2019 Teaching Strategies and Student Motivation

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HIGH QUALITY

TEACHING STRATEGIES

AND ITS EFFECTS ON

STUDENT MOTIVATION


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TABLE OF CONTENTS

1 Chapter 1 Introduction

1.01 Statement of Problem 9

1.02 Purpose of the Study 91.03 Research Question 9

1.04 Rationale 9

1.05 Assumptions 10

1.06 Definition of Terms 111.07 Limitations 11

1.08 Delimitations 11

1.09 Summary 12

2 Chapter 2 Literature Review

2.01 Motivation in the Classroom 13

2.02 Instructional Strategies to Motivate Students 16

2.03 Alternative Assessment and Motivation 232.03 Summary 28

3 Chapter 3 Methods and Procedures

3.01 Statement of the Problem 30

3.02 Purpose of the Study 30

3.03 Research Question 303.04 Participants 30

3.05 Criteria for the Selection of the Participants 32

3.06 Methodology 323.07 Rationale for the Methodology 33

3.08 Procedures Used for the Data Gathering and Analysis 33

3.09 Timeline 35

3.10 Data Management Procedures 383.11 Data Analysis 39

3.12 Data Management and Validity 39

3.13 Role of the Researcher 403.14 Reliability 40

3.15 Trustworthiness and Credibility of Analysis 40

3.16 Audit Trail 413.17 Confounding Issues 41

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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 homework, not staying on task, and

are not actively participating in classes. This lack of student motivation been noted by other

researchers as well.

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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 todays 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.

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.

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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, performance-based

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: HiddenGlen

Central School, Ontario Lake Central School, and Maple Valley Central School.

2. Research is written through the expressed opinions of teachers and students of K-12

public schools.

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

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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 students 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 students

intrinsic motivation to learn.

Childrens lives are complicated, many forces shape success in school, including,

intergenerational education, family values, peer culture, the media, expectations for

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childrens success, teacher effectiveness, parental involvement in childrens learning, and

childrens 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 students 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 students 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 students 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 ones 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 teachers effort to evaluate students

on the basis of progress and improvement can be 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

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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

students 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 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).

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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.

Research suggests that teachers can strengthen learners 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,

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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 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

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acts as a facilitator who helps to examine the students 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

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 ones 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,

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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.

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 dont 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.

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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 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. Students 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

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students 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 students 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

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,

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and theme days. When a student is engaged and interested, they become naturally more

motivated in learning.

Alternative Assessments and Motivation

Erwins (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 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.

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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 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.

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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 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).

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often resulting 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 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.

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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 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

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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 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

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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

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 teachers 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 teachers classroom,

but they wereopen 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.

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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 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 researchers 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

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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 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.

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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

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).

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3. Taped the interview with the permission of the interviewee and transcribed at a later time

for analysis

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

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posed as a result of a topic of opportunity were grouped separately and organized by

topic as appropriate.

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.

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The researchers ensured the validity of the results by avoiding interference with the

information being gathered. The questionnaires were given to the teachers 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.

Audit Trail

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An audit trail was completed so that an outside auditor will have available to them the

researchers 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.

.

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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 students levels

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of intrinsic motivation. I observe the students level of active involvement. I also pay

attention to how students 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 days 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. Matthews 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 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

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I appear as excited about the lesson as Id like my students to be. Matthew has a sense of

humor that comes though continuously throughout the class. Laughter is a common sound in

Matthews 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. Dianes 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

Dianes 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 students can work. In the back right quadrant are

three computers, a scanner and a printer. In the front of the 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 Dianes 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

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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 poster-sized 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. Dianes desk is

located in the middle of the classroom but she is rarely there. I, like most of her students,

enjoyed being in Dianes 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 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 Matthews

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psychology class true confessions could be heard from the students 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 Matthews 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 Matthews 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 Matthews classroom.

The same focus on student comfort was observed in Dianes classroom. Freedom is a main

component to Dianes 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 Dianes 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.

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Personal Connections to the Students

In Matthews 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, Matthews 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 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 students. The students seemed to be proud of their names and

laughter and smiles can be observed when Matthews called on the students by these names.

The same focus on personal connection with her students could be seen in Dianes classroom.

Diane would sit with the students and help them to work on material. The students 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 Dianes 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 students fighting for Dianes attention.

Dianes energy always kept up with the demand of attention wanted and needed by her students.

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There is a lot of trust in Dianes 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.

Dianes 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 Matthews 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.

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A very different, yet effective, method of pacing occurred in Dianes 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, 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 Dianes 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 students 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 Matthews and Dianes classrooms. During my

time spent in Matthewss 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 Dianes 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. Dianes classroom is the perfect exemplar

of multiple activities. Organized chaos is how she described it. Every student is doing

something different. On one particular day, I observed students in the dark room, developing

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film, getting cameras ready and/or fixed, working on projects/portfolios, 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, lets go, next, its been fifteen

minutes (It was only eight).

Differentiated learning was also observed in Dianes 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 Matthews and Dianes 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.

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

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students and the teachers. The teachers used the personal experiences of the students to expand

the lesson and make connections and correlations in class.

Connections in the Curriculum

In Matthews 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.

Discussion during class

In both Matthews and Dianes 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

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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.

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

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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 Tonys soft spoken manner and 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.

Tonys Classroom Description

Tonys 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.

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Tonys Class Description

Tonys 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 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.

Wandas Classroom Description

Wandas 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 Wandas 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.

Wandas Class Description

The composition of Wandas class is much the same as Tonys. 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

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English skill areas. To provide assistance to the IEP students, the seventh grade resource

teacher, Mary, has been assigned to Wandas 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.

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

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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.

Tonys 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 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 Tonys class that were surveyed indicated that they enjoy coming to class.

Wandas classroom is altogether different than Tonys. According to Wanda, Its 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 Wandas 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 Wandas room is also extended with her congenial work with the resource

teacher that pushes in to her room during the class period that was 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

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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.

Wandas 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.

Wandas 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.

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

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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 Wandas 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 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 Wandas class are also exposed to friendly, personal connections that can be formed

between adults, such as Wa

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Teaching Strategies and Student Motivation