- HOME
- Table of Contents
- Resume
- Philosophy Statement
- 1. History of Jewish/General Education
- 2. Assessment
- 3. Curriculum
- 4. Language Development/Hebrew
- 5. Personal Development of Teachers
- 6. Collaboration/Community
- 7. Technology
- 8. Learning and Cognition
- 9. Evidence-Based Practice
- 10. Child Development
- 11. Content Knowledge
- 12. Ethics and Values
- 13. Instructional Methods
- Inspiration/Chizuk
- Post-Observation Reflections
Educational Psychology
Dr. Pelcovitz
Spring 2010
Motivation
Children have natural desire to learn and to succeed. However, expectations of parents and teachers shape a child’s motivation. His desire to achieve is facilitated or squelched according to his relationship with parents and teachers, if they were encouraged and believed in him, or if he was made to feel incompetent and incapable.
The love of parents, and encouragement by teachers, as properly expressed to their children/students, are often the strongest motivation for children to do the right thing. However, it is a delicate balance to expect from the child what s/h can and should achieve; expecting too little will not help them develop, but expecting too much, and falling short, may crush their self-esteem.
Many caretakers mistakenly think that material rewards, often used as bribes, will encourage children to perform better. In reality, dozens of studies show that external motivation via material rewards actually decreased children’s internal motivation to learn, carry-out a job, etc. “just because it’s the right thing to do”; they became conditioned to do it only in return for a reward. Subsequently, studies show that children who grew up with constant bribes and rewards for behavior grew to be less generous with others, perhaps feeling, “He didn’t do anything for me, why should I do it for him?”. It can be useful for a time, to facilitate acquiring a behavior, as long as the reward is not the focus and entire motivating reason for the behavior.
We must encourage children to be confident and proud of their individual identities, by being attentive to their individual personalities, abilities, and needs. Children perform beautifully for those they like, even love. We must show each one that we care about him and try to understand him, and express satisfaction and praise when performing well, and they will develop the internal drive to do the right thing in order to elicit more affection and praise, ultimately being inculcated to naturally do the right thing.
Parents and teachers must provide for children four basic criteria to instill internal motivation. By giving them space to learn by trying new things, kids feel trusted, and learn how to effectively deal with making mistakes. Those who accept responsibility for their actions are ultimately the most successful in life, learning from error and seeking to improve, and not simply blaming others. Allowing children to make their own decisions, and not doing everything for them, increases their self-esteem and drive to try and to achieve. Believing in their potential, and effectively conveying that to them, is crucial to instill in them proper confidence. Parents and teachers must delineate and explain their expectations for them, enabling children to know that their actions have consequences, and to see how their efforts yield outcomes. Children should be presented with options and choices so they can make their own decisions, and not have everything already decided for them. They will feel capable and in-control, and therefore enjoy the task more, do it better, and want to do it for longer than if it was all decided for them.
By showing children a vision of what they can achieve and the internal and external tools to work towards it, they will build the inner reservoir to effectively deal with life’s challenges and seek to fulfill their potential.
Dr. Pelcovitz
Spring 2010
Motivation
Children have natural desire to learn and to succeed. However, expectations of parents and teachers shape a child’s motivation. His desire to achieve is facilitated or squelched according to his relationship with parents and teachers, if they were encouraged and believed in him, or if he was made to feel incompetent and incapable.
The love of parents, and encouragement by teachers, as properly expressed to their children/students, are often the strongest motivation for children to do the right thing. However, it is a delicate balance to expect from the child what s/h can and should achieve; expecting too little will not help them develop, but expecting too much, and falling short, may crush their self-esteem.
Many caretakers mistakenly think that material rewards, often used as bribes, will encourage children to perform better. In reality, dozens of studies show that external motivation via material rewards actually decreased children’s internal motivation to learn, carry-out a job, etc. “just because it’s the right thing to do”; they became conditioned to do it only in return for a reward. Subsequently, studies show that children who grew up with constant bribes and rewards for behavior grew to be less generous with others, perhaps feeling, “He didn’t do anything for me, why should I do it for him?”. It can be useful for a time, to facilitate acquiring a behavior, as long as the reward is not the focus and entire motivating reason for the behavior.
We must encourage children to be confident and proud of their individual identities, by being attentive to their individual personalities, abilities, and needs. Children perform beautifully for those they like, even love. We must show each one that we care about him and try to understand him, and express satisfaction and praise when performing well, and they will develop the internal drive to do the right thing in order to elicit more affection and praise, ultimately being inculcated to naturally do the right thing.
Parents and teachers must provide for children four basic criteria to instill internal motivation. By giving them space to learn by trying new things, kids feel trusted, and learn how to effectively deal with making mistakes. Those who accept responsibility for their actions are ultimately the most successful in life, learning from error and seeking to improve, and not simply blaming others. Allowing children to make their own decisions, and not doing everything for them, increases their self-esteem and drive to try and to achieve. Believing in their potential, and effectively conveying that to them, is crucial to instill in them proper confidence. Parents and teachers must delineate and explain their expectations for them, enabling children to know that their actions have consequences, and to see how their efforts yield outcomes. Children should be presented with options and choices so they can make their own decisions, and not have everything already decided for them. They will feel capable and in-control, and therefore enjoy the task more, do it better, and want to do it for longer than if it was all decided for them.
By showing children a vision of what they can achieve and the internal and external tools to work towards it, they will build the inner reservoir to effectively deal with life’s challenges and seek to fulfill their potential.