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The behavior is initialed by some inherent needs, therefore, the first stage of the motivation cycle will be the birth of desire, want or need of an individual. This desire, want or need makes an individual think about the ways and means of its satisfaction. Applying this into education sector, student wants to achieve high distinction, this desire or need encourage that student to the next stage of motivation, the drive or motive. Without the needs, student will lost their way, de-motivated in studying and learning in a course or subject.
An internal motivational state that is created by a need is a drive. Drive or motive are the process of reduced tension that set-up an activity of an individual to fulfill the desire of the motivated behavior. For instance, do research or study hard for an undergraduate student can be translated into a drive.
The third step that moves around the motivation cycle is incentive. Incentive is the appropriate object or situation toward which motivated behavior is directed. Incentive can provide satisfaction for the drive. For example, good result is the incentive for the undergraduate student. Incentive can be divided into two categories, positive and negative. Incentive is an essential step in the motivated cycle, without the incentive, de-motivation will be occurred.
The last step of the motivation cycle will be the reward. If the reward is achieved, the individual feels inspired, and his or her performance will improve. For example, good result is again a reward for student who feels relieved and satisfied with it. Without reward, student will think what they have been done is useless, therefore de-motivation will be occurred and motivation will be lost in the next motivation cycle.
In the finance course taken last year, the motivation of student is insufficient and the average final result of that course is not satisfactory. When the course was first started, the course outline provided a great interest for students, who mostly wanted to achieve a score range between distinction and credit level. After the first few weeks were past, the lecturer/tutor cannot provide an incentive for the student. Only marks were posted in the university intranet, no feedback was provided. In my situation, the reason for why the quiz result was unsatisfactory cannot be known, improvement cannot effectively be done. The situation of de-motivation occurred as there is insufficient feedback and rewards were provided.
Meanwhile, in the year one accounting course, the lecture/tutor cannot provide an interactive learning environment during the lecture and tutorial. The lecture was boring, nearly 20percents student doing the other thing other than accounting in the lecture. The situation was worsen in tutorial classes, as student only need to tick their name for attendance, student missed the tutorial for several reasons. The tutor only printed out the answer for the tutorial question, and nobody had done the question before the tutorial. No discussion was held in the tutorial. The situation of de-motivation was occurred as lack of interactive learning environment.
The following points will be a potential reason for de-motivation occurred. With a high number of students in the class, many students feel they are lack of care due lack of attention on their teacher. Teachers are the ideal model for every student, student will want to follow what teacher did. Every student wants to the only one in teacherâ€™s heart. If they are studied with a high number of student, they might think their problem will be forgotten, the attention of the teacher is diluted. As a result, students will think they are out of care, lose their characteristic, finally they were de-motivated of their studies.
Wrong assessment process will also lead to de-motivation occurred. Assessment means to determine studentâ€™s ability, not to judge them. Grades are used to determine students' errors and mistakes in the school, rather than to give students reasonable chance of showing the result of learning objectives. Assessment should not be based on counting the pages, which a student fills. On the other hand, traditional evaluating should be amended. The traditional assessment process which established long time ago would create a terrifying atmosphere for the student working towards the assessment.
Every teacher is faced with the problem of motivating their student to learn. Therefore, it is important for teacher to think of the ways for achieving motivation effectively in the teaching environment. The following technique can be used to prevent or improve the situation of the de-motivation. Making the link with the past and present learning material will be one of the efficient methods to achieve motivation in education sector. The assigned task seems to be interesting and easy if it is related with past experience. Student is easily motivated to learn new stuff if he knows the basic knowledge of what he is going to learn. Therefore, it is the duty for the teacher to link the past learning material with the new one. It will be more effective and easy for student to understand it. De-motivation will be prevented.
Definiteness of the purpose and goals makes the learner interested and sets him work in a desirable direction. The student must be told with the aims and objectives of studying that subject. Teachers have the responsibility to tell their student the aims of learning new skills or experience so that a clear apprehension of goal will be motivate student and bring required result.
Rewards and punishment will be a powerful incentive and try to influence future conduct. Punishment will be a negative motive based on fears of failure, losing prestige etc. On the other hand, rewards will be a positive motive seeks to influence conduct by associating a pleasant feeling with the desired act. Rewards, like prize, honours, certificate etc help to develop in the student creative, spirit of emulation and self-confidence.
In the field of education, competition can turn into a powerful motivating force. Teachers or tutor can create a learning environment which students of a class engaged in a healthy competition. Competition may take two forms, the competition against the others and the record of the student itself. It can set the student on the path of self-learning and provides intrinsic motivation. Therefore, the teacher should try to inculcate the feeling of self-improvement in the learner.
Situation and environment, in which the learning is made by the learner, influence the learning process. A well equipped classroom provides a motivating force. Student likes to read, write and listen if he finds the favourable environment and appropriate learning situation.
Praise and proof will be an effective method to provide motivation in the class. Both praise and proof are potent incentives. They can be safely used for the achievement for desired motivation in the classroom situations. In the case of some individuals, both praise and reproof work well while others respond best to one or the other. Generally, those having feelings of inadequacy respond more favorably with praise, and those who are self-assured, work harder after judgment. The important condition for the effectiveness of these incentives is that they must either satisfy or threaten our security or one or more our other motives. In this way, the teacher must try to recognize the nature of the students and make use of the praise and proof to motivating them.
In conclusion, de-motivation is a common and frequent incident in education area. Teacher will face a serious de-motivation problem in the class. Understanding the reason cause de-motivation can help to prevent the worsen situation in the education sector. Several methods pointed out above will be effectively solved the situation of de-motivation in the class.