CASE STUDY IN MOTIVATION

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EDU 615, Motivational Theory and Class Manae!ent" Mod#le $
Case St#dy in Motivation
A%ril &', &(1)
*indsey S%riner
University o+ Ne, Enland
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Introduction
-a./ is a 16 year old hih s.hool so%ho!ore in !y Enlish 1( 0loo%in1 .lass2 O#r hih
s.hool is a se!ester 3ased s.hool ,ith 3lo./ s.hed#lin o+ $) !in#te %eriods2 Three years ao,
o#r s.hool i!%le!ented the 0loo%in %rora!1 to +oster %otential 0at ris/1 st#dents2 Essentially,
this %rora! %rovides these 0at ris/1 st#dents .onsisten.y ,ith the sa!e Enlish tea.her +or t,o
years2 4o,ever, instead o+ $) !in#te %eriods +or only hal+ the year, these st#dents attend
Enlish .lass +or a 55 !in#te %eriod over the .o#rse o+ the entire year and alternate the other hal+
o+ the %eriod ,ith overn!ent 67
th
rade year8 and ,orld history 61(
th
rade year82 In this ,ay,
the st#dents 0loo%1 3et,een the t,o .lasses ,ith l#n.h in 3et,een to 3rea/ #% the %eriod2 The
%rora! 3eins in ninth rade and .ontin#es thro#h tenth rade 3y havin the st#dents !aintain
the sa!e Enlish tea.her +or 3oth rades nine and ten2 Not only do st#dents 3ene+it +ro! the
shortened lenth o+ the %eriods over the +#ll s.hool year, 3#t they also 3#ild and esta3lish a
%ositive ra%%ort ,ith one and other as ,ell as ,ith the tea.her2 This hel%s 3#ild a solid
+o#ndation +or +#t#re learnin and hel%s %rovide .onsisten.y +or these 0at ris/1 st#dents2
9e+ore enterin hih s.hool, -a./ ,as one o+ the sele.t +e, ,ho ,as identi+ied at the end
o+ his eihth rade year as an 0at ris/1 st#dent d#e to a.ade!i. %er+or!an.e, attendan.e, and
eneral tea.her re.o!!endations2 As one o+ the +o#r 0loo%in1 tea.hers, I have had the %rivilee
o+ tea.hin -a./ +or the %ast t,o years2 D#e to the nat#re o+ the s!all .lass si:e, I have .o!e to
/no, -a./ +airly ,ell2 As a +resh!an, -a./ ,as very i!!at#re and e;.essively .hatty2 Altho#h
this is not aty%i.al 3ehavior +or this ae ro#%, -a./ e;hi3ited a 3it !ore o+ these .hara.teristi.s
than the averae ninth rader2 4e ,as .onstantly 3ein re+erred 3y his other tea.hers +or 3ein
disr#%tive in .lass, +or 3ein ins#3ordinate, and +or 3ein tr#ant2 As +ar as his 3ehavior in !y
.lass ,as .on.erned, he ,as not a !a<or dis.i%line %ro3le!2 4e served several l#n.h detentions
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,ith !e +or .o!in to .lass late or 3ein e;.essively .hatty in .lass2 On several o..asions, he
,as also .a#ht s/i%%in .lass +or ,hi.h he served ad!inistrative detentions2 4o,ever, he ,as
never 3latantly r#de or disres%e.t+#l to !e2
Over the +o#r =#arters, -a./>s a.ade!i. %roress stayed +airly .onsistent2 4e averaed a
lo, 9 +or all +o#r =#arters and .o!%leted !ost o+ his ,or/ in a ti!ely !anner2 Overall, -a./>s
+resh!an year ,as a.ade!i.ally s#..ess+#l not only in Enlish .lass 3#t in his other .lasses as
,ell2 4is lo,est rade ,as a C in 9ioloy, a s#3<e.t that ,as .hallenin +or hi!2 4o,ever, this
year has 3een =#ite a str#le +or -a./ 3oth %ersonally and a.ade!i.ally2 Altho#h -a./ is !ore
than .a%a3le o+ 3ein at least a 9 st#dent, he .ontin#o#sly %#ts +orth little e++ort #nless
.onstantly %ro!%ted and redire.ted2 As a tea.her o+ 3oth +resh!an and so%ho!ores, I have
noti.ed that so%ho!ores have di++i.#lty 0identi+yin1 the!selves2 They are no loner 0ne,1 to
hih s.hool and are o+ten indinant, 3#t yet they still e;hi3it inse.#rities in !any ,ays2 ?hen
-a./ ret#rned +ro! s#!!er 3rea/ his so%ho!ore year, there ,as a sliht .hane in his
de!eanor2 4e 3e.a!e slihtly indi++erent to s.hool and la./ed !otivation to even 3ein a tas/
and@or %arti.i%ate2 This 3ehavior ,as rad#al #ntil over hal+,ay thro#h the +irst =#arter2
