Doug Mannell

June 27, 2015

EDU 615
University of New England
Case Study in Motivation

Introduction:
The Kansas City apprenticeship for floor layers is an adult based, four year program which
requires students to have completed high school in order to join. Classes are 40 hours a week
and are held approximately every three months. When not attending classes, students work in
the field applying their trade for a flooring contractor. Cory is a 27 year old single male who
applied and was accepted into the floor layer apprenticeship in August of 2014. He had
previously worked in the retail industry and did not possess any prior experience in the field of
construction. Cory lives and works in Springfield, Missouri and must travel to Kansas City for
classes. Springfield is approximately three hours from Kansas City and the students who travel
from there are placed in an area hotel for the week.
The first two years of the apprenticeship program has to do with introductory classes pertaining
to the different aspects of the flooring industry, and Cory is currently beginning his second year.
These classes give the student the basic information required to install a multiple of flooring
products, which is vital to their success in the industry. Cory is a very likable young man, but
has shown learning difficulties that have caused him setbacks in the program. He has problems
following the training center guidelines in regards to being on time, being prepared with the
required safety equipment and tools, as well as his financial responsibilities to the local union. In
the classroom Cory has a tendency to fidget, which is a major distraction and has led to his
alienation from classmates. Attention issues follow him to the lab where hands-on projects are
performed. These issues have caused problems with his test scores as well as his finished
projects in the lab. Cory has shown these tendencies with the other floor layer instructor Joe. Joe
has been incredibly irritated by Corys actions during class and would like to expel him from the
program.

The apprenticeship deals strictly with students age 18 and older, so we do not have discussions
with parents when there are classroom issues. Cory has a family friend, John who made the
suggestion that he leave retail and join the floor layers. After Corys last class I took the
opportunity to travel to Springfield for the sole purpose of meeting with John to discuss Corys
situation. John informed me that Cory had no parental support growing up and was left to fend
for himself most of the time. John also spoke about Corys behavioral issues and his belief that
he has Attention-Deficit/Hyperactivity Disorder (ADHD). John is a well-respected journeyman
floor layer who is the foreman for the company he and Cory work at. Following my meeting
with John I did some research on ADHD. The Center for Disease Control and Prevention list
these signs and symptoms: forget or lose things a lot, squirm or fidget, talk too much, make
careless mistakes, and have a hard time getting along with others. These signs and symptoms led
me to view Corys situation differently in terms of motivation, both his and that of his
instructors.
Observations:
The floor layer apprenticeship is based on students performing tasks in the classroom as well as
the lab area. The motivation behind these tasks is for students to learn and master the
information and products in order to have the opportunity to work more which will reward them
financially (Anderman & Anderman, 2014, p.37). Classroom tasks have to do with the students
understanding of information pertaining to the products they will install on their actual jobsites.
These tasks are generally formatted around the established floor layer curriculum. Following the
product information they are taught the methods in which these products are required to be
installed per the manufacturers guidelines. Safety is a major part of every classroom and lab
activity so the student knows and recognizes when they may be in a position to sustain an injury.

Another area in which students are tested is through a jobsite scenario where they are asked how
they would proceed with the management and installation of the specific material they are
learning about.
The classroom procedures for delivering information to students begin with a reading
assignment. Following the reading assignment the instructor will review the text in a classroom
discussion format. Anderman and Anderman (2014, p. 14) refer this as a memory task where
the students will recite the information they have learned. The strategy is for the student to be
able to recognize the material they are working with and know the tools and procedures in which
it is to be installed. During a reading assignment on carpet direct glue installation, Cory took the
opportunity to clean his boots, which happened to be caked with mud. Once everyone was done
reading and the discussion was proceeding, Cory was much more involved in his boots than
participating in the discussion. I stopped the discussion at one point to ask him to stop his
cleaning because it was distracting everyone in the classroom and he was making a huge mess on
the floor. It was at this point that he rose up from his chair and grabbed the trash can and began
to clean the large mess he had made. Cory was unaware that he was a major distraction to
everyone in the classroom. He was unable to participate in the discussion due to his intense
focus on cleaning his boots. Corys test scores at the end of the week reflected his lack of
participation.
When preparing for written tests the students will participate in classroom discussions to review
the subject material. It is highly recommended for students to take notes that they can use in
preparation for the test. In their book Classroom Instruction That Works, Dean, Hubbell, Pitler
and Stone refer to taking notes as helping students memorize information and conceptualize
new ideas (2012, p 78). These notes may also be used outside of the classroom when the

