Theories of Teaching and Learning Essay

My eighth grade classroom is set in a Jr-Sr. High school and is located in the Jr. High hallway, in the rear of the high school. I have thirty-two student desks situated in rows and two small tables at the front of my room used for paper pick up. My desk and computer are in the back corner of the room. The students all have their own Chromebooks and I have a desktop computer as well as a Samsung Tablet. Google Classroom is used daily as well as many other applications suited for 1:1 schools. I also have a projector hanging from the ceiling and two large white boards located on the front and side walls of my classroom. The class that I will be focusing on in this paper is made up of 26 students, 15 boys and 11 girls. One student with learning disabilities, another is an ELL student. This class meets for 55 minutes.

4. Motivation is an external force on the person that causes him or her to engage in specific behaviors.

'Motivation is a process that influences the direction, persistence and vigour of goal-directed behaviour. Psychology 's diverse theoretical perspectives views motivation through different lenses. (Passer, Smith, Holt, Bremner, Sutherland, Vliek., 2009, p.475). The psychological motivational theory that I

Retrieved from http://www.emory.edu/EDUCATION/mfp/eff.html Schunk, D. H. (2016). Learning theories: An educational perspective (7th ed.). Upper Saddle River, NJ: Pearson Tollefson, N. (2000). Classroom Applications of Cognitive Theories of Motivation.

Motivation is the main power that drives us to take an action and achieve success in all aspects of our lives. Sometimes, one might have a desire to achieve certain goals, but if the desire and the ambition are not strong enough, one lacks that inner drive, the motivation to take the necessary actions. As a whole, motivation is affected by state of mind, personal background, the working environment and the expected outcome. These internal and external forces can either help or hinder people to stay motivated and direct their behavior toward a specific goal.

There are several different kinds of motivation, and some of the different types include extrinsic motivation, intrinsic motivation, physiological motivation, and achievement motivation. Intrinsic, extrinsic, and psychological motivation all play a role in an individual’s achievement motivation. Extrinsic motivation is motivation from outside circumstances that can influence an individual’s motivation. Extrinsic motivation factors can range from social acceptance, a promotion, or even a monetary reward. Intrinsic motivation on the other hand is motivation that comes from within an individual. Intrinsic motivation factors would be a person’s enjoyment and satisfaction they get from achieving a task. A person’s

There are many theories that are relevant to classroom teaching today. Marsh (2008, p. 17) states that “each theory is nothing more than a set of reasonable suggestions”. A teacher should look at the information available to them and take what is necessary to achieve a positive learning environment in their classroom. This may mean taking a little part of one theory and combining in with another part of a different theory, there is no singular theory or theorist that encompasses everything that is required in a modern classroom. Some of the most important theories of learning are motivation, constructivism and behaviourism. Teachers choose their teaching style and strategy to complement their students, to arrive at their own personal

This area of their needs can work in tangent with the previous stage as children seek to gain the respect of others. At this point in their development, the idea of achievement is one of the most forward of a child’s thoughts; to take pride in their accomplishments. As teachers we need to provide children with the opportunity not only to accomplish goals but to receive praise and recognition for meeting those goals. This level of need refers to what a person's full potential is and the realization of that potential. Maslow describes this level as the desire to accomplish everything, to become the most that one can be. Individuals may perceive or focus on this need very

With Maslow’s hierarchy of needs I felt this was an underpinning motivational theory within Babcock skills and learning as it relates to how we as humans operate and what we need implemented or have available to ensure that we remain motivated through our working life.

Dependent upon the individual teacher, they can be motivated by either extrinsic or intrinsic rewards or benefits (Kinicki, 2012). Maslow’s hierarchy of needs indicates that a teacher may be motivated by the third level on the pyramid, Esteem. The need to be known as a dedicated teacher who can help difficult students reach goals is easy to understand. In Alderfer’s ERG theory, the Growth theory is easiest to understand by nominal teachers as they would want to be seen as one who tries hard and is able to reach goals set by the district. Lastly, in reading McCLelland’s theory; teachers are likely motivated to gain achievement in awards or recognition for reaching attendance or test scores of their

Maslow’s ‘Hierarchy of Needs’ (McLeod, 2007) consists of seven basic needs that all contribute towards human motivation, once they are fulfilled. These needs are: physiological, safety, social, self-esteem, self-actualisation, cognitive and aesthetic (McLeod, 2007). These needs can all be met through nurture, stimulation and suitable expectations, which are implemented in schools, by teachers (Moore and Zaff, 2002).

Motivation is an initiative behaviour that provides guidance and goal orientation. Motivation can be divided into two types, extrinsic motivation and intrinsic motivation (Ryan 2016). Maslow’s Hierarchy of Needs Theory can be used clearly to identify the issue of motivation to affect individual’s behaviour. Maslow’s Hierarchy of Needs Theory is divided in to five stages consisting of Physiological needs, Safety needs, Social needs also refers to basic needs, growth needs are refer to as Esteem needs and Self-Actualization. “Maslow (1943) stated that people are motivated to achieve certain needs. When need is fulfilled a person seeks to fulfil the next one, and so on” (McLeod 2007). Basic needs must be satisfy before moving to a higher level which is growth needs and once growth needs is satisfy, one would be able to achieve self-actualization at the top.

Motivation is an important part of psychological research (Deci & Ryan 1985). Based on different reasons of actions, motivation can be divided into two types. They are intrinsic motivation and extrinsic motivation (Ryan & Deci, 2000). Intrinsic motivation is a kind of “non-drive based” motivation (Deci & Ryan, 1985). It means that people interest in the activities and enjoy the process of taking part in activities. While extrinsic motivation refers to the motivation that people take part in the activities in order to get other kinds of rewards, such as money and praise (Deci & Ryan 1985).

Motivation is giving somebody a reason or incentive to do something. It can be intrinsic or extrinsic. Intrinsic motivation is focused by an awareness or satisfaction in the task itself and usually occurs within the person rather than relying on external force. Extrinsic motivation is from outside the individual. Some common extrinsic motivators are rewards or punishments like evaluations or money, pressure, and threat of reprimand. The key to an organization’s success is the motivation of the staff. It is clear

Motivation is defined as the ‘process that initiates, guides and maintains goal-oriented behaviors.’ Motivation (arousal by internal energy) is what makes a person want to press forward and achieve their aspirations. Ormrod (2008) shares the need for arousal and refers to the basic need for stimulation