Student performance significantly increases with student

motivation. If students do not have a strong desire to learn, the result

is often poor classroom and school performance. It is the responsibility
of teachers to engage students with thought-provoking lessons and to
find ways that encourage all individuals to want to learn. High student
achievement is what teachers strive for, but there is also so much
more than just achievement in terms of motivation. We not only want
students to achieve, we want them to value the process of learning
and the improvement of their skills, we want them to willingly put forth
the necessary effort to develop and apply their skills and knowledge,
and we want them to develop a long-term commitment to learning.
(Ames, 1990, p. 410) Our ultimate goal as teachers is to inspire a love
of learning in our students. So while achievement is important, the
motivation to learn and the quest for knowledge is what we want for
our students. If teachers can be effective in their endeavor to motivate
their learners, and really dig deeply into what factors contribute to
their unmotivated students, they can use motivational strategies to
spark the desire to learn in those whom they teach.
Effective teaching methods are also critical to high student
performance. First, teachers must know their students and be able to
teach using a variety of teaching strategies to ensure that they reach
all learners. Students come into classrooms with individual strengths
and weaknesses, and different ways of learning. This encompasses

visual, auditory, and kinesthetic learners. Some effective teaching

practices include questioning, cooperative learning, homework and
practice, summarizing and note taking, being able to discuss the
similarities and differences in a compare and contrast type format.
These are several of the teaching practices, which are essential to
student achievement. Through the use of these practices, and
presenting material to all different types of learning styles, teachers
can positively influence all children in the classroom.
Performance in the classroom is dependent on strong teacher
classroom management techniques. If a teacher does not have control
of his or her class and structure is not in place, then optimal learning
cannot occur. If there are distractions in the learning process, this in
turn negatively affects student achievement levels. To maintain
classroom control, a teacher must gain the attention of students before
beginning any lesson. Once the teacher has begun the lesson, he or
she must actively engage all learners by walking around the room,
using questioning strategies, and presenting the content in an
interesting and enthusiastic manner, which encourages student
participation. By creating a structured environment, along with
maintaining high expectations for behavior and learning, will provide
an environment for students to achieve to the greatest potential.
My experiences at the University of New England have taught me
a great deal. As a Masters Degree study program, UNE prepares their

students in becoming master teachers with their well-rounded

curriculum. Upon choosing a concentration in Literacy, I have been
immersed in course work that will help me to create a literate learning
environment with a deeper knowledge of reading and writing
strategies, skills, and assessments. UNE has also prepared me for a
further role as a teacher leader. I feel much better prepared to be able
to lend my expertise to my colleagues in more of a mentor capacity, as
my professional knowledge has increased, as has my confidence. My
overall experience at UNE has been such a positive one. Through hard
work and determination, along with the support of my professors and
other student colleagues, UNE has made obtaining this graduate
degree possible, which definitely feels like quite a personal
accomplishment.
References
Ames, C.A. (1990) Motivation: What teachers need to know. Teachers
College
Record. 91 (3) 409-421