What Motivates Students to Want to Learn
What Motivates Students to Want to Learn?
Joan Marie Giampa
Abstract integrate into paper and delete abstract
Integrate student responses from this semester
There is a scene in the movie, Jerry McGuire (1997), when Jerry is pleading with his client Tidwell, to show him how to help him. This scene, although dramatic, demonstrates the feelings of frustrations that some teachers go through to motivate their students..
TIDWELL
I am an athlete, not an entertainer. These are the ABC’s Of ME. Get it? I don’t dance. Jerry rubs face.
TIDWELL
(Continuing)
What’s wrong?
JERRY
Forget it. Forget it.
TIDWELL
No, tell me.
JERRY
I’m out here for you! You don’t know what it’s like to be me out here for you. It is an up-at-dawn pride-swallowing siege that I will never fully tell you about! Okay?! Help me help you help me help you.
TIDWELL You’re hanging by a very thin thread, dude. And I dig that about you (p. 81).
The research takes place in an introduction to design course. The class predominantly consists of freshmen and first time students. The focus of the study involved the planning stages of a group project—planned by the students and facilitated by the instructor. The research and feedback in this paper is a result of classroom research techniques such as “punctuated lecture” (Cross, 1986, p. 66-67) and mind-mapping techniques. Within the study, the students are asked to answer the question, “So what do you think your role is in this project?”
Teaching can be challenging and teaching art is no different. Both require a great deal of formal and informal criticism. Sometimes the critical analysis inhibits the reason we are here—which is to learn from each other. I consider classroom research to be a form of critical analysis, which analyzes both teacher and
Joan Marie Giampa
Abstract integrate into paper and delete abstract
Integrate student responses from this semester
There is a scene in the movie, Jerry McGuire (1997), when Jerry is pleading with his client Tidwell, to show him how to help him. This scene, although dramatic, demonstrates the feelings of frustrations that some teachers go through to motivate their students..
TIDWELL
I am an athlete, not an entertainer. These are the ABC’s Of ME. Get it? I don’t dance. Jerry rubs face.
TIDWELL
(Continuing)
What’s wrong?
JERRY
Forget it. Forget it.
TIDWELL
No, tell me.
JERRY
I’m out here for you! You don’t know what it’s like to be me out here for you. It is an up-at-dawn pride-swallowing siege that I will never fully tell you about! Okay?! Help me help you help me help you.
TIDWELL You’re hanging by a very thin thread, dude. And I dig that about you (p. 81).
The research takes place in an introduction to design course. The class predominantly consists of freshmen and first time students. The focus of the study involved the planning stages of a group project—planned by the students and facilitated by the instructor. The research and feedback in this paper is a result of classroom research techniques such as “punctuated lecture” (Cross, 1986, p. 66-67) and mind-mapping techniques. Within the study, the students are asked to answer the question, “So what do you think your role is in this project?”
Teaching can be challenging and teaching art is no different. Both require a great deal of formal and informal criticism. Sometimes the critical analysis inhibits the reason we are here—which is to learn from each other. I consider classroom research to be a form of critical analysis, which analyzes both teacher and
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