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What stuck out to me on Motivation came from Ambrose Chpt 3. Specifically where they talk about performance and work based goals. Work avoidant, performance avoidant, and performance approach all speak to the idea that students are going to do a minimum amount of work in a class to look like they know material and to pass. I see this a lot and have definitely experienced it myself. This type of bare minimum motivation I think partially comes from how our educational institutions are set up. We push students to get degrees and get certain grades all at whatever cost so there is a lot of pressure on students to be taking a lot of classes or doing extra circulars so just passing is sometimes the only motivation you have room for. Where the authors in this chapter talk about having supportive environments and encouraging positive expectancies can help combat this. These behaviors that we cultivate will hopefully communicate the the student that we care about them gaining knowledge and not just getting good grades.

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Mindset sticks out to me because I think the way we approach life and the issues within our lives, reflects on the success we have in our lives. I think motivation is easy when things are going well, but it is your mindset and your mental strength that keep you going when things are not going well. Climate and methods both play a factor in success but I feel like they are able to be overcome. I have read Carol Dweck full book and I agree that we put more emphasis on fixed things (I am smart), and don't give enough credit to the non-fixed things (I worked hard). I think we see this is school, athletics, and many parts of life. I believe when we have the right mindset, we instill confidence in ourselves and are the reason for our success. When we believe we can consistently improve ourselves, the sky is the limit and I believe that start with our mindset. - Josh

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I agree with you when you say if we have confidence in ourselves we can consitely learn about and improve ourselves. I think our Mindset directly relates to what kind of Motivation we are using. If we are using a fixed Mindset we might be stuck in performance sided goals that are about "seeming smart" and "getting qualifications" where as growth Mindset would lend itself to a more learning style goal and Motivation. It would be the process and knowledge gained that would be important there. -Claira

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What stuck out to me about mindset is how destructive it is that we teach students to believe that their sense of self-worth is directly tied to their “smarts,” a quality which is believed to be inherited. This is because children grow up hearing phrases such as, “you’re smart,” which conveys the idea that intelligence is fixed, genetic, and not malleable. One of the research studies discussed in this article found that praising children for their intelligence, rather than effort, leads them to give up when they encounter setbacks and/or worry about peer comparison. After reading Dweck’s article on mindset and academic performance and how adopting a growth mindset towards intelligence and emotion allows students to believe in their own control over their behavior and their responsibility for performance outcomes, I understand the importance of developing a healthy mindset. The perception of fixed intelligence is deeply rooted in our culture and in our school systems, yet by perpetuating this notion, we are not helping students reach their full potential. This is alarming to me because this mindset is developed at a young age and carried throughout the lifespan. I mostly agree with the author, having a healthy mindset is the key to success.  -Allison

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What stuck out to me on Motivation came from Ambrose Chpt 3. Specifically where they talk about performance and work based goals. Work avoidant, performance avoidant, and performance approach all speak to the idea that students are going to do a minimum amount of work in a class to look like they know material and to pass. I see this a lot and have definitely experienced it myself. This type of bare minimum motivation I think partially comes from how our educational institutions are set up. We push students to get degrees and get certain grades all at whatever cost so there is a lot of pressure on students to be taking a lot of classes or doing extra circulars so just passing is sometimes the only motivation you have room for. Where the authors in this chapter talk about having supportive environments and encouraging positive expectancies can help combat this. These behaviors that we cultivate will hopefully communicate the the student that we care about them gaining knowledge and not just getting good grades. - claira

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The area related to climate that attracted my attention the most was "tone." Ambrose et al., (2010) describes tone as the way instructors communicate with students. The more students feel a sense of hospitality the more they are comfortable in sharing experiences and feel a sense of inclusion and positivity. Hence, the instructor has the ability to motivate and demotivate students through their tone in the classroom and feedback thereafter. The tone not only includes verbal speech but nonverbal communication and could advance or diminish learning as well faculty-student relationships. Moreover the impact of tone not only causes students to withdraw from the instructor but it also attributes to tardiness and inappropriate laptop use within the classroom (Ambrose et al., 2010). Tone is an important factor within the learning environment because it is established on the first day of the course and is hard to restructure once students have formed an opinion. - Deonna

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I agree with your thoughts about work avoidant goals. I have also done work with little effort, just to get a grade (or do "busy work"). We are asked to do a lot without any guarantee of a return (or extrinsic reward). Ambrose et al., (2010) speculates that goals, value, and expectancies influence our motivation. Hence, once we begin to explore ways to incorporate positive values and expectancies in a course (or learning environment) through setting a positive climate, students will begin to hold positive outcome expectancies (actions will achieve an outcome); leading to efficacy expectancies (capability of achieving the desired outcome).
-Deonna

