Oak Farm Montessori January 2022
In our classrooms at Oak Farm Montessori School, teachers provide an environment that fosters intrinsic motivation. What does this mean in your child’s development? Instead of seeing each student as an “A” student or “D” student, our teachers see Billy as a lover of nature and Sally as a statistician. Lessons will be presented in a way that encourages their individual interests and promotes success and independence. Billy may want to complete the work because he knows afterwards he can journal amongst the trees. Whereas Sally wants to conduct additional research to extrapolate data and present it to her peers. Neither student is told their efforts fall short. Instead, they might be asked if the work was rewarding, completed to their best ability or if it led to additional questions they would like to research. No gold stars are handed out or bright red zero’s scrawled across the top of the paper. These students complete the work because they want to discover the answer, solve the problem or find another solution. Maria Montessori said, “No one who has ever done anything really great or successful has ever done it simply because he was attracted by what we call a “reward” or by fear of what we call a “punishment”.... Every victory and every advance in human progress comes from an inner compulsion.” Discover the many ways our teachers and the Montessori philosophy support intrinsic motivation and how you might implement this important quality in your own homes.
Candice 2
HEAD OF SCHOOL
As a child, do you remember getting a monetary amount for each letter grade on your report card? If you were academically focused this could be a financial windfall! However, if you struggled in school it was a moment of shame and embarrassment.
Building Confidence Sarah Bosworth, Toddler 2 Teacher
As adults, we go to work, get paid, and provide for our families. If our paycheck were to suddenly decrease in amount or disappear altogether, most of us would quit our jobs or at least put in a fraction of the effort we used to. Our paycheck is a form of extrinsic motivation – a reward that can be separated from the actual task. “Tying extrinsic rewards to an activity like money for reading or high grades for tests, negatively impacts motivation to engage in that activity when the reward is withdrawn.” The Montessori method is built around intrinsic motivation – the exact opposite of external motivation. When we are intrinsically motivated, we act without expecting any type of external reward. We act because we want to. We see the action as a way to explore, learn, and improve our skills. Think of something you do just because you enjoy it. This may include reading a book, painting a picture, or playing a game. You participate in these activities because you enjoy them. In the same way, children are intrinsically motivated to explore their interests and develop new skills. When we give children the autonomy to choose what they learn, we give them the freedom to dive deep into a topic. We do not dictate what they should know. Instead of dumping a load of facts and equations into their minds, we give them a topic that naturally arouses curiosity, which makes students ask questions, which leads to seeking answers. Instead of giving the answers, we teach them how to use the tools available to discover the solution themselves. Cultivating intrinsic motivation in the classroom builds persistence, engagement, mastery, and a devotion to learning that will last a lifetime. To help foster intrinsic motivation at home, give your child a task but let them be creative in how to complete it. When the task is completed, do not offer a reward of any kind. Instead, try saying something like, “you did it, how do you feel?” This will help the child realize that the task was completed only through their own determination and innovation. You are still acknowledging their success, but you are doing so without offering a cookie or a five-dollar bill. What they gained, instead of a fleeting ‘reward’, is a feeling of competence; which in time, builds confidence. #supportourschool
It’s my world! Yova Teusch, Primary 2 Teacher
The Environment
Grades, gold star stickers, and special stamps are not things that our students are accustomed to receiving at Oak Farm Montessori School. In our environment, we do not rely on extrinsic rewards to motivate our students to learn. When you enter our classroom, you will see children who eagerly choose a variety of activities that satisfy their curiosity. You may see a child who is determined to complete the 100 board, children who are teaching their peers, a child who’s learning to prepare his/ her snack, or a child who is carrying full cups of water. The one thing that is responsible for children’s determination is intrinsic motivation. Through her observations, Dr. Montessori concluded that children have a natural desire to learn and that rewards are a hindrance to children’s motivation to learn and explore their environment. 4
The Science
Psychologists Edward Deci and Richard Ryan, through their self-determination theory (SDT) suggested that humans have three basic needs: (1) sense of autonomy, (2) sense of competence, and (3) sense of relatedness. In the case of developing intrinsic motivation, autonomy plays an important role among the three. Supporting a child’s sense of control is the best way to nurture a child’s intrinsic motivation. At OFMS, we promote this autonomy by offering students choices to explore their interests and to willingly contribute to their community.
Discovery
Child-led activities happen every day in our prepared environment as we offer many self-correcting materials. Why is this important? These materials require repetition to master and will assist children
in the process of self-discovery, love of learning and perseverance. I have observed our students working many times with the knobbed cylinders and noticed that they had to alter their work after realizing that the final cylinder didn’t fit into the last hole. This discovery doesn’t require a teacher’s assistance. Such experience happens organically in our environment where the students learn directly from the material. This self-discovery and self-mastery lead to independence. The students are in charge of their own learning!