Aro#nd Nove!3er, -a./>s #n.le on his +ather>s side %assed a,ay2 -a./ and his #n.le had a .lose
relationshi%, and his #n.le>s death res#lted in !any !issed days o+ s.hool +or -a/e over the
.o#rse o+ a !onth th#s %#ttin hi! 3ehind in his ,or/2 Aeelin over,hel!ed 3y the a!o#nt o+
,or/ that he needed #%, -a./ 3ean to sh#t do,n and ive #% in !any o+ his other s#3<e.ts2
Des%ite this adversity and des%ite his a%athy to,ards s.hool, -a./ .ontin#es to atte!%t to
do ,ell in !y Enlish .lass2 I a! not s#re i+ this has to do ,ith ,antin to %lease !e 3ein a
0+e!ale1 tea.her ,ith ,ho! he has esta3lished a %ersonal ra%%ort, 3#t even ,ith his ver3al
.o!%laints and lethari. attit#de, -a./ event#ally .o!%letes ea.h tas/ assined2 De%endin on
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the day, he is so!eti!es !ore !otivated than others2 ?hen this o..#rs, he ,or/s !ore diliently
and e++e.tively than !ost o+ his other .lass!ates2 4e needs very little a.ade!i. s#%%ort and his
readin and ,ritin are a3ove that o+ his %eers2 To en.o#rae this s#..ess and desired
3ehavior@%er+or!an.e, I !a/e it a %oint to #se hi! as a !odel e;a!%le to his %eers and
.ontin#o#sly %raise hi! +or a <o3 ,ell done2 -a./ /no,s that he is !ore than .a%a3le o+ 3ein a
solid 9 st#dent, 3#t he o+ten ,illinly o%ts aainst this %otential #nless he is %#shed and sees +or
hi!sel+ the %roress o+ his ,or/2 On.e he ets started on a 0dreaded1 assin!ent, he is !ore
than .o!%etent in de!onstratin his !astery o+ the to%i. or s/ill2
?ith the a3sen.e o+ -a./>s !other in lie# o+ his %arents> divor.e !any years ao, -a./
has relied heavily on his older sister and his #n.le2 Altho#h his dad is his %ri!ary .areiver, he
is not a.tively involved in -a./>s a.ade!i.s and s%ends !#.h o+ his ti!e r#nnin a !e.hani.s
sho%2 A+ter -a./>s #n.le %assed, his 3ehavior 3e.a!e ha#htier and at ti!es he see!ed
de%ressed2 This has 3een evident in his .lassroo! %er+or!an.e2 Aside +ro! .o!in to .lass <#st
.lose eno#h to al!ost 3e late, he is al,ays the last to 3e seated, and he avoids doin any tas/
#ntil %ro!%ted several ti!es2 U%on his arrival to .lass, he .onstantly and .onsistently anno#n.es
that he 0doesn>t +eel li/e doin anythin and ,o#ld rather <#st slee%21 Altho#h -a./ is 3riht ,
he rarely a%%lies hi!sel+ on a .onsistent 3asis2 4e %rides hi!sel+ on 3ein the 0.ool /id1 ,ho
.hooses not to sho, his intellient =#alities2 The only ti!e he %er+or!s is ,hen he /no,s that
the rade de!onstrates his 0%er+or!an.e1 on that iven day2 4e o+ten .o!%lains a3o#t havin to
re.all in+or!ation and !a/es .o!!ents a3o#t 0=#i./ly !e!ori:in1 in+or!ation <#st to et a
ood rade +or the day as o%%osed to !asterin the tas/ 6Andr!an B Ander!an, &(1(82
4o,ever, ,hen .oddled <#st eno#h, he does de!onstrate his desire to 3e /no,ledea3le and
0!aster> the in+or!ation learned2 -a./>s a!3i#o#s nat#re o+ ,antin to 0%rove to others and
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hi!sel+1 as ,ell as ,antin to 0!aster the in+or!ation at hand1 .o#%led ,ith his indinant and
so!eti!es de+iant attit#de is ,hat !a/es hi! an 0at ris/1 st#dent ,ho has to %otential to 3e
0saved21
Observations
One s#.h lesson in ,hi.h I o3served a %ositive res%onse +ro! -a./ o..#rred ,ith a
di++i.#lty ,ritin assin!ent thro#h the #se o+ a ra%hi. orani:er2 A..ordin to Dean, 4#33el,
Citler, and Stone 6&(1&8, st#dents are a3le to orani:e in+or!ation !ore e++e.tively thro#h the
#se o+ ra%hi. orani:ers2 Many %sy.holoists 3elieve that in+or!ation is stored lin#isti.ally
and nonDlin#isti.ally2 Thro#h the #se o+ ra%hi. orani:ers, st#dents are e;%osed to 3oth
!ethods2 Altho#h I tea.h hih s.hool Enlish, I have +o#nd ho, hel%+#l and i!%ortant ra%hi.