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An attitude of gratitude and abundance mindset

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An attitude of gratitude and abundance mindset

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I connected the most with the article about Carol Dweck's work. As someone who deals with anxiety and depression, I often struggle with the idea of failure. I remember growing up and being praised for my intelligence, but not so much for my hard work. I definitely cared intensely about school and "tied myself into knots of perfectionism" (Glenn, 2010). My brother, on the other hand, fell more into the mindset of doing as little work as possible, but relying on his intelligence to get him by. When I got to college, I lost a lot of confidence in my abilities because I didn't do as well during my first year of college as I had done all throughout my prior years of schooling. I was relying on my intelligence, instead of what had made me successful in secondary school: my work ethic. Coming into graduate school as an adult quite far removed from my undergraduate experience, I placed high expectations on myself, but as part of my treatment for anxiety I've had to actively note my negative thinking patterns and work through them until I reach a more positive state of mind (in the same way that the students in Dweck's experiment needed to shift their thinking from blaming others to claiming individual responsibility.) Additionally, over the last year and a half, I've undertaken a meditation and mindfulness practice. As part of my mindfulness practice, I usually choose meditations focused on positivity and resilience. I'm currently working through a series on gratitude and I recently finished one about creating a mindset of abundance. Each of these mindsets has really helped the way that I approach school work and since I'm older and wiser now, I've learned that I can't just rely on my intelligence. Hard work and determination are what are going to help me achieve my goals at the end of the day. This line of thinking has helped me redevelop the study habits that helped me be successful in my earlier school days. Additionally, I try to do what Dweck suggests with my niece and nephews: praising them for their hard work and determination instead of their intelligence. Hopefully, I instill in them a sense that they can do anything if they set their minds to it! -LUKE

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Peace Meditating GIF - Find & Share on GIPHY

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Discover & share this Peace GIF with everyone you know. GIPHY is how you search, share, discover, and create GIFs.

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I liked this GIF too, but I couldn't figure out how to add to my other post :D -LUKE

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Discover & share this Meditation GIF with everyone you know. GIPHY is how you search, share, discover, and create GIFs.

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The way that Daniel Pink in Drive, describes motivation caught my attention. The definition that Pink puts on autonomy, mastery, and purpose allowed me to think of motivation in a different sense. I am very competitive in almost aspect of my life, which I think increases my motivation to keep going and to eventually accomplishing a task.
Currently with coaching, it seems to be a big difficulty to keep the athletes motivated to keep expanding their conditioning and skills. I think the Mastery and Purpose part of the model is key to get through to athletes earlier rather than later. Pink explains that,  "Mastery is a pain: It demands effort, grit, and deliberate practice." He also explains that "purpose is to work for something larger than ourselves." These two portions of the motivation model describes that learning something new or expanding on a skill takes time and effort in order to be really good at it and to perform it well. It is scary of how much this relates to the weekly conversations I have with student-athletes and being able to get the message fully across to them.
-Abby

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Allison,

I agree with your statement that it's harmful the way that we condition kids to tie their worth to their intelligence. As I was reading the articles for this week, I kept thinking about how these types of mindsets can be perpetuated in certain areas of study where quantitative knowledge is valued more over qualitative knowledge. I think that it's important to foster that attitude of abundance, but I think students can get so stuck in their own world that they have a hard time realizing the value of other forms of knowing (which kind of ties in with motivation.) -LUKE

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While reading Chapter 6, I liked how intertwined student development and climate were in regard to learning. During my undergraduate studies, I had a lot of friends who were majoring in the College of Architecture and Design. I remember one of my friends was dreading their critique, or crit, of their final project. I asked why they were dreading it and they told me that, after presenting your architecture model, poster, etc., the professor would then critique your work. These professors were MEAN (see Snape below for a reference). Under the guise of constructive criticism, professors would grill students on every detail of their assignment. The reasoning behind this was that their students needed to be prepared for the criticism they will receive from clients in the work place. Pretty brutal for an 18 year old, right? Along with everything else they are going through emotionally, physically, intellectually, the tone of the professors were incredibly hostile, inhospitable, and filled with punitive language. Even if students needed help or guidance, most of the professors were more comfortable keeping a barrier between them and their students. It was not surprising that many students dropped out of architecture after their first year or, like many more I knew, were completely burned out junior and senior year regarding their studies, many of them found careers in other fields. -- Rachel

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You is kind, you is smart, you is important 

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You is kind, you is smart, you is important 

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When I started reading Dweck's article, much like the first post, I agree that we focus more on the fixed in multiple aspects of our lives i.e. education, athletics, etc. My mom says she never worried about me, not because I did well in school (I didn't have a high GPA in high school at all. I did much better in college). More so, I was praised for being independent, determined (outside of school, I guess), and was praised highly when I made varsity soccer my freshmen year or found a job 100% on my own. Now, on the other hand (much like Luke's experience), my brother was always the smart one. He didn't have to try hard in school at all and earned As. However, when he got to college he struggled for quite a few years to find out where he fit in. We're only 2 years apart, but we had completely different educational experiences.