Community
Our environment also promotes a balance between individual mastery and collaboration. The students who have mastered a concept are driven to teach their classmates. This interaction helps to sharpen their acquired knowledge and nurture leadership skills. Through this
collaboration, I witness that our students are eager to actively participate in their classroom community.
Respect
The prepared environment is not the only key ingredient in promoting intrinsic motivation. Children need a guide from adults with whom they feel connected. One of the ways to foster this connection is through observation and providing genuine feedback that focuses on their progress and how far they’ve come to conquer the challenges. As a teacher, we carefully select our words to genuinely affirm their efforts. This in turn nurtures their passion and growth mindset. A close relationship with an adult will allow children to feel safe, confident, and respected. This connection will assist in forming a trust, sense of control, and love of learning. #supportourschool
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Process Product
OVER
Rewards and punishment, even in the form of grades, can be stressful for students; even for students that perform well. Research shows that students who receive praise and rewards are not willing to attempt challenges out of fear to perform badly. They would rather focus on things they know how to do well. On the other hand, students who struggle academically and/or receive bad grades may give up on themselves. Bad grades are just another confirmation to them that they are not “good enough”. So, the benefits of not using punishments and rewards are: less anger and frustration, freedom from fear, less stress, less humiliation, and better social skills. Also, brain science has confirmed that when we have negative feelings such as anger, fear, and frustration, the midbrain takes over and higher level thinking (learning) is no longer possible. In a Montessori classroom we believe that intrinsic motivation is the key to becoming a lifelong learner. How do we do this? We carefully construct environments that foster independence and build success. Our materials are self correcting and we provide our students with plenty of opportunities to collaborate and learn from each other. They see others learning and get inspired to learn too. We value process over product and prepare lessons that inspire. We constantly add to our curriculum to make it even more engaging and will change our lesson plans if something sparks our students’ interest. In our classrooms we offer safe limits, allow our students to be part of the decision making process, and make amends when needed. We value curiosity and develop curiosity by asking open ended questions. By removing stickers/labels/grades from our environment, our students look to themselves and their own growth and have enough time to safely develop the skills they need to develop the most. We trust our students, and the process, without forcing our own agenda. Montessori teachers are guides that honor the individual and everyone’s unique abilities. We use Positive Discipline (an international approach to discipline-based on Adlerian Philosophy) and work as teams to encourage each other to be the best version we can be for our students and families. If you want to learn more about Positive Discipline, feel free to contact me at ioldenburg@oakfarmschool.com.
ines oldenburg, le2 teacher
#supportourschool
If your child has been a Montessori student for very long you have probably heard the terms intrinsic and extrinsic motivation used. These are important drivers of human behavior, and neither are necessarily bad or good. Intrinsic motivation is driven by an inner satisfaction and feeling of accomplishment we get when we do a particular activity. Generally, intrinsic motivation lasts longer than extrinsic, improves the quality of work, and increases stamina if problem solving is required. 8
Extrinsic motivation pushes us to do tasks because of outside motivators. People often think of rewards or avoiding something unpleasant as extrinsic motivators. Sometimes extrinsic motivation can be a deadline or the need of another person or organism. As with almost everything, this is not a cut and dry topic. There are areas where lines can blur. Seeing someone else in need may be an extrinsic motivator that prompts us to help them. The satisfaction we feel after helping someone is an intrinsic motivator
enjoyable Practice makes perfect Sandra Deacon & Courtney Pillers, UE1 Teachers
and therefore reinforces our behavior so that we are more likely to repeat it. In the Montessori classroom, educators strive to strengthen students’ intrinsic motivation for doing their best work, pushing themselves outside their comfort zones, and most of all, we want the students to find deep satisfaction in learning. If a person is intrinsically motivated to learn new things, they will never stop growing and achieving. They will become life-long learners! There are many things we do that encourage intrinsic motivation…
~ Students check their own work using built in controls of error and answer keys ~ Students have a lot of choice with their schedule, they can choose follow-up work, and who they work with. This is offset by a corresponding amount of responsibility. ~ Students work in groups and collaborate with classmates, which often offers immediate peer feedback. These are just a few examples of ways Montessori teachers support students and encourage them to love learning and to find satisfaction and excitement in their school day. #supportourschool
EMPOWERMENT TO THE RESCUE MICHAEL TYLER, HIGH SCHOOL TEACHER