students are installing materials used in the lab. Students are provided with pencil and paper to
facilitate note taking. During the carpet direct glue class Cory did not participate in writing
notes, even when suggested by the instructor. The task here has to do with their comprehension
and understanding of the material so they will have the information for future installations
(Anderman & Anderman, 2014, p.14). During the classroom discussion Cory got up several
times and went to the water cooler for a drink, which caused a distraction from the cooler as the
water was extracted. Corys lack of interest in the information was evident by the score of 37%
he received on the final exam over direct glue carpet.
Before students are to enter the lab area for individual hands-on projects, details for these
installations are discussed in great detail. Once these details are given the instructor will give a
hands-on demonstration in the same manner that the students are to perform them. The purpose
of the lab assignment is for the student to show their ability to perform the procedures needed for
a successful installation of the flooring material discussed in class (Anderman & Anderman,
2014, p.14). Joe was performing a demonstration on pattern scribing with resilient sheet
material when Cory got up and left the group to begin his own project. Joe was not done with
demonstration yet and Cory missed a great deal of information and techniques that were needed
for a successful installation. Cory spent approximately 20 minutes on his project before asking
Joe for help on the information he missed. Two other projects were required for the week
following the pattern scribe and Cory repeated his actions with each of the demonstrations Joe
performed. The end result of Corys projects was poor and reflected his lack of understanding.
There was not enough time for him to repeat the projects, and it was explained to Cory that the
projects replicated an actual jobsite installation. If he were to perform the same way on an actual
jobsite he would most likely be sent home.

Cory does not fit in with the other students and finds it hard to break through to establish a
relationship with them. The major reason for this has to do with his actions during class. A class
project on layout in a large area required four students per project. These projects are designed
for students to work with one another to successfully complete a project as a team. They will
work with one another to share their thoughts on how work should proceed (Anderman &
Anderman, 2014, p.14). Cory was basically shunned by the other three students in his group as
they were not willing to risk a poor grade by allowing Cory to participate in the procedures.
Corys classmates have seen his actions and rather than work with him they performed the tasks
themselves. This is a dangerous precedence for Cory, especially if it is repeated in the field.
What typically happens at the training center is repeated in the field, and Cory will eventually be
out of options for who will work with him.
Effective Strategies:
Carol Ames writes that we want our students to be successful, but we also want them to value the
importance of the learning process (2000). In observing Cory for the last year the strategy that I
believe would help him the most would be found in the Self-Determination Theory (Anderman
& Anderman, 2014, p.5). The self-determination theory, which has been around for over 40
years, makes the assumption that every student, regardless of their age, gender, socioeconomic
status, nationality, or cultural background, possesses intrinsic growth tendencies which will
provide a motivational foundation (Reeves, 2012). This motivational foundation will assist the
students in becoming more engaged in the classroom which will affect their school experience in
a positive way (Reeves, 2012).
Throughout his classroom and lab experiences Cory has been unable to focus on the information
being given and seems to be lost. To assist Cory, a personalized instructional plan could be

structured to assess his needs (Chapman & King, 2012, p. 71). Chapman and King list ways for
instructors to better engage their students and these include identifying background knowledge, a
preview of the new subject material, pinpointing the students strengths and specific needs, and
identify what the student has already mastered (2012, p. 72). Spending individualized time with
Cory is the social support that Deci and Ryan (2000) refer to as the key to students personal
growth.
In what I have witnessed with Cory, and following my conversation with John, I need to find a
way to motivate Cory. This can be accomplished through working with him individually. This
individualized work will strengthen his belief in himself and show him the relevance of what he
is learning. Ames writes that through this individualized process the student will learn to
improve their skills and knowledge, ultimately motivating themselves (2000). I believe that in
working individually with Cory it will help him to understand the value of his apprenticeship
education and he will find his way to success. Many times educators want students to perform
tasks that are not interesting to them or have no bearing on their future (Deci & Ryan, 2000).
This could be the case with Cory, just as it is with many of the apprentices who look only at the
here and now and have no vision for the future. If the apprentice is strictly working on ceramic
tile for their contractor, they do not see the need to learn about other types of products and their
installation methods. I need to reiterate the importance of learning all aspects of the flooring
trade for students to have the opportunity to work more, which in turn earns them more money.
This will follow with what Deci and Ryan speak about when they refer to extrinsic motivation
as an essential strategy for successful teaching (2000).
With self-determination, Anderman and Anderman (2014) refer to autonomy, competence, and
relatedness as the three basic needs that humans desire to have. It is these three areas that

