The Primary English Encyclopedia: The Heart of the Curriculum, Third Edition
See also big shapes, book making, collaborative learning, constructivism, English/Literacy Co-ordinator, reading corner/ area, shared writing, writing area/corner
‘Motivation’ is a psychological term to do with a person having the feeling that they want to do something, usually because they have a purpose and need for doing so.
Speaking of curriculum reform, Wyse and Jones comment: ‘If higher standards are to be achieved, it is essential to fully involve those people who arguably are going to be most affected by the changes, namely the children’ (Wyse and Jones, 2001, pp. 16–17).
There is a lot to cover in a modern primary English programme, including challenging work in gaining phonemic awareness in learning to read and understanding letter strings to improve spelling. These aspects are important, but if they are over-emphasised we risk a narrow view of the English curriculum and lessons that do not fully involve and interest young learners. The necessary language skills or ‘smaller shapes’ are best set in the framework of wider intentions and purposes, sometimes called the ‘big shapes’. Let us take the ‘big shape’ of helping children understand how stories work as tellers, readers and writers. There is everything to be gained from making sure the classroom is an encouraging environment by having displays of books and children’s work. Experienced teachers also know that children’s enjoyment of learning is increased by sharing and collaborating with their peers. Speaking and listening and particularly talking about texts is a powerful context for language development. Here works like Aidan Chambers’ Tell Me show convincing examples of children extending their understanding of stories through talk with both peers and adults. Improvisation and role play also contribute to enthusiastic kinds of writing from a meaningful context. Shared reading provides the opportunity for the teacher to read stories in a way that will involve and excite the children. Retellings and discussion of the features of the stories and poems they are reading and later reading their own stories out loud help make work satisfying. Improvisation and language games are likely to enthuse children. When it comes to writing, we know that the ‘process’ approach of Donald Graves ensured high levels of motivation as children had some choice over what they wrote about and how they wrote it at each stage (Graves, 1983). If rich experiences precede children’s writing, they are much more likely to have the will to write as well as they can, and to attend to the secretarial aspects that ensure their stories can be understood and enjoyed by others.
Teachers also need to feel interested and involved in their work and too much change and prescription can put their motivation at risk. Curriculum reformers need to involve them and consult them. It is the English/Literacy Co-ordi-nator who can make the difference when it comes to teachers feeling part of a well-motivated team who are dedicated to supporting children’s enjoyment of the process of becoming eager readers, writers and speakers.
Chambers, Aidan (1993) Tell Me: Children Reading and Talk Stroud: The Thimble Press.
Graves, Donald (1983) Writing: Teachers and Children at Work Portsmouth, NH: Heinemann Educational Books.
Wyse, Dominic and Jones, Russell (2007, second edition) Teaching English: Language and Literacy London: Routledge.
Moving images and literacy – see television and literacy, video-film and visual literacy.
This is the complete article, containing 547 words
(approx. 2 pages at 300 words per page).
View More Summaries on Motivation