orani:ers are in hel%in st#dents to ,rite orani:ed essays2 The ra%hi. orani:ers #sed !ay
not have i!aes or vis#al re%resentationsE ho,ever, they are !eant to divide or 0.h#n/1 the
in+or!ation a..ordinly +or st#dents to #se in order to ,rite a +ive or !ore %arara%h essay2.
Altho#h the .hart a%%ears 3asi., it ,as e;tre!ely e++e.tive in hel%in the st#dents sele.t and
orani:e e;a!%les to in.l#de in their %arara%hs2 More o+ten than not, st#dents in.l#din -a./,
tend to et over,hel!ed ,ith ,ritin a %arara%h or essay #sin 0te;t#al s#%%ort21 Many
str#le to ans,er the =#estion in eneral2 Crovin their ans,ers 3y %rovidin te;t#al s#%%ort,
!a/es it that !#.h !ore .o!%li.ated +or those lo,er level st#dents2 9y .o!%letin this .hart,
the st#dents ,ere a3le to already identi+y the a%%ro%riate e;a!%les to in.l#de in their ,ritten
res%onses2
Crior to this lesson, st#dents ,ere introd#.ed to the ter! dra!ati. irony and the a#thor>s
%#r%ose o+ #sin it2 This lesson involved a sliht revie, o+ the ter! and %#r%ose, +ollo,ed 3y a
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#ided !odelin +or the +irst ro, o+ the .hart2 The st#dents ,ere %rovided ,ith a .o%y o+ the te;t
to hihliht2 Toether as a .lass, the st#dents ,ere as/ed to +ind one e;a!%le o+ dra!ati. irony
in the +irst %arara%h o+ the te;t2 Then, toether ,ith the tea.her !odelin, the .lass hihlihted
this in+or!ation and then .o%ied it dire.tly into the .hart2 Aro! here, the st#dents ,ere then
as/ed to e;%lain why this ,as an e;a!%le o+ dra!ati. irony and .o%y their res%onse into the
.hart2 A+ter this, st#dents ,ere then a3le to ,or/ ,ith a %artner to .o!%lete the rest o+ the .hart2
?hen the .hart ,as .o!%lete, st#dents shared their res%onses as a .lass and then ,ere a3le to
.o!%lete the ,ritten assin!ent inde%endently2 This lesson ,as very e++e.tive +or every st#dent
and they ,ere 3etter a3le to see that !ost o+ their ,or/ had already 3een .o!%leted %rior to
,ritin the res%onse2 -a./ tends to et dis.o#raed ,hen he thin/s that there is 0too !#.h ,or/1
to 3e done2 4o,ever, ,hen he sa, that !ost o+ the ,or/ had 3een .o!%leted thro#h !odelin,
#ided %ra.ti.e, and ,ith %artners, he sa, a sense o+ a..o!%lish!ent and ,as easily a3le to
3ein his ,ritin assin!ent inde%endently and on ti!e2
?ith every ne, #nit, I %resent an anti.i%ation #ide to 0 hoo/1 !y st#dents2 These
