tag:blogger.com,1999:blog-10378966.post6062269888406443413..comments2023-10-10T05:20:11.192-04:00Comments on Elementary, My Dear, or Far From It: Drive by Daniel H. PinkJennyhttp://www.blogger.com/profile/04725549451973770515noreply@blogger.comBlogger3125tag:blogger.com,1999:blog-10378966.post-46643330943172126482013-11-09T13:02:55.419-05:002013-11-09T13:02:55.419-05:00Could it be that the fashionable spotlight on intr...Could it be that the fashionable spotlight on intrinsic motivation in the 21st century is in fact a lie designed to get us doing more for less?<br /><br />I interviewed Eliane Glaser, author of "Get Real" on this topic.You can read it here:<br />http://www.dansteer.wordpress.com/2013/03/07/the-surprising-lie-about-motivation<br /><br />What do you think?<br />@dan_steer@dan_steerhttp://www.dansteer.wordpress.com/2013/03/07/the-surprising-lie-about-motivationnoreply@blogger.comtag:blogger.com,1999:blog-10378966.post-62644044158142103282013-11-03T09:16:39.785-05:002013-11-03T09:16:39.785-05:00Jennifer,
Love your post! You express so well what...Jennifer,<br />Love your post! You express so well what I believe in --the value of intrinsic motivation to help our students become lifelong learners. I have not yet read Mindset or Drive, but they've been on my to-read list for a while now and I am very much looking forward. As you point out, the key to motivation is our understanding of the difference between a performance and a learning goal. As you quoted from Dweck's book, both lead to achievement but only one leads to mastery. As teachers, we may equate our students' A grades with our own performance teaching the material. If our students get As, then we've done our job. But this is a very limited view. Instead, we must ensure that our students are able to apply their learning to new situations. Only then have we succeeded. We may be able to motivate our students with extrinsic rewards, but lifelong learning is based on self-directed, autonomous motivation.Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-10378966.post-63215389370608425422013-11-03T08:18:48.599-05:002013-11-03T08:18:48.599-05:00I use my Shelfari account the way you use your lib...I use my Shelfari account the way you use your library's hold system. My "want to read" shelf is overflowing. I've had Drive on there for a while now…<br />I, too, love books that validate my own thinking (blog posts, too), although sometimes I feel impatient, thinking that I should just go ahead and write the book myself.<br /><br />Even though I've not read Drive, I think often about motivation in classrooms. At my school, I have tried to bring up discussion about grades. The reaction I get is shock, as if I could not be a real teacher, interested in preparing students for their futures. I just spent a headache-filled week, suffering and struggling over putting those ultimately meaningless letters and numbers on report cards. My students are so much more than those little marks, but no one wants to engage in discussion about how we could change from focus on grades to focus on learning and meaningful feedback. <br /><br />Behavior is another area where I show my different-ness. I believe in building community, based on norms of behavior and modeling those norms. I know my students won't always follow the norms, and that is part of my teaching responsibility. But dangling a prize or reward in order to get them to follow the norms seems totally counter-produtive and, at this stage in my own thinking as a teacher, just weird and silly. <br />However, because the school culture is based on this type of manipulating children through extrinsic motivation, I again appear as the suspicious outlier. I think the kids are starting to get used to me, though. Andreahttps://www.blogger.com/profile/10630103304646424890noreply@blogger.com