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How do the teachers think they foster a desire for lifelong learning in the children they teach?

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Year 4 Teaching Studies Assignment Title: How do the teachers think they foster a desire for lifelong learning in the children they teach? 3rd April 2009 How do the teachers think they foster a desire for life ling learning in the children they teach? I am going to focus on the motivation of children, looking at how to improve it in the classroom. It is important at this point to explain what I mean by motivation. I think that motivation is when children feel that they have a purpose and a need for doing work; they also enjoy their work and are enthusiastic about their learning. I think that children will then have an ambition to do well and have pride in the work they do. This would then be stimulated and encouraged by the teacher. I believe that this then helps then to gain more confidence about their learning and achieve better results in class. I searched for a dictionary definition to clarify the term "Motivation". It states that it is 'a basis for an action or a decision' something that encourages' and 'something that causes and encourages a given response'. To me these definitions offer a number of words to encompass the word 'motivation'. Such words as 'desire' 'inspiration, 'incentive,' and 'motive,' all of which I feel are important within learning. I agree with Wlodkowski and Jaynes(2000) description of 'motivation' "Motivation to learn is a value and a desire for learning---- this means the child is not only willing to learn but also cherishes and enjoys the act of learning, as well as the outcome of learning." Before I begin to address the main issues within my assignment I feel it is impotent to look at the context I have found myself in. My school is situated in Manchester. It is inner city school. The area appears to be poor and deprived. ...read more.


I have thought of ways to engage children and realize that children have different perceptions of enjoyment and motivation towards their work. I wondered why some children were eager to learn and master new interesting challenges while others devalue and disengage from academic activities. One example I thought of was that in some cases, doing minimal work motivates children. Children may not want to put a lot of effort into the work and just do the bare minimum to get through each lesson. Alternatively children like to engage in energetic and innovative activity. This may be the case of the children in the low, middle or high ability groups. They may work hard only if there is a challenge in a situation and they may find routine tasks and conformity in activities boring. Higher ability children in the class may be motivated if they are set more challenging work, which stretches them and helps them to get more out the work they are doing. Another possibility is that children enjoy getting lots of rewards and see this as the only incentive to getting their work completed. This will occur when the rewards are significant and meaningful to the child. There are, however pros and cons of using reward systems. One advantage is when I noticed was when a boy with suspected ADHD needed constant encouragement and attention to do any work. Encouragement worked really well and helped him to sit down and get work done. Other advantages are that it encourages children to work for a short term basis until the next reward. They get work completed so that the teacher has 'finished' work from them. It is an easy strategy to use by most teachers where they see an instant result in the children's approach to learning. It can also be used within each class in the school so that it is adopted as a whole school policy and is a fair way of rewarding for each child. ...read more.


The conclude, I would say that giving children individual choices in the actions of their work helps motivation. To giving children choices in learning they are then able to work to their strengths and progress in areas that are important to them. These choices would relate to document objectives but children would feel that they have had input into the activities they do and the learning that take place. This would make the teaching more personal and would target individual learning abilities of each child in the class this opportunity of more independent learning is supported by the view of Bruner who says, "lack of motivation is likely to be problem when learning is imposed on a learner, they fail to enlist natural curiosity or it seems irrelevant, inappropriate to their level of learning" I strongly agree with this. I have described the many different ways with which teachers, parents and peers can help to promote the child's own desire for life-long learning. There is , however, only so much that they can do before it comes down to the child's own desire to want to learn and find out more about things. This is crucial if children are to get through their education and achieve their own personal goal in life. Through writing this assignment I have developed my thinking about 'motivation'. The reading I have done has enhanced my understanding of motivation and broadened my knowledge on issues surrounding it. My own practice will now be critical in helping to create and maintain a desire for life-long learning. I can now anticipate my practice with regard to my own personal strategies. I will adopt an enthusiastic style of teaching, which uses stimulating lesson ideas and resources. I will build a positive relationship with the pupils' parents. I will then prove the children's independence and motivation towards their own learning. I hope that by implementing these ideas, in future practice i will enhance this area within my teaching and further my own professional awareness. ...read more.

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