RESTORING

MOTIVATION AND
CHOICE IN EDUCATION

Rita R. Corbett
Norfolk State University

HOW CAN WE RESTORE

THE MOTIVATION AND
CHOICE LOST UPON
STUDENTS IN SCHOOL?

QUESTION ABOUT
EDUCATION
Concern: How can an aspiring teacher restore the motivation and
choices students tend to lose throughout schooling when lessons
strictly correlate with a scheduled based curriculum?
Theory: With the adage of visual stimuli, hands-on education,
understanding of the importance of choice/the theory of
motivation, and stimulating classroom settings, as well as a patient
and understanding teacher, students will have a positive outlook on
learning which they will take with them throughout their
educational journey.

WHY IS THIS IMPORTANT?

This research is important because our earliest form of learning
comes from our primary educators. They teach the foundations of
learning; yet when students seem to lose the choice of how they
understand, learn and interpret things then they lose their
motivation for learning.
Over time students lose their love and curiosity for learning
because limitations are placed on students and choices are not
being offered. The students voice is essential yet when that voice is
smothered by authority then the joys of learning are suppressed.

METHODOLOGY
When researching I went to a teacher whose classroom I did observation
on to get their point of view.
Asking various people of their experience of primary learning helped me
to understand their view of school.
I asked teachers who teach early education their opinions.
I used William Glassers Control Theory of Motivation as well as his book
The Quality School.

LITERATURE REVIEW
As an aspiring teacher I was curious to see how big of an impact I
would leave on each of my students throughout their educational
journey. With research and the help of teachers who I observe I can
understand how essential it is to teach our young the foundations
of learning while also making sure that each of the students has a
voice and choice of how they learn and not setting limitations on
them when learning has no limits.

RESULTS
My findings showed the difference of results in students who felt as
though their classes were not strictly based on a lesson and
designated date as opposed to those who were. Those whom were
given an unlimited range (74% in 11/13 Michigan schools) to learn were
more motivated and excited about learning because their voices
were heard; they had a choice. Those whom were given a set
curriculum and time rarely displayed excitement about new
lessons, participation and motivation for school.