Teaching and learning are relatively complex process since they require collaboration between different stakeholders including school administrators, teachers, and students. In this regard, teachers need to develop their knowledge and skills in order to develop suitable teaching strategies and practices. This course has played an important role in my development of knowledge and skills in teaching practice. The course has focused on different aspects of teaching and learning with respect to the development and use of suitable strategies and practices. This paper provides a personal reflection on the various things I have learned in this course, particularly in relation to student motivation and engagement, enhancing the participation of the disengaged learner, and mastery goal and performance goal practices.
Connections Among Motivation, Engagement and Learning
One of the most important aspect toward achievement of desired learning outcomes and improvement of a school’s overall performance is student engagement and motivation. Student engagement and motivation play a critical role in determining the effectiveness of teaching practices and mastery of learning content by students in the classroom setting. Engagement is a term utilized to refer to the tendency by students to cognitively, emotionally and behaviorally participate in learning activities and tasks (Stephens, 2015). In this case, it’s the degree with which students are cognitively, emotionally and behaviorally prepared to participate in academic activities. This implies that students perceive academic activities as crucial components for the learning and participate in these activities in a desired manner.
Existing literature in the field of education demonstrate that there is a strong link between student motivation and engagement. As a result, student engagement has emerged as a major construct in motivation research in the field of education (Stephens, 2015). Saeed & Zyngier (2012) state that student motivation and engagement is considered in existing literature in the educational field...
References
Kuhlenschmidt, S.L. & Layne, L.E. (n.d.). Strategies for Dealing with Difficult Behavior. Retrieved from University of Wollongong website: https://www.uow.edu.au/content/groups/public/@web/@stsv/@swd/documents/doc/uow068340.pdf
Luftenegger et al. (2014, June). Promotion of Students’ Mastery Goal Orientations: Does TARGET Work? Educational Psychology, 34(4), 451-469.
Saeed, S. & Zyngier, D. (2012, November 27). How Motivation Influences Student Engagement: A Qualitative Case Study. Journal of Education and Learning, 1(2), 252-267.
Stephens, T.L. (2015, August 21). Encouraging Positive Student Engagement and Motivation: Tips for Teachers. Retrieved March 24, 2018, from https://www.pearsoned.com/education-blog/encouraging-positive-student-engagement-and-motivation-tips-for-teachers/
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