Running Head: FINAL REFLECTION

Final Reflection: A Look Back at Agricultural Education

Rachel Page
Texas A&M University
Dr. Julie Harlin
ALEC 601

Running Head: FINAL REFLECTION

As an educator, I am deeply invested in my students and how they learn. My goal is to

not only teach students what to learn, but also how to think on a deeper thinking level. My
interest in how my students learn goes far beyond how well they do in my class, but I want
them to learn how to reflect on their personal experiences; and help me to learn from them.
This semester has allowed me to reflect of many topics through our class modules
discussions and ultimately learn from the students as well.
The most interesting learning concept that I learned this semester was chapter
3s presentation on What Factors Motivate Students to Lean? In the introduction of
Chapter 3, we are introduced to two different case studies where the students described, fail
to acquire and demonstrate the level of understanding the professors desire (pg. 67). In The
first case study, My students are going to love this Not, an excited and expectant teacher
realized that her students arent as excited about the subject matter that she has spent the
summer preparing for. Throughout the semester, she presents different materials and assigned
research projects that she thought would be interesting for the class to participate in.
Unfortunately, she quickly learned that her students werent interested in the readings and
didnt participate in the discussions. The second case study titled, A third of you will not
pass this course describes a professor who doesnt understand why his class is so
lackadaisical about their assignments. She recalls a time when she was a student in college
and if anyone underestimated her; she would prove them wrong. The professor saw this
formula as an effective tool to motivate, so she used this method on her student by telling
them that only one- third of them would pass the class. That way of thinking fell flat with her

Running Head: FINAL REFLECTION

classroom and she described the students as, having the worst attitudes Ive ever seen; and
the students seemed to be consumed by an overall sense of lethargy and apathy (pg. 67).
In both case studies, each deal with different issues but the concept of
motivation is at the center of each. Many variables that underlie student motivation were
discussed, such as goals. We also went over the concept of goals as an organizing feature,
and have concluded that students frequently have multiple and diverse goals. As students
achieve these goals. The relationship of student and instructor is less intimidating and more
equitable. I believe that by preparing yourself with practical strategies, teachers and
professors can increase and improve the motivation of your students while improving the
quality of Transformational Learning in the classroom. We are all learners: every day we
learn more about ourselves and the world we live in, as it seems to move at the speed of
light, especially in this age of discontinuity. Transformation enables us to see the world
differently, and that requires new experiences and reflections, learning and change (Reed &
Holmberg, 2012).
Throughout this semester, I was able to learn and reflect on many topics of
discussion. I especially enjoyed our Facebook discussions, because each week we dissected
the articles and post. It was interesting to see so many different perspectives and opinions for
all the topics. I will use this information throughout my career.

Running Head: FINAL REFLECTION

References
Ambrose, S.A., Bridges, M.W., DiPietro, M., Lovett, M.C., & Norman, M.K. (2010). How
learning works: Seven research-based principles for smart teaching. Jossey-Bass: San
Francisco, CA.
Reed, J., Tracy, M., & Holmberg, L. (2012). Learning is the Spark of Transformation. AI
Practitioner, 14(1), 4-7.