anti.i%ation #ides %resent the!ati. state!ents that are %ersonally related to their 3elie+s and
val#es as ,ell as to the events or .hara.ter traits in the ne, 3oo/ ,e ,ill 3e readin2 Al!ost o+
!y st#dents really en<oy this as it .reates tho#ht %rovo/in dis.#ssion and introd#.es the! to
,hat they ,ill 3e readin2 9y the ti!e ,e have +inished oin over these anti.i%ation #ides and
,ith the 3rie+ %o,er %oint to a..o!%any the settin and histori.al or eneral 3a./ro#nd o+ the
te;t, st#dents enerally tend to +eel that they already /no, a3o#t the te;t 6Ander!an, &(1(, %
1'82 This o..#rred ,ith an introd#.tion to the %lay Oedipus the King2 9y %rovidin st#dents ,ith
as !#.h 3a./ro#nd as %ossi3le as ,ell as the anti.i%ation #ide, they .o#ldn>t ,ait to et
started2 In +a.t, they 3#ed !e daily 3y as/in !e ,hen they ,ere oin to et their 3oo/s2
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-a./ is not ty%i.ally a st#dent ,ho loo/s +or,ard to doin any sort o+ assin!ent let alone an
assin!ent that re=#ires readin2 4o,ever, the anti.i%ation #ide, the %o,er %oint, and the
%revie, o+ the .ontent %i=#ed -a./>s interest2 Thro#ho#t !#.h o+ this lesson, -a./ ,as a.tively
%arti.i%atin and as/in =#estions to 0s%oil1 the readin 3e.a#se he .o#ldn>t ,ait to +ind o#t
,hat ,as oin to ha%%en2 4is s#dden enth#sias! ,as reass#rin that the anti.i%ation #ide
really did %rovide his o,n anti.i%ation +or the assin!ent2
As %art o+ the tenth rade .#rri.#l#!, st#dents are introd#.ed to the 4olo.a#st ,ith a
+o.#s on the !e!oir Night 3y Elie ?iesel2 This to%i. doesn>t ta/e !#.h to et !ost st#dents
enaed2 4o,ever, ,ith so!eone li/e -a./, anythin to do ,ith readin and ,ritin is less than
a%%ealin2 9e.a#se the 4olo.a#st is already a ,ellD/no,n to%i. to !ost st#dents +ro! st#dyin
it in history .lass, I 3ean the #nit 3y doin ,ord asso.iation ,e3 on the El!o2 -#st 3y ,ritin
0The 4olo.a#st1 on the El!o, al!ost every sinle st#dent in.l#din -a./ ,as raisin their
hands2 ?hen -a./ +eels .o!%etent a3o#t a to%i. or s#3<e.t !atter, he is #s#ally =#i./ to share
his /no,lede2 D#rin this a.tivity, -a./ ,as a.tively %arti.i%atin and as/in !any =#estions2
Seein his a.tive involve!ent, I #sed this to !y advantae to assin -a./ a to%i. +or o#r resear.h
%resentations that I /ne, ,o#ld +as.inate hi!2 9y %rovidin a 3rie+ overvie, o+ ea.h to%i.
