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thing about that class other than how painfully boring it was. I am making a
commitment not to be that teacher. When I set goals for my first field
placement, I included making lessons engaging, as one of my top ones. I
have been researching and collaborating with fellow teachers to find
resources designed to motivate students in the classroom.
Rewards in the classroom have been common practice for a long
period of time; but do they really motivate students to do their best? In his
book Punished by Rewards, Alfie Kohn recognizes that rewards do motivate
studentsthey motivate students to get the rewards. When we hold rewards
hostage from students who do not complete their work to the expected level,
we remove the intrinsic drive to complete the work and explore the subject.
Every student deserves a quality education and it is our job as
teachers to provide this to our students. When students walk into school, all
should be viewed as equal and treated with respect. The fact that no two
days of teaching are guaranteed to be the same may divert some people
from the profession; this fact motivates and excites me to begin my career in
education. I am looking forward to providing my students with an effective
learning environment and improving my teaching as I move forward. I also
believe I can learn a great deal from my students and look forward to
working with them.
Works Cited
Giroux, H. & Simon, R. (1988). Schooling, Popular Culture, and a Pedagogy of
Possibility. Journal of Education, 170 (1), 9-26.
Kohn, A. (1999). The Trouble with Carrots- Four Reasons Rewards Fail.
In Punished by Rewards. Boston: Houghton Mifflin.
Jukes, I., & McCain, T. (2010). What we know about the digital generation. In
Understanding the digital generation: Teaching and learning in the new
digital landscape. Kelowna, BC: 21st Century Fluency Project.
Jones, L. (2007). The student-centered classroom (p. 41). New York:
Cambridge University Press.
Vygotsky, L. (1978). Interaction between learning and development. In Mind
and Society (pp. 79-91). Cambridge: Harvard University Press.