Carol Ann Tomlinson’s theory of invitational learning stresses that the classroom should provide five student needs that contribute to student motivation: 1) Affirmation that they are important in the classroom, 2) Contribution to the community, 3) Purpose for learning, 4) Power over their choices and success, and 5) Challenge (Charles & Senter, 2012, p. 92). Unfulfillment of one to all of these needs results in a loss of motivation to learn. What draws me to this theory is that it focuses on intrinsic motivations, such as contribution to the community, rather than extrinsic motivations.

Howard Gardner proposed that schools be restructured for students to engage in more project-based learning that would allow them to utilize their strongest intelligence (Gardner identified eight in total). In doing so, students become active participants in their individual learning which is motivating (Charles & Senter, 2012, p. 96-97).

I will allow student choice as often as I can in the classroom. Whether it’s allowing students to choose a topic that interests them for a research project, choosing a morning activity, etc., students are given more control over how to conduct their own learning and consequently are more motivated to learn. This also relates to a democratic classroom which is a part of my teaching philosophy where students are responsible for making decisions for themselves and the classroom as a whole, not just the teacher.

While giving students rewards may be controversial in that teachers are rewarding students for doing something they were supposed to do anyway, I feel that it can be beneficial for the younger grades when students are just learning how to conduct themselves in the classroom. Elementary students are motivated to put forth their best effort when there is the possibility of earning rewards like stickers, extra recess time, the responsibility of feeding the classroom pet, etc. (Charles & Senter, 2012, p. 93). This is a method of positive reinforcement which is a part of my teaching philosophy.