“If I want to know more about the world, then I’ll achieve this only by learning.”
This kind of motivation not only was designated as an ‘expansive’ one recently, but also as the one which leads to best results. The main hallmark of the ‘expansive learning’ is the fact that it is born out of complete voluntariness, in other words: the decision to do it or to leave it rests completely on my own.
In contrast to this the ‘defensive learning’ is motivated exclusively by short-term objectives in order to avoid a negative assessment from either the parents, the teachers or any other fellow beings. A ‘normal’ student in this sense will either pretend a learning progression or learn just as much as necessary. This, however, is supported by the evaluation system of today’s schools. Moreover, a student who provides any expansive learning interest may even disturb the planned curriculum and therefore be blamed. Most teachers won’t be fond of any newly discovered ‘expansive’ learning opportunities by a student in particular if they are heading behind the syllabus.
The main questions this essay will be concerned with are whether the teacher is able to foster ‘intrinsic’ and ‘expansive’ learning at all, and, following that, what are the teacher’s means to foster this kind of learning. Since ‘intrinsic’ and ‘expansive’ learning is closely linked to the concept of ‘interest’ the areas discussed in this essay will deal with three conditions for the development of interest at school. These are firstly an interest in the subject, secondly an informing feedback, and thirdly proper instructions, all of them in regard to the teacher. Derived from these conditions the essay will examine the motivational effects of enthusiasm and zest, as well as clarity and commitment on part of the teacher, and the effect of success and failure on part of the student. It will briefly deal with the involved motivational theories and conclude with an assessment in how far it will be possible to reduce the ‘extrinsic/defensive learning’ and the common doubts about the sense of learning at today’s schools.
Table of Contents
I. Introduction
The objective of the essay:
Intrinsic and Expansive or Extrinsic and Defensive?
II. Main Part
1. The involved Motivational Theories
2. Enthusiasm and Zest
3. Success and Failure
4. Clarity and Commitment
III. Conclusion
On the way to ‘Utopia’:
Is it possible to eliminate ‘extrinsic/defensive’ learning at school?
Objectives and Topics
The primary objective of this essay is to investigate whether a teacher can actively foster intrinsic and expansive learning in students. It explores the interplay between student motivation, teacher behavior, and the structural constraints of the school system.
- Theoretical foundations of intrinsic vs. extrinsic motivation.
- The impact of teacher enthusiasm and zest on student readiness.
- Mechanisms for reducing the fear of failure in the classroom.
- The role of clarity and commitment in teaching practice.
- Potential for minimizing defensive learning in secondary education.
Excerpt from the Book
II.2. Enthusiasm and Zest
As already mentioned it is still under discussion whether it is possible to support or even control a student’s intrinsic motivation from the outside, i.e. by behavior, impulse or initiative on part of the teacher. However, if it is true that some kind of intrinsic motivation is established in every human’s life, and this can be supported by a stimuli rich environment and intensive care within the family, then there is no reason to suppose that this is not equally true for the school environment, i.e. the teacher should be aware of the fact that not only his personality is he able to support the intrinsic motivation of his students, but also his behavior does have a more or less direct influence on the learning readiness.
Since intrinsic motivation seems to be linked particularly to emotions, it is obvious that it will be transported particularly by emotions as well. Enthusiasm and zest on part of the teacher are certainly two important factors to support the development of intrinsic motivation. The students are usually very well able to realize already at the moment of the teacher’s entry in the classroom and the way he sits down and puts his bag or briefcase on the table, if he is committed to his subject or if he is just in class because he has got to, spreading an attitude of “Well, I’m here now, but actually I’d rather do something else…!”
Summary of Chapters
I. Introduction: This chapter defines the distinction between expansive (intrinsic) and defensive (extrinsic) learning and outlines the essay's goal to explore the teacher's role in fostering student motivation.
1. The involved Motivational Theories: This section provides an overview of foundational theories, including Self-determination theory, Achievement motivation theory, and Attribution theory.
2. Enthusiasm and Zest: This chapter examines how a teacher's personal commitment, emotional expression, and organized approach can directly influence student motivation and learning readiness.
3. Success and Failure: This section analyzes the psychological impact of failure on students, advocating for a shift from a punitive environment toward one that views mistakes as integral to the learning process.
4. Clarity and Commitment: This chapter discusses the practical aspects of lesson structure, clear communication, and the teacher's dedicated support to foster a stable and productive learning environment.
III. Conclusion: The concluding chapter assesses the feasibility of eliminating defensive learning, suggesting that while total elimination is utopian, teachers can significantly influence motivation through specific behavioral strategies.
Keywords
Intrinsic Motivation, Extrinsic Motivation, Expansive Learning, Defensive Learning, Teacher Behavior, Self-determination Theory, Achievement Motivation, Fear of Failure, Enthusiasm, Zest, Clarity, Commitment, Educational Utopia, Cognitive Conflict, Learning Readiness.
Frequently Asked Questions
What is this paper primarily about?
The paper examines the motivational dynamics in the classroom, specifically focusing on how teachers can foster intrinsic motivation to replace defensive, achievement-oriented learning behaviors.
What are the central themes discussed?
The central themes include the psychological theories of motivation, the impact of the teacher's emotional expression, the management of success and failure, and the importance of teaching clarity.
What is the primary research question?
The primary question is whether a teacher has the capability to foster 'intrinsic' and 'expansive' learning, and if so, through what means or behaviors.
Which scientific methods are used?
The work is a theoretical term paper that synthesizes empirical research and pedagogical literature to provide practical insights for the classroom.
What is covered in the main section?
The main part covers the theoretical underpinnings of motivation (e.g., Berlyne, Heckhausen), the impact of teacher enthusiasm, the handling of failure, and strategies for achieving instructional clarity.
How are the key terms defined?
The work distinguishes between 'expansive' (internally driven, interest-based) and 'defensive' (avoidance of negative assessment) learning, grounded in psychological research.
Why is the "fear of failure" considered a "cognitive blockade"?
The paper argues that when students operate under the fear of failure, it creates a psychological barrier that reduces their ability to process information and solve problems, leading to a significant drop in performance.
What is the significance of the "beaver" experiment?
The experiment illustrates that when students are given the choice to engage meaningfully, intrinsic motivation emerges as a powerful tool to overcome passive or resistant learning attitudes.
- Quote paper
- M.A. Frank Oelmüller (Author), 2006, Motivation in the classroom , Munich, GRIN Verlag, https://www.grin.com/document/64942
