Chapter 11

I find the Humanism approach and the Cognitive approach to be the most helpful and instructive for me.  The humanistic approach is based on cognitive thought processes within oneself paired with a supportive environment, that motivates the said internal abilities of an individual.  The Cognitive approach entails a combination of cognitive and emotional factors. The learners’ perceptions of themselves directly affect their motivation to participate in specific tasks and activities. 

These theories can enhance motivation in the classroom and affect students naturally, but can be manipulated by the teacher.  The classroom environment can be designed to increase students’ internal motivation.  The classroom can be “safe” place for students, where they can be themselves and let their creativity thrive.  Taking strides to improve a student’s sense of self-worth and tackling obstacles that hinder growth of self-esteem, in turn encourage their participation in classroom activities. 

Starting out the school year with a strength and weakness activity is a great way to introduce each students’ strengths and weaknesses to the class before self-esteem issues ever comes into play.  The project/activity would include students learning about the “different” talents present in the classroom, as well as the “diverse” weaknesses present among the same group of students.  Each student would present their strength (i.e. a specific sport, specific subject matter, specific creative ability, etc.) and their weakness in any category, and provide the class with a demonstration and informative presentation on both selections.  This shows the class that everyone is equal and each student contributes to the class and society through different avenues.  This in turn should provide the comfort zone and motivation that students need to thrive in the classroom.