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Motivating Learners: Module 03 Discussion

Student’s name

Institutional Affiliation

Professor’s name

Course code

Date
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Motivating Learners to learn

People are motivated to study for a variety of reasons. On the one hand, external

advantages like monetary incentives, greater career chances, or approval from a boss inspire

learners. However, learning must also be personally fulfilling to seem valuable. It must be

pleasant, challenging, and engaging regardless of external advantages such as accreditation or

incentives. People are unlikely to enroll in or finish training without both internal and external

motivators. As a result, skill policies and training programs that take both into account are more

likely to succeed. People are unlikely to enroll in or finish training without both internal and

external motivators. As a result, skill policies and training programs that take both into account

are more likely to succeed. Models of behavior change can assist policymakers in understanding

how external and internal variables interact to generate motivation to learn and design

appropriately.

My drivers or motivation to learn are personal. My desire to participate in learning has

reached a tipping point when the personal rewards exceed the personal costs. When the financial

expenses of training are lowered, the balance may shift for some persons. Others may find it

when they have access to daycare. Another important motivation is goal setting and self-

reflection. Self-reflection improves my awareness. It enables me to understand myself deeply in

terms of learning and self-improvement. It is an essential component of the educational process.

In my work as a moderator and trainer, I have discovered this to be true. When individuals are

given time to contemplate, absorb, and integrate knowledge, they are better able to establish

abstract connections and remember and recall information (Cook & Artino, 2016). Anytime I do

group training and introduce a new subject, I include time for self-reflection about life. Even 5

minutes to absorb and reflect on what you have learned can make a significant difference.
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The exercise of self-reflection helps me to detect repeating patterns in my teaching to

focus on what is most successful, prevent complacency, develop the ability to act more

consciously, and find opportunities for progress. Reflecting after a session or a student encounter

helps me to ask myself questions about my work and discover areas for improvement. What

steps am I now putting in place in my classroom, and why? Reflecting on the efficacy of my

existing approaches can help me assess if I truly feel my teaching is the most useful or whether it

is simply what I am most comfortable with. Teachers may often wonder how they may increase

student involvement. One may realize that they need to change the way they provide teaching to

keep students interested and involved differently. Educators might explore what choices they can

make to grow as a result of these self-reflections.

Reflective teaching cultivates a development mentality in instructors, preventing them

from getting complacent in their teaching approaches. Hibajene Shandomo tells a story about

instructors who have 10 years of experience but just use the same approaches year after year;

they only have one year of experience repeated ten times (Shandomo, 2010). This narrative

illustrates that to increase classroom efficiency and prevent stagnation, it is necessary to reflect

on your teaching practices. Interactions with pupils and other circumstances force teachers to

make judgments all the time throughout their courses, which might result in random or reactive

answers rather than purposeful activities. While reactionary behaviors in the classroom are

unavoidable, instructors must endeavor to restrict their reactive behaviors and instead teach with

intent. Reflecting on a specific lesson helps instructors to assess what went well and highlight

activities that they would change in the future.

My target group of learners is motivated by several extrinsic and intrinsic factors. The

majority are motivated by the curriculum and class structure. Children flourish when there is
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order and struggle when they encounter chaos. Students feel safer when they perceive or observe

that classes have a framework and that the curriculum and class materials have been planned

ahead of time. One of my most basic desires is a sense of security. When something is provided

in a classroom context, students may entirely focus on the learning content. I arrange my lectures

and curriculums to make pupils feel safer. I prepare all of my materials ahead of time and outline

my objectives at the start of each lesson. Other things that motivate my learners include the

teacher’s personalities and behaviors, teaching techniques, family instabilities, and issues, peer

relationships, assessments, and the learning environment.

In daily practice, I encourage learners via rewards when they achieve their goals. I also

demystify difficult subjects and ask them to ask questions. The organized discussion group is

another way the learners have found very useful and encouraging. Additionally, connecting the

material to real-life situations has been very inspiring to learners. However, in the process,

classroom barriers, experiential barriers, preferential barriers, accessibility, and emotional

barriers have been significant obstacles to the effective motivation of learners. For instance,

Emotions may determine how much passion students bring to the classroom, how much

knowledge they absorb, and how hard they work. Some emotions can be beneficial to learning,

while others can be detrimental.

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References

Cook, D. A., & Artino, A. R. (2016). Motivation to learn: An overview of contemporary theories.

Medical Education, 50(10), 997–1014. https://doi.org/10.1111/medu.13074

Shandomo, H. M. (2010). The role of critical reflection in teacher education. School-University

Partnerships, 4(1), 101–113. https://eric.ed.gov/?id=EJ915885