I posted this GIF because it reminded me of Dweck's article where parents constantly praise their kids about being smart (and, honestly, I couldn't get this mantra out of my head).

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Deonna,
Tone is so important and I agree with all of what you say in your post! I believe that once a teacher/instructor/professor has established their tone of the class then it makes it a little easier to present new material and content to students because they want more information about the course. The tone also assists the instructor of to present the information to the students and being able to challenge each student individually.
-Abby

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This week I was really interested in motivation. When Ambrose really focused on goals and how it connects to motivation, the thought made me wonder how our goals impact the work we do in class. I feel at times that I get unmotivated in certain classes when it does apply to the work I am currently doing or the goal I have. Work-avoidant goals I have seen over and over again even in my 7/8 grade classroom. I agree with the author because being able to connect content to real world application is important whenever you are teaching any student.
Motivation is what drives people to perform well at work, in the classroom, and at home. Their are intrinsic (goals) motivation and extrinsic (paycheck/getting an A) motivation that people do not realize impact learning. We as educators must be in tune with our students goals and push people to continue to be motivated.

I posted this GIF because it reminds me that we all need motivation at times even when our goals are not enough to drive us. So, remember educators, WE CAN DO IT!

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Hi Alison!
Thank you for sharing. I agree, it is VERY dangerous to tie our kids to how smart they are. Even now, I celebrate student growth even if it is 1%! Your goal is how much you can grow, not how many A's you can get.
When reading this article, it struck out to me how much mindset also ties into motivation. If a person is not in the right mindset they will not be motivated to learn. I wonder how can we break that connection of how value you are is based off how smart you are versus the qualities and knowledge you bring to the table and valuing others knowledge as well? Thanks again!

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Re: You is kind, you is smart, you is important

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Re: You is kind, you is smart, you is important

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Hi, Rachel!
I really enjoyed the fact that you included the GIF with the quote from The Help. That was one of the lines and scenes that has always stuck out for me from that movie and I appreciate how you tie it in with Dweck's article. I think we focus so much on intelligence that we start to lose focus on other traits that are necessary for students to be successful, not only at school, but in life beyond school. Kindness and high self-esteem are important in cultivating a mindset of abundance! Thanks for sharing!

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Hi Deonna, I think you did a great job of capturing what Ambrose said about tone. From the teacher’s and the student’s viewpoint, I definitely agree that it’s important for teachers to set a welcoming and inclusive tone on the first day. I teach exercise classes and although, the tone I must set is different than in a classroom, it’s still important to the overall climate of the class and in keeping students motivated and invested for the entire semester.      -Allison

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To me, what was most striking about the reading we had in How Learning Works" this week was the number of connections I made between it and failures to either be motivated, or to motivate. Ambrose (2010) spends a large portion of the first half of the chapter discussing the various ways goals can help students to succeed in maintaining their motivation, but also talks about the ways in which goals can operate at opposed ends with each other, and lead to a failure to properly motivate students. It can be easy to forget how many other drives students hold during their collegiate career, and that oftentimes these drives are actually detrimental to their overall academic progress. The strategies Ambrose (2010) propose, such as making learning "relevant" to students and connecting it to their interests, are a good place to start. Most important in my mind is the need for teachers to simply be cognizant of students' "real" lives, and how these affect their learning processes, while they are spending their -in the grand scheme of things- brief time in an individual professor's classroom. -Clark

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Allison, I really appreciated your post! What it made me think of was how the dynamic Dweck -and you- talk about, in the reinforcement of "smart" as something students are simply born with, and how this is probably expressed incredibly differently across lines of privilege. I know that growing up in the school system I attended, we were constantly reminded that we attended an incredibly high-performing school district, and how as a result we were going to do well ourselves. Students not attending well-performing schools may often lack this constant reinforcement, and given our readings, I imagine that in some cases this creates a self-fulfilling cycle of students not performing as well as they could otherwise.

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After reading all the comments, I think it is interesting the connection between motivation and mindset. I think we see people are motivated by doing 'just enough' to pass class, get a job, do whatever and that motivation connects to their mindset. I feel like people set outcome goals and it is good enough to just meet that outcome. I think when we change out mindset, we change what motivated us. When we don't have a fixed mindset and set the goal of trying to do our best, I think we can become much more and achieve more. -Josh