Oldfather (1994) Abstract:
Teachers' responsiveness to and empathic understanding of students' perceptions when they are not motivated are critical in a) promoting students' ownership of the literacy learning agenda; b) in helping students with their motivational difficulties; and c) in establishing classrooms that focus on the enhancement of caring. This report of an interpretive study, conducted in a 5th/6th-grade whole language classroom, provides insights about students' thoughts, feelings, and actions when not motivated for literacy tasks, and examines students' subjective experiences in three different motivational situations. The study offers clues about the affective and cognitive processes that enable some students to become engaged in literacy activities and prevent others from beginning them. It argues that a responsive classroom culture that honors students' voices may enhance students' ownership of literacy learning and alleviate feelings of anger, anxiety, alienation, and powerlessness.
Emily is a Linguistics major with minors in Korean and psychology. She enjoys being able to interact with people from different departments and see what kind of topics they are writing about. She is particularly good at helping students with their sentence structure and overall cohesion of their papers. “It’s so interesting to see how different people write,” Emily remarks, “and I like helping students as they continue to figure out and enhance their own style.” To make an appointment with Emily, click here .