Truong 1

I have been truly blessed to be in a profession that I am so passionate about and

wholeheartedly enjoy. I learn so much from my students on a daily basis and deeply appreciate
the reciprocal nature of learning that occurs in the classroom. It is my firm belief that I am a
lifelong learner not only professionally in the field of education but also personally. In
education, there is an integral connection between student performance with motivational theory,
teaching methods, and classroom management. The odds of students achieving their full
potential are greater if educators work to understand these relationships and are willing to try
new theories/methods/strategies in their own practices. Research, theories, and strategies are
forever growing and changing, yet the constant factor throughout best teaching practices are to
best meet the varied needs and multiple intelligences of the learner(s).
In understanding the different theories; social cognitive, goal orientation, expectancy-
value, attribution, and self-determination, educators can better attach different motivational
applications/strategies to observable characteristics in hopes of increasing student motivation
(Anderman, 2010, p.6). We as educators must keep learning so to grow and adapt to the ever-
changing nature of the classroom. It is important to understand not only the theories but also
equally as vital is to be able to make quality observations, create a positive learning environment,
and to form positive relationships with learners. It is through the achievement of these factors
that effective classroom management strategies, and differentiated instruction tailored to the
learner can truly occur. It is very important to me that my learners understand that it is fine to
make mistakes and are encouraged to take risks. These tasks can often be daunting thus, in the
safe comfortable environment of our classroom; I model taking risks, making mistakes, and the
celebration of successes on a daily basis.
Truong 2

As I reflect back on my amazingly positive UNE experience, I can honestly say that it has
made me more confident in trying new theories and instruction. I no longer am fearful of trying
new things and am excited to try new endeavours for it may better my current teaching practices.
This I feel is largely due to the opportunities that UNE has provided in being able to try more
new things and seeing its potential firsthand, than I had ever imagined. I honestly believe that
every class has changed me for the better be it through discussions, assignments, or readings. I
now see that I can lead from where I stand for I have learned more about myself than I could
ever had foreseen. In terms of trying new things in both theory and instruction, I was always
hesitant for I was fearful of not doing the task correctly. I am more confident in my abilities now
for I have learned so much and have had the backing of an increased bank of epistemology and
educational strategy tools to support my journey in being a lifelong learner. My students have
also benefited for they have gotten to experience a wider instructional range and witnessed my
growth along the way. I am truly blessed to be able to link my learnings during my UNE
experience to better my relationships with my colleagues, learners, parents, community, etc. I
feel that this experience has greatly improved the quality of my life; my personality in me
becoming more vocal about my own ideas and also professionally in terms of my own
contributions towards educational growth. I would honestly recommend this phenomenal UNE
program to everyone.




Truong 3

REFERENCES
Anderman Eric M. and Anderman, Lynley Hicks. (2010). Classroom Motivation (1st Edition).
Upper Saddle River, NJ: Pearson Merrill Prentice-Hall.
Brualdi, A. C., & ERIC Clearinghouse on Assessment and Evaluation, W. C. (1996). Multiple
intelligences: Gardner's theory. ERIC Digest