Violeta Silva

Chapter twelve covers, Motivation Learning and Teaching. Motivation is a very important factor in the learning process. I believe that a motivating learning environment supports the education process. It is the key factor in getting students involved in the learning process and in keeping them engaged at their level of academic performance. Most educators believe that motivating is a difficult. We learned motivational ideas that are useful in the classroom. Woolfolk’s definition regarding motivation is an internal condition that arouses, directs and maintains behaviour (462). According to psychologists, motivation is an attribute that instigate movements, energy, direction, the reason for our behaviour and “what” and “why” we do something. Motivation is a persuasive feeling that always provides positivism to students to accomplish a task or activity to the end and succeed in it no matter how hard and tough it is (464). It can also give a  feeling of ways to go down and obtain anxiety

In chapter 9, focus on the complex cognitive process that leads to understanding (p. 340).   It was a very interesting chapter because it pointed out a variety of teaching methods. They discuss metacognition, using knowledge and skills about learning, motivation, and yourself to plan and regulate your learning (p.399). Metacognition is defined as "thinking about thinking." Metacognition consists of three components: declarative, procedural and self-regulatory:  Metacognitive learning includes declarative knowledge about oneself as a learner and the factors that might impact performance, self-regulatory procedural knowledge about strategies, and knowledge about when and why to use strategies (341). I believe that metacognition gives better guidance and advantages to students in the understanding of learning. One method that I have just learned that educators can use is self-regulated learning. I read it in this chapter, and in the videos, they also talk about it. As stude