Page 55 - EdViewptsSpring2020

The Power of a Caring and and others agreed: “If the teacher is Choice in Learning. Teachers stressed
Motivated Teacher excited, the students will be excited. that offering at-risk students choice in
And especially if the teacher knows
learning increases motivation. They
Teachers believed that caring and their subject matter and they are agreed that choice individualizes
motivated teachers have the most excited about teaching it, yeah, the learning, gives students control
positive effects on the academic students become motivated also.” and ownership, promotes student
success of at-risk students. One Recognizing and Celebrating Student strengths, and ultimately provides
teacher recalled the difference in Success. There was overwhelming more opportunities for success.
attitude towards learning that a group agreement that a caring and motivated Hands-on Activities. In a similar way
of her at-risk learners displayed teacher recognizes and celebrates to choice, hands-on activities were
towards her class as compared to their students’ achievements. What perceived as motivating because it
another teacher. She explained that the stirred debate were the types of allows students to play an active role
students were cooperative within her rewards that yielded the most positive in their learning. Teachers noted that
class, but “wreaked havoc” in another. impact on at-risk student achievement. the learning is engaging as it gets
When she questioned them about the While tangible/extrinsic rewards like students moving and, in many cases,
reason for the difference, they offered, certificates and stickers were noted utilizing their unique skills and talents
“You actually care. We know you care to increase at-risk student motivation, to demonstrate their learning. Teachers
and believe in us, and we like you.” In a majority of teachers believed revealed that projects and the use
a similar way, another teacher asserted intangible ones like praise represented of manipulatives, among others, are
“a motivated teacher is a requirement,” a sustainable strategy for increasing effective in creating hand-on lessons.
adding, “if you’re motivated and they at-risk student motivation.
see you’re enjoying it and they see the Technology Integration. There
reason, they get excited and want to be Student Directed Learning = was overwhelming agreement
a part of that.” Increased Motivation that technology integration in the
Noted patterns in teacher responses A majority of teachers agreed that classroom plays an important role in
inspiring at-risk student motivation.
revealed specific observable behaviors when at-risk students are given Teachers attributed this relationship to
of caring and motivated teachers. the opportunity to make decisions both the level of familiarity and comfort
Teachers perceived preparedness, about their learning, motivation that students have with technological
modeling enthusiasm, and recognizing increases. One teacher asserted, tools as well as the opportunities for
and celebrating success as daily “Children of today are different. success that it provides, as students
habits of a caring and motivated They don’t want the teacher to give direct their own learning. The ability to
teacher, which inspire motivation all the information. They become differentiate instruction was cited as a
within at-risk students. more engaged when you create an key benefit of integrating technology
Preparedness. Perceived as a habit exciting activity and let them get to for at-risk students. However, teachers
of caring and motivated teachers, work.” He added, “I have to always noted the negative effects on at-risk
preparedness was described in terms check how much I talk during class. student motivation with technology
of effective lesson planning as well If it is too much, I lose them.” A few programs, which expect that students
as mental readiness. Respondents patterns in teacher responses were sit, read, and click.
emphasized that caring teachers noted indicating strategies and All in all, the findings in this study con-
invest the time to prepare high approaches that promote student- firmed other seminal works in the area
quality, engaging lessons that are directed learning. Among these were of student motivation. Lam, Cheng,
targeted to the individual needs of relevant instruction, choice in learning, and Ma (2009), for example, found a
their at-risk students. Mentally, they hands-on activities, and technology direct and indirect positive association
have developed the stamina to be integration. between teacher and student motiva-
truly present everyday despite the tion. Furthermore, Dicintio and Gee
challenges. Teachers underscored Relevant Instruction. Teachers (1999) noted a significant positive as-
that at-risk students can quickly detect believed that to inspire motivation, sociation between students’ perceived
unprepared teachers and respond with at-risk students must perceive the control over their learning and their
disruptive behavior and/or an overall relevance of the learning to their lives. level of motivation. These studies,
lack of interest in learning. They explained that getting to know among many others, underscore the
students on a very personal level
Modeling Enthusiasm. Similar to is key to creating relevant learning importance of motivation for intention-
preparedness, respondents believed experiences. From students’ cultural ally planning for at-risk student suc-
that modeling motivation about backgrounds and interests to unique cess. Thus, it is my hope that schools
teaching and learning is an act of talents and future goals, consulting see the value of such studies and
demonstrating care, which positively and utilizing multiple forms of data inform their practices accordingly.
impacts at-risk student motivation. for planning targeted instruction were
One teacher explained it simply strongly recommended.

Educational Viewpoints -53- Spring 2020