Cory needs to understand and grasp their relevance. Autonomy as described by Deci and Ryan
(2000) will assist Cory with his need to feel that he is in control of his own behavior and goals.
By working one on one with Cory I can instill a form of autonomy through building his
confidence in his abilities and help him focus on the goals of each project that he is participating
in. Relatedness also refers to the student having a sense of belonging; either within the group or
through a relationship with the instructor that will assist them in realizing they really matter
(Deci & Ryan, 2000). Through individualized instruction this sense of belonging, Cory will
develop a feeling of respect from his instructor as well as respect for himself (Deci & Ryan,
2000). Another benefit to individualized instruction will be found in the students feeling of
competence. Deci and Ryan describe competence as a need to master assigned tasks and to learn
multiple skills (2000). Individualized instruction can also assist the competence level for Cory
by introducing him to self-assessment. Chapman and King describe self-assessment as a way for
students to identify and be accountable for understanding where they are strong, have needs to
improve, or are weak in a particular area (2012, p.59).
Conclusion:
Carol Ann Tomlinson describes differentiated instruction as being proactive (2001, p. 3). As
Corys instructor I need to take the lead in assisting him to develop a strong motivation for
improving his levels of knowledge and skills. Self-determination theory is a theory of
motivation that helps to better understand and enhance both student motivation and the abilities
that come from that motivation (Reeves, 2012). I need to relate this same approach with all of
my students. In apprenticeship training there is the convenience of low student to instructor
ratios. This gives the instructor a greater opportunity to utilize differentiated instruction to better
reach the students. In Anderman and Anderman (2014) reference to autonomy, competence, and

relatedness as the three basic needs that humans desire to have, I must remember this involves all
of my students, not just Cory. Many of the key points of differentiated instruction are already in
place in my classroom; however they can be expanded upon. Stressing mutual respect for one
another will help to bring about a level of comfort for all students (Tomlinson, 2001, p. 22).
Another area that needs to be worked on is to influence the students so they will understand that
they have an expectation to grow in their knowledge and skill level (Tomlinson, 2001, p. 22).
The ultimate goal is to motivate students in working towards acquiring the skills and knowledge
they need to be successful. With the knowledge I have learned from this study I believe that I
will have a better influence on student success, especially with Cory.

References:
Ames, C. A. (1990). Motivation: what teachers need to know. Teachers College Record.
Columbia University. 91(3).
Anderman, E.M., & Anderman, L.H. (2014). Classroom motivation, Second edition. Upper
Saddle River, NJ: Pearson Education, Inc.
Chapman, C., & King, R. (2012). Differentiated assessment strategies: one tool doesnt fit all
(2nd ed.). Thousand Oaks, CA: Corwin.
Dean, C.B., Hubbell, E.R., Pitler, H & Stone, B. (2012). Classroom Instruction That Works
Reasearch Based Strategies for Increasing Student Achievement (2nd ed.), Alexandria,
VA: ASCD and Denver, Co: Mid-continent Research For Education and Learning.
Deci, E. L., & Ryan, R. M. (2000) Intrinsic and extrinsic motivations: classic definitions and
new directions. Contemporary Educational Psychology, 25, 54-67
doi:10.1006/ceps.1999.1020.
Reeve, J. (2012). A self-determination theory perspective on student engagement. Handbook of
Research on Student Engagement. doi: 10.1007/978-1-4614-2018-7_7
Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms-2nd
edition. Alexandria, VA: Association for Supervision and Curriculum Development.
U.S. Department of Health & Human Services, The Center for Disease Control and Prevention.
(2015). Attention-deficit / hyperactivity disorder (ADHD). Retrieved from
http://www.cdc.gov/ncbddd/adhd/ on Jun 26, 2015.