Finding motivation and sustaining it is a difficult task in one’s own life, but especially hard in the classroom. Students face challenges every day and erosion of motivation can be a monotonous struggle. However, as guides to our students, we can aid our students in empowering themselves. With motivation, there are two differing approaches; intrinsic and extrinsic. With extrinsic motivation, the focus is on external factors. Students are motivated through grades, praise, materialistic rewards and punishment avoidance. An example of extrinsic motivation is if a student seeks a good grade to receive a pizza party. Intrinsic motivation however, is based on internal factors. Students value the pursuit of knowledge and the love of learning for learning’s sake. An example of intrinsic motivation is a student’s desire to learn about a country and its culture because of curiosity and exploration. Because external factors influence extrinsic motivation, they are not consistent in various environments or situations. Intrinsic motivation 10
allows a student to find an inexhaustible reservoir of motivation from within; no matter the environment or situation. As guides within the Montessori environment there are numerous ways we can assist our students in understanding the differences between intrinsic and extrinsic motivations and offer techniques in cultivating this mindset. The following are a few examples of how we bolster intrinsic motivation within our students. Words can be a very powerful way to relate achievement to a students’ self-esteem. This is not praise per say, but more a reinforcing of the students’ own practices and bringing their attention to it. A guide saying she “likes how they’re thinking” to a student that gives a great response during class is alerting the student to their own approach. Along the same lines, telling a student, ‘you are capable’, speaks to the student’s self-worth. We cultivate opportunities to present problems or questions as puzzles to solve; instead of rewards or chances to fail. Falling short of one’s goal can be referred to as ‘failing forward’ or even thought of as ‘not yet’ as opposed to ‘failing’. The mindset and perception of these
concepts can allow a student to alter their frame of mind and, in doing so, be renewed in their efforts. By conferencing with our students and discussing intrinsic versus extrinsic motivation, and the differences between the two, allows the students to start thinking about these things cognitively and actively. Positive feedback, given from not only a guide but also from peers, is a very useful tool. This is yet another opportunity to build not only the individual, but the community as a whole. Another powerful approach is modeling intrinsic behavior yourself. A guide’s demonstration of how they approach and evaluate their own work is a way to relay to the student that intrinsic motivation is one we reinforce internally and through our own efforts. Autonomy is crucial in developing intrinsic motivation; choice in topics, workspace and
goals allows for a higher ‘buy in’ from the student and gives ownership to the student. One of the best motivators I have found is reminding a student that their opponent is within. Personal bests and competing against one’s own achievements allow a student to focus on bettering themselves without external sources. Building on the opponent within, intrinsic motivation can also be expressed by cooperation and the satisfaction of helping others. Helping others strengthens bonds within a community and gives students a more realistic perception in how shared effort results in shared accomplishments. Applying any number of these examples of fostering intrinsic motivation will lead to fulfilling dividends for each student’s pursuits beyond our community. It will lead them along the path of being lifelong learners and to pass on their accumulated skills to inspire intrinsic motivation in others.
“Students face challenges every day and erosion of motivation can be a monotonous struggle.” #supportourschool
Making a
joyful
sound
sara pulse, music teacher
What motivates us? Money, extra time off, learning something new, winning a medal? The list could go on and on. We are motivated to do something either intrinsically or extrinsically, and sometimes both! Both forms of motivation are neither entirely good nor bad. However, finding the balance between the two can be difficult; especially when parenting children. Intrinsic motivation is very important in Montessori education. A Montessori education is based on children becoming independent learners. This type of learning is based on the curiosity of children and guiding them to reach their full potential as lifelong learners. In a world that rewards winners with medals, prizes, etc. it leaves very little room for those who work hard but are not awarded the prize. In life, we work so that we can provide for ourselves and our families (very important extrinsic motivators). However, knowing we have provided for our loved ones, as well as ourselves, we can find much inward satisfaction and gratitude (feelings of intrinsic satisfaction). As a music teacher I know that there is much to learn about intrinsic motivation in my class. Students learn music through creating, singing or playing an instrument. It is a very independent type of learning, which is ultimately an intrinsic goal. We listen to music because it inwardly brings us pleasure. We play music to engage with others as a community and to create a bond; leading to a sense of belonging. Although it is a great thing to win the game or earn a blue ribbon, the excitement that comes with extrinsic rewards is fleeting. The reward or the “thing” to be earned becomes the source of motivation and not the learning itself, as well as what it can inwardly bring to oneself or to others. Learning to play golf, swim, paint, play the guitar, etc. are significant gains for the lifelong learner because the joy comes from within, not just to please family, friends and teachers. Intrinsic motivation leads us to a life of trying new approaches, to experiment, to never give up and learning self-satisfaction is the best motivation.
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Oak Farm Montessori School | 502 Lemper Road | Avilla, IN 46710 | 260.897.4270 | www.oakfarm.org