In my Teaching Literacy class, we were assigned a piece on how we look at student motivation.; I really liked where the assignment took me in terms of exploring my teaching philosophy, so here are some of my insights:
I believe that in order to motivate students, you have to convince them of their own knowledge- or their ability to obtain knowledge- and build their confidence to the point where they feel capable of independent thought and formulating their own ideas. Without confidence, they lack the motivation to search for answers on their own, to volunteer thoughts, and perhaps most importantly, find a joy in reading. If a student has been told that he is reading something wrong, or missing the point, or not finding the “right” answers in a text, then the chances of him wanting to go home and read- for school or pleasure- are slim to none. However, if he’s pushed towards reading critically but praised for what he already can do, his confidence may develop and so will his motivation to read and improve. To that end, I believe that it’s important to encourage students- from the higher level to the lower ability level- and always find something positive in their work. To some extent, this calls to mind a section I particularly liked in Adolescent Literacy when the counselor said that “Favorite teachers save lives.” (Heineman, 16) I think teachers do have that power, and motivation is one of the major pieces of that idea. If a student is motivated, that motivation can certainly change her life.
In addition, I think it’s important to foster an environment where students are motivated to learn and read, not just for school, but for fun. I think every English classroom should have a section for a class library with a wide selection, complete with a computer with links to the local library for downloading audiobooks (and headphones to listen to them!), writing materials, comfortable seating, and an assortment of newspapers and magazines for students. Since not all students read and learn the same way, it’s important to motivate not just the “readers” in the class, but also show the non-readers the various mediums now being used to “read” in different ways. Susan Hynds sums up this concept in On the Brink, saying, “For Meg, it meant learning to accept her students completely as individuals, while providing them with everything they needed to create their own special vision of themselves as literate people.” (Hynds, 77).
My instructional approach is simple- try to find time within the busy schedule to have “reading time,” regardless of grade, be ready with reading suggestions for recalcitrant readers, and encourage creativity with projects like reading journals (as a tool for communication similar to the calendars shown in the movie) and new ways of studying books (creating a “newspaper” for a novel set in the 1860’s, for example.) My belief is that children can be motivated if given the right project.
Making reading appear fun and exciting is the best thing that an English teacher can do.Whether it’s starting a book club, offering suggestions of great books, designing fun projects, decorating the class, or simply chatting with students about what they’re reading when they read for fun, a teacher’s attitude towards reading can be mirrored by her students. I just hope to one day be able to get students as excited about reading as I was, and to never be the teacher who tries to quash a creative approach, make a student feel dumb, or make a child hate reading because I don’t encourage her to read what she wants to read.
Cited:
Beers, K., Probst, R., Rief, L. (2007). Adolescent Literacy: Turning Promise into Practice. Portsmouth, NH: Heinemann.
Appleman, D. (2009). Critical encounters in high school English: Teaching literary theory to adolescents. New York, NY: Teachers College, Columbia University.
Hynds, S. (1997). On the brink: Negotiating literature and life with adolescents. New York: Teachers College Press.
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