Transcription of Motivation and Classroom Management
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Motivation and Classroom Management
61 Tonight, before I started to write this chapter, I made dinner for my family. I detestcooking, but I have to do it to feed my family. When I patiently asked my son to setthe table, he said and I quote (in a snotty tone) Why do Ialwayshave to set thetable? A myriad of responses came to my mind: Because I said so, Justdoit, and Your life depends on it, for example. I didn t say any of these, however. Instead, I told my sonhe was a part of the family and setting the table was his family job. He rolled his eyes and thenset the now, I must begin to write a chapter on Motivation . Ironic, isn t it? Why wasI motivated to cook but my son was not motivated to set the table? I am not always motivatedto cook. Sometimes I make my husband do it or take me out for dinner. Do I cook out of guilt,because my family depends on me, or for another reward?We in education sometimes connectmotivationwith simplestimulus-responsebehaviors when, in fact, Motivation is quite a complex feeling related to many things besidesstimulus.
Nicolson, & Hambly, 2003). Teachers often fear they will lose control if students are mov-ing around the room (Sprenger, 2007). Many movements, however, work well in classrooms and can easily be incorporated into a good classroom management plan. Try some of the suggestions in Figure 3.2, as well as within the many resources listed below.
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