Education

ontent Review 1

Content Review

Motivating and Guiding School-Age Children and Adolescents (EDUC – 3303 – 1)

Instructor(s): Robin Sachs

Yvonne Abron

Walden University

September 3, 2017

1.In your own words, explain what intrinsic motivation is, providing at least one example. Then explain one reason why a child or adolescent might appear to have low levels of intrinsic motivation.

Intrinsic motivation is a child wanting to learn and not be rewarded, but to be educated. Or an invitation to learn on your own free will. Children should not be rewarded to go to school and do well it should be a learned behavior something they need to succeed at life. For example when I was growing up I felt like school was a joy i want to go to learn. My mother always taught me how important it was to have an education u need it to succeed in life. With that being taught to me I never missed a day of school and received a perfect attendance award from Kindergarten grade thru 12th grade. It was such a joy.

Some adolescents have low levels of intrinsic motivation, because of the behavior being taught at home. If parents are giving treats at home then the adolescent may assume the teacher is going to do the same thing to get them to learn. The adolescent should know the education is mandatory to succeed at life. And how much learning is a joy. You have to know basic math to get a minimum wage paying job.

2.In your own words, explain what extrinsic motivation is, providing at least one example. Then explain one potential benefit of using extrinsic motivation when working with young people and one potential drawback.

Extrinsic motivation is just a little different were your expected to be rewarded for doing something for example making good grades. So parents give their children extra snacks as an instinctive for having good behavior reports. Some parents use these methods to give them motivation to do well in school. I see this practice more and more in the society today. But this type of behavior can deceived the child making them assume every time they do well they should receive a reward. It may come a time were the adolescent is acting out and u don’t have a reward. Then you have to find a better solution for the problem.

The extrinsic motivation can be beneficial in class to motivate the child to behave or get answers correct. If a child gets an answer right they get a toy out the grab bag. It will give them more motivation to do better in class. Without the reward they may be a little reluctant to participate. A drawback to this type of motivation can be the child not wanting to learn because u have nothing to offer them. This may contribute to behavior problems or a drawback in class participation.

3.In Chapter 1 of your course text, Donna Walker Tileston summarizes important findings from the research of Robert Marzano relating to motivation. According to Marzano’s research, where does learning begin, and how is this a shift from past thinking? Explain at least one implication of this research for motivating young people.

With Marzano it was first believed that learning began in the cognitive system, but later determined it started in the self-system. The self-system is the part that tells u if what your about to absorb even worth your attention to be processed. The self-system can also be directed by the help of the parents and teachers. People that are in the adolescent day to day living. These are the people that will be teaching you things that the adolescent will need to know in day to day living and to progress in life.

For example me sitting in math class daydreaming about the upcoming state farm, but hear the teacher discussion on the upcoming test. Do I continue to daydream or do I snap out of it and focus on class? My self-system helps me decide whether I focus on class or continue to daydream. The cognitive system then kicks in and plays its part in the thought process. Knowing the process of decision making can be helpful in teaching adolescent to know what way to direct the attention getters

References:

Tileston, D. W. (2010). What every teacher should know about student motivation (2nd ed.). Thousand Oaks, CA: Corwin

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