After observing Ms. G’s classroom for a second week, I noticed that the students seem to be quite motivated in class. I feel this is so because of their actions; they each constantly raise their hand to answer questions or to comment on something. The students are always participating in class discussions and there is always some kind of a discussion going on that is hard to end due to everyone’s desire to have an input. Students are constantly asking questions about certain topics as well. For example, while discussing the book Asher Lev, which is about an Orthodox Jewish community, many students who are not aware of the practices, keep on asking questions so that they can learn and be informed. Furthermore, Ms. G does motivate her students to behave well and to accomplish tasks as well. She is a great motivator because she does not force them to do well and put pressure on them but rather uses great teaching methods to do so.

After observing as well as briefly talking to Ms. G about the idea of motivation, I noticed that she motivates her students by relating the curriculum and what she teaches to the students’ lives and furthermore, in ways that get them interested. Her motivation strategy is not necessarily structured, however it works for her and her students. With every topic or lesson, she gets her students “into it”; she gets them wanting to know more because her class is all about learning new and interesting things. Ms. G relates the lessons into modern every day life, such as with the books they read. Because most of the class is about reading ethnic novels and sharing personal experiences, the teacher can relate inside of the class with outside of the class.  She makes the class about her students, rather than about her and being the teacher who has to discipline and always stand in front of the class.

Although I have not observed for a very long period of time, I have seen that specifically with two different areas of curriculum, she students are motivated by Ms. G. For example, with the novel Asher Lev, prior to starting the book, Ms. G introduced the book by relating it to her students. The students who are Jewish felt a strong connection, but also the students who were not seemed to care very much about the religion and culture. Ms. G talked about the book in an enthusiastic, interesting way so that those who already know about Judaism want to know more, and those who don’t at all, want to begin to learn. Furthermore, she allowed the students who were informed on the topic, to bring in different items they had to share, and always allows for discussion so that those who are not informed can learn and ask questions. While observing, I noticed that every single student either contributed what they knew or kept on asking questions because they wanted to know more. Furthermore, she does not stop talking about a specific subject until everyone’s questions are answered and everyone understands. Even if a student is still confused, she deals with it until they are no longer confused and does not give up on him or her.

According to Woolfolk (370-5), Ms. G’s performance and strategy is very likely to support the students’ level of motivation in the class. Ms. G’s teaching efficacy is very strong and therefore she reaches out to all her students no matte what. She seems to acknowledge the fact that not everyone gets things right away and some children take more time than others. Teaching efficacy leads to motivation and self determination in students. She uses intrinsic motivation which includes personal factors and therefore optimizes the students’ motivation to learn.