ranin +ro! %eo%le res%onsi3le to daily li+e in the .on.entration .a!%s and 3y allo,in
st#dents the o%%ort#nity to .hoose their %re+eren.e, I ,as a3le to ive -a./ his +irst .hoi.e
+o.#sin on -ose+ Menele2 Thro#ho#t the resear.h %ro.ess -a./ ,as .onstantly a..essin
di++erent ,e3sites %rovidin %i.t#res and des.ri%tions and intently readin a3o#t ea.h
e;%eri!ent that -ose+ Menele .ond#.ted2 At the end o+ the assin!ent, -a./>s %o,er %oint
%resentation ,as ,ell a3ove that o+ !any o+ his .lass!ates d#e to his in.reased !otivation and
e++ort he %#t +orth2
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A +inal o3servation +ro! the .lassroo! +o.#ses on three days o+ 4SA %ra.ti.e testin2 As
tenth raders, -a./ and his .lass!ates are e;%e.ted to ta/e and %ass the 4ih S.hool State
Assess!ent 64SA8 in order to rad#ate2 9e.a#se o+ the lo, a3ilities o+ the st#dents in the .lass
.o#%led ,ith shortened %eriods, ,e s%ent three .lass days +o.#sin on the three se.tions o+ the
4SA2 I reass#red the st#dents that this ,as not ,orth an a..#ra.y rade, 3#t rather it ,as ,orth
a 0.lass %arti.i%ation1 or e++ort rade2 9y alleviatin this 0%ress#re1 to have to do ,ell, st#dents
+elt !ore .o!+orta3le ta/in the %ra.ti.e test2 A..ordin to Ander!an and Ander!an 6&(1(8,
0222a s.hool or .lassroo! that is hihly %er+or!an.e oriented is li/ely to ind#.e %ersonal
%er+or!an.e oals in individ#al st#dents1 6%2 6'82 Fno,in -a./>s desire to %lease !e 6as he
on.e stated that I a! the only tea.her +or ,ho! he li/es and does ,or/8, I ,as s#re to %lead !y
.ase to the .lass as a ,hole !y sin.erity o+ ,antin the! to do ,ell 3e.a#se I 3elieved in their
a3ilities to a%%ly everythin ,e have 3een ,or/in on +or the %ast t,o years2 Mar:ano 6&(('8
states that 0the =#ality o+ the relationshi%s tea.hers have ,ith st#dents is the /eystone o+
e++e.tive !anae!ent and %erha%s even the entirety o+ tea.hin1 6%215782 4avin !e +or the %ast
t,o years, the relationshi% that I have 3#ilt ,ith these st#dents is evident in their a.ade!i.
%roress des%ite their a3ility levels2 As !any o+ the st#dents have 5(5 %lans and IEC>s, I #sed
this o%%ort#nity to 0read alo#d1 the readins on the test to %revent st#dents li/e -a./ +ro! 3ein
dis.o#raed a3o#t the lenth o+ ea.h readin2 D#rin this %ra.ti.e test, I %ersonally .he./ed ea.h
st#dent>s ans,ers to %raise and@or redire.t the! in their ans,er .hoi.es2 Altho#h -a./ ,as
hesitant to 3ein ea.h session daily, I al,ays !ade !y ,ay to his des/ to %raise hi! +or
0.rossin o#t1 ,ron ans,er .hoi.es and in.reased !y %ositive %raise +or those =#estions that he
did ans,er .orre.tly2 In addition, I ,as s#re to a./no,lede the a..o!%lish!ent o+ s#..ess on
the harder =#estions th#s 3oostin his .on+iden.e even !ore2
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Effective Strategies
0A tea.her in a di++erentiated .lassroo! does not .lassi+y hersel+ as so!eone ,ho already
di++erentiates instr#.tion21 Instead, 0 DI is a ,ay o+ li+e in the .lassroo!1 6To!linson, &((582
Ea.h day, I try to +oster !otivation and a#tono!y in the .lassroo! 3y di++erentiatin the .ontent,
%ro.ess, and@or assess!ent2 Altho#h I a! not a3le to di++erentiate all three on a daily 3asis, I do
!y 3est to !eet the needs o+ all !y st#dents2 As Cha%!an B Fin 6&(1&8, state, 0Ge.onition
o+ and di++erentiation +or di++erent levels o+ %er+or!an.e is .r#.ial +or !a;i!i:in the %roress
o+ ea.h learner 6 %2 5682 -a./>s a3ilities e;.eed that o+ !any o+ his %eers2 Ea.h o+ !y .lasses
en.o!%asses !#lti%le learners2 Altho#h -a./ e;.eeds the a3ilities o+ !any o+ his .lass!ates,
his !otivation is la./in2 To ens#re his enae!ent and that o+ all o+ !y st#dents, I re.oni:e
the i!%ortan.e o+ di++erentiatin to !eet !y hih a3ility st#dents as ,ell as !y lo, a3ility
st#dents 3y %rovidin the! !#lti%le o%%ort#nities +or assess!ent2 To!linson says, HAssess!ent
