Lack of Motivation

I approached this assignment drawing from my daily experience working at an alternative school in Wake County for students with behavioral and emotional disorders. Many if not all of the students have been placed at the alternative school due to the determination by their base schools and other administrative personnel that the alternative school is their Least Restrictive Environment. For whatever reason, the students are unwilling or unable to participate in the general education environment, and because all have Individualized Education Plans, they are entitled to an education at my school. This is often the last possible chance for them to receive an education before dropping out, being placed in jail, or entering a more restrictive environment like a residential facility or receiving instruction at home. After speaking with veteran staff at the school, I believe one of the primary obstacles to teaching these students is their own lack of motivation towards participating in the learning process. I believe that if students were to gain or develop an appreciation for learning, they would be more actively invested in their academic future as well as in developing a positive plan for their future.

I created my bubblus by thinking about from which sources inform values concerning learning. In all but the personal values, the individual is being affected by concepts outside of their locus of control. It may be impossible to determine which value source exerts the greatest influence on the student's attitude towards learning. Most likely this can only be determined on an individual basis, meaning no sweeping generalizations are made. One might argue that, at least initially, parents exert the greatest influence on their child's appreciation of learning, but it could be argued that because societal and cultural values informed the parent's opinion, this is more important. Of course, once the student reaches a certain age, peer influence is likely to overshadow parental influence to some extent; meanwhile that peer influence is also informed by societal and cultural influences.

For the purpose of this action research study, which is mostly concerned with older students, it may be useful for the researcher to limit the scope of the study to the personal values of the student; otherwise it would be easy to fall into a "chicken-and-egg" scenario. More so than with younger students, adolescent students are to a certain extent given choices about how to develop themselves morally, academically, and in other ways. It is practical for the researcher to assume that the "buck stops" with the individual; that is that the student is the ultimate decider of how they conceive of learning and how they want it to affect them.

Image of a Good Teacher

First of all, a good teacher needs a sense of humor. They should understand that life is not always fair, but that doesn’t mean it can’t always be fun. They should want to celebrate the joy of being a human being whenever they can through their instruction. Teachers should also instill a sense of wonder. Students in their class should marvel not only at the achievements of humanity but also at what they themselves can be capable of.

That being said, another good quality for an ideal teacher to have is organization. One cannot stir great passion into the hearts and minds of their students without knowing people’s names and phone numbers, or who got what on which test, or what types of learning strategies work best for each child.

In terms of using research, a good teacher should be able to ask not for whom the research bell tolls. That is to say, they should not respond to the results of a study with a quick, “Somebody should try that.” If a landmark breakthrough takes place in education, that should be worthy of both breathless enthusiasm and deep consideration.

Personal Interview

• Think back over your decision to become a teacher. What are the top five reasons for making this decision?

1. Improve Lives of Students

2. Better Self-Image

3. Challenging

4. Good Experience for Raising Children

5. Public Service

• Who and what kind of systems, situations, and experiences inform the above reasons?

I wish to improve the lives of students not only because their education benefits me indirectly as a member of society, but because I can sleep better thinking I have helped them for the rest of their lives. My need for challenging work ties into my reason for wanting a better self-image; as I experience life I grow better able to understand it and predict it. This is partly why I think teaching would help me be better at raising my children.

Consider your own career as a student. If you had to choose, what are five "critical moments" from your own schooling? How do these "critical moments" influence your image of a teacher? My desire to perform a public service comes from being raised in a family that valued government as a means to control and support society.

Although I can’t say I remember much of it, it is certainly true that my attending a well-funded preschool before Kindergarten was a critical moment; I had already been tested on knowing the alphabet, and was given many creative activities. During elementary school I had access to a computer while they were still relatively rare, which may have helped lead to my current level of proficiency. During high school I had access to a wide variety of programs, although I mainly participated in the drama department. My favorite courses were History, Government and Environmental Science; although I was friends with a Physics teacher, I didn’t care for it at the time. My 11^th grade Social Studies teacher introduced me to the book The People’s History of the United States, which I read with enthusiasm. It inspired me to think and to question, which in turn drove me towards developing the ability to learn new things and experience the joy of new ideas. I had, and still have, an addiction to those moments of satisfaction and awe when something clicks into place and the world makes sense.

• Describe your own cultural, ethnic, and socioeconomic background. How does this background influence your decision to become a teacher?

I was raised in a white upper-middle class two parent household in a wealthy part of Raleigh. I lived in the same house my whole life, and attended well-respected public schools until I graduated and enrolled in an expensive private school in Colorado. I really did not have much to complain about, although I still did. The fact that I had it so well off made me feel guilty for a while, and then I decided I should do something that I felt benefited society to make me feel better. I think it does.

• Describe in as little or as much detail as you are comfortable with how gender roles were determined in your family. How does this background influence your decision to become a teacher?

My parents were somewhat extreme in how progressive they raised me. Not to say they were radical, but they were a rarity for their time. My mother kept her maiden name (I always thought it was funny that she referred to taking my father’s name as a “slave name”). My father took pride in doing the cooking for the house, although it did seem like mom would often clean up. I don’t remember them fighting much, and if they ever did they would always work it out. They both encouraged me to try and treat people equally and not think in terms of stereotypes. I think being raised in this way helps me be a better teacher by allowing me to be open and empathetic to students.

• Describe major factors in the development of your current belief/value system. How do these responses influence your view of what a teacher should be and the role of education in today's society?

I have to admit that my current belief/value system is still in flux. I do not hold firmly to any strict religious opinions, but I believe that all people should be free to do as they want if it does not extensively harm themselves or others. I was raised to be a Democrat and a liberal, but I don’t like feeling hedged into any camp in terms of my opinion. That I have been allowed to slowly build my own opinion on things is a credit to my parents, although I suppose I would be just as happy if I was raised to believe more strictly in one ideology over another. In terms of education, I believe an effective teacher is well-organized and structured, but also curious about what makes their students tick. The ideal teacher should know when they teach a concept, that student understands the concept both deeply and critically. Their students should know that knowledge is limitless and that they are capable of trying to know anything.

• Do any of your reasons indicate that part of the teaching process includes doing research? Why or why not?

I did not include research as part of the teaching process. I am not sure why, but it may be because I think the motivation to be a great teacher causes one to research how. Still, I suspect many teachers do not read up on current research, or may not see how it applies to them.

• Why do you, or don't you, believe research should be/can be part of the teaching process?

I believe research is a crucial part of the teaching process. Much of what is researched can be informed by common sense, but all ideas, methods and procedures may be subject to research to test their validity. If something can consistently be proven effective or ineffective, it is a blessing to the entire profession.

• What, in your opinion, would make classroom research both beneficial and ethical?

To be beneficial, classroom research should not be too time intensive or multi-faceted. Mainly it should be of obvious practical benefit to the instructor. To be ethical, the educator should have a thorough understanding of the student’s best interests, and have collaboration or support from school administrators and parents or guardians.

• Do you want to become a teacher/researcher? Why or why not?

I want to become a teacher because I have a desire to inspire and motivate my students. I want to understand research better and be able to apply it because I believe it is the best way to ensure my teaching practices work and make sense.