From your experience, what are some of the affective factors that you encounter in your classrooms? How do they interfere in learning?How do lower the affective filter? Many of you work with children. What are some of the issues concerning motivation with children? How do address motivation in the classroom? Can you motivate them or does motivation come from within?
I have notice that the affective filter gets to be high when the instructor mentions the word “test” as the book refers. Testing is the forbidden word in the classroom. It has the same affect for children as well as for adults. Besides testing I have noticed in the bilingual elementary classroom the attention filter will be high when the class switches from Spanish to English class. Students sometimes go through a silent period and they feel uncomfortable speaking. The adult student’s attention filters usually goes up when they haven’t done their homework or they have a presentation. Moreover, when teachers call on who are shy or quiet to read and this can also alter the affective filters of the students.
Motivation:
While I was doing my student-teaching I had the opportunity to work with 3rd graders. A motivation factor for the students was the opportunity to have lunch with the teacher, or have lunch outside vs. the cafeteria. Another motivation was a pizza or ice cream party if they had 100% attendance rate. Students like to compete. I remember also, we had a reading circle and we will measure the reading rate in a bar chart. Student A did not want to be behind student B, so he/she would try harder and read more. I will consider this behavior motivation within. Another thought to consider, students enter kindergarten with dreams that they want to be cops, presidents and doctors, etc... What happens afterwards? Is it the teachers who kill that motivation? Let’s keep in mind Carols’ ABC rules, attitude/activation, belief and consequence when we talk to our students no matter how old they are.
4 comments:
Rosa, no importa lo que traigas,lo importante es celebrar el exito y acontecimiento. Erika.
Hi Rosa!
Are you in a Dual-Language setting too? It's been my dream since certification to work in a 50-50 class. The experience must be wonderful!
About your reflection, you "nailed it" if MY affective filter rises when I have to do a presentation, I can only phantom how our kids feel. I try to lower theirs by telling them it's OK if they don't succeed at first, the best thing is to try and try again, like when they are trying to learn to ride a bike. They will only learn if they get back on and try again. I assure them that with practice standing in front of a room and reading, or sharing their ideas, or trying to figure-out a word problem, all will eventually become easier.
Chiao
Hi Rosa! I competely agree with you about how tension rises just with the word "test"! I definitely have test anxiety as a learner. I get nervous, my palms sweat, I feel scared, etc. I would so much rather do a project! Because of my own experiences with tests as a learner, I try to do a variety of assessments in the classroom so that I can see a more broad range of assessment and not just a test. Hopefully that has helped students like me who tend to freak out!
Hi Rosa,
I thought your observation about motivation was on target. I have seen a great deal of children get more involved in an activity when competition is involved. I wanted to know if the children are rewarded for their reading achievements or do they only keep track of the efforts on this chart? The reason I wanted to know is to better understand if their motivation is instrinsic or extrinsic. In addition, I would have to agree that sometimes teachers say things like you mentioned that may increase the affective filters students in the classroom.
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