3e.o!es a %art o+ tea.hin +or s#..ess and a ,ay to e;tend rather than !erely !eas#re learnin1
6To!linson, &((582
Over the %ast t,o years, it has 3e.o!e =#ite evident that -a./ needs tea.hers to rein+or.e
and +oster %ositive relationshi%s ,ith hi!2 ?hen he +eels that his tea.hers are tr#ly invested in
hi! %ersonally, he sho,s an in.rease in e++ort in the .lassroo! in eneral2 A..ordin to
Ander!an B Ander!an &(1( 6%2 58, theorists ar#e that 0h#!ans have three 3asi. needs" the
need +or a#tono!y 6i2e2, to +eel a sense o+ sel+Ddire.tedness8, the need +or .o!%eten.e, 6i2e2, to
+eel .a%a3le o+ %er+or!in .ertain tas/s8, and the need +or relatedness 6i2e2, to +eel .onne.ted to
and a..e%ted ,ithin a larer so.ial net,or/82 9ein 16, -a./ needs to +eel that he is inde%endent
eno#h to !a/e his o,n .hoi.es2 Additionally, he needs to +eel that the tas/ re=#ired o+ hi! is
!anaea3le and that his tea.hers tr#ly a..e%t and li/e hi!2 -a./ is !ore than .a%a3le o+
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a.hievin a.ade!i. s#..ess iven these +a.tors2 On.e -a./ a./no,ledes that his tea.hers
re.oni:e his a3ilities, he de.ides to a.t on the! a..ordinly2 Denler, ?olters, and 9en:on,
e;%lain that 0Covinton de+ined the !otive +or sel+D,orth as the desire to esta3lish and !aintain
a %ositive sel+Di!ae or sense o+ sel+D,orth2 9e.a#se .hildren s%end so !#.h ti!e in .lassroo!s
and are eval#ated so +re=#ently there, Covinton ar#ed that %rote.tin oneIs sense o+ a.ade!i.
.o!%eten.e is li/ely to 3e .riti.al +or !aintainin a %ositive sense o+ sel+D,orth1 6&((782 -a./>s
sel+D,orth is not only de%endent on his a.ade!i. .o!%eten.e 3#t on the %ersonal relationshi%s
that are esta3lished ,ithin ea.h .lassroo!2
Conclusion
4avin the %leas#re o+ tea.hin -a./ +or the %ast t,o years has 3een a learnin
e;%erien.e +or not only hi! 3#t +or !e as ,ell2 I a! .on+ident that i+ tea.hers .ontin#e to
re.oni:e his %otential and that o+ all their st#dents and not et dis.o#raed, -a./ ,ill .ontin#e
to 3e s#..ess+#l2 Ander!an B Ander!an say that 0 st#dents intera.tions ,ith other
individ#als a++e.t a n#!3er o+ %sy.holoi.al and ed#.ational o#t.o!es1 6 &(1&, %2 1$682 These
relationshi%s .hane thro#ho#t the .o#rse o+ the st#dents> a.ade!i. lives2 Altho#h st#dents
!any have a neative o#tloo/ and %re.on.e%tion a3o#t .ertain tea.hers, over ti!e these
relationshi%s ro, and .hane 6Ander!an BAnder!an, &(1&82 -a./>s relationshi% ,ith !ost his
tea.hers is a %ositive one2 4e !ay +re=#ently .o!%lain a3o#t .ertain tea.hers, 3#t in the end, he
/no,s they are loo/in o#t +or his 3est interest2 Altho#h -a./ ,o#ld 3ene+it !ore +ro! a
vo.ational s.hool to learn a s%e.i+i. trade as he has on.e stated he ,o#ld li/e to 3e a !e.hani.,
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CASE STUDY IN MOTIVATION
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Cha%!an, C2 B Fin, G2 6&(1&82 Differentiated assessment strategies: One size doesn't fit all
6&nd edition8. Tho#sand Oa/s, CA" Cor,in2
Dean, C292, 4#33ell, E2G2, Citler, 42 B Stone, 9< 6&(1&82 Classroom instruction that works.
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Denler, 42, ?olters, C2, B 9en:on, M2 6&((782 So.ial .onitive theory2 ducation.com,
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Fa#+!an, A2, B Dode, T2 6&((782 St#dent %er.e%tions and !otivation in the .lassroo!"
E;%lorin relatedness and val#e2 !ocial "sychology of ducation : #n $nternational
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Mar:ano, G2 6&(('82 )he #rt and !cience of )eaching. Ale;andria, Virinia" Asso.iation +or
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To!linson, C2 A2 6&((582 *ow to differentiate instruction in mi+ed,a-ility classrooms2 6&nd ed282
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