My First Class
By Andrea Wapnick
EDI 17 Psychology & Development of Adolescent Students
School of Education
Long Island University, C. W. Post
January 20, 2010
I had a positive experience with the Name Game during our first class. Learning names and remembering small amounts of things comes very easily to me. It was interesting to take an activity as simple as a “name game” and relate its underlying factors to some of the most common aspects of teaching. One of the areas that we discussed intrigued me a little bit more than the others: motivation. I was very motivated to learn all of the names in our class. I believe it brings a personal level to classroom when I can address my peers by their name.
Overall, I thought the name game was a fun activity to open the semester with. I think motivation is a crucial factor when teaching students, especially adolescents. It seems to me that teachers are finding it harder and harder to motivate adolescent students as time goes on. A teacher cannot simple have a points chart and a prize box, a common motivation for elementary school students. There are many factors that could contribute to an adolescent’s lack of motivation including personal conflicts, family trouble, difficulties with a subject, or peers, just to name a few. Perhaps students will display a lack of interest fearing what other students might think if they show genuine interest or enthusiasm in a subject. It is interesting to know whether starting off a high school class with the name game would be motivating to a few students, many students, or all of the students. Motivation seems to be a very difficult, yet important task for a teacher. .
Long Island University, C. W. Post
January 20, 2010
I had a positive experience with the Name Game during our first class. Learning names and remembering small amounts of things comes very easily to me. It was interesting to take an activity as simple as a “name game” and relate its underlying factors to some of the most common aspects of teaching. One of the areas that we discussed intrigued me a little bit more than the others: motivation. I was very motivated to learn all of the names in our class. I believe it brings a personal level to classroom when I can address my peers by their name.
Overall, I thought the name game was a fun activity to open the semester with. I think motivation is a crucial factor when teaching students, especially adolescents. It seems to me that teachers are finding it harder and harder to motivate adolescent students as time goes on. A teacher cannot simple have a points chart and a prize box, a common motivation for elementary school students. There are many factors that could contribute to an adolescent’s lack of motivation including personal conflicts, family trouble, difficulties with a subject, or peers, just to name a few. Perhaps students will display a lack of interest fearing what other students might think if they show genuine interest or enthusiasm in a subject. It is interesting to know whether starting off a high school class with the name game would be motivating to a few students, many students, or all of the students. Motivation seems to be a very difficult, yet important task for a teacher. .
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