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An essay on motivational interviewing
An essay on motivational interviewing
An essay on motivational interviewing
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I find this case to be very personal to me, since my experiences with teaching was over a decade ago and direct instruction was still the most used teaching method. I found these teachers were less willing to budge from their routine and style, and why should they when they had little support from administration? While I was in college and graduate school, I began to notice that classrooms moved towards the constructivist model and I began to enjoy learning more. I want to connect and provide that same level of passion for learning for my students.
Motivation
Motivation is an integral part of teaching in order to improve student learning. In order for Mr. Entenmann to motivate his students he must first be motivated to want to help his students. In order to do so he needs to first understand and empathize with his students as
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Understanding a student’s needs outside of the classroom can help him be more focused on building and motivating their educational needs. Abraham Maslow came up with an approach to motivation called the Hierarchy of Needs and how it affects a student’s ability to learn (Danforth and Boyle, 2007, p. 32). By understanding that each student comes from a different background and thus has different needs, Mr. Entenmann can help fulfill the needs of each of his students and begin to re-focus the student on teaching and learning. Along with the motivation formula for learning, …show more content…
Entenmann has been using as a veteran are the main problems in this case study. My long-term intervention addresses the issues of giving Mr. Entenmann the resources to create techniques and strategies that help him develop a constructivist classroom. In regards to short-term techniques and strategies, implementing a behaviorist model and moving Hector and Felix to the front of the classroom so they can be more involved, may help diffuse the
Every student who enters school is involved in a different situation and comes from a different background varying in levels of difficulty. Regardless of a student’s background, every student has specific needs. According to the Ladder of Needs Motivation Theory, everyone has basic needs that are required to be fulfilled before they can begin to fulfill more complex needs. Abraham H. Maslow developed a hierarchy of needs, which is usually depicted by a pyramid (Woodland-Gyles, 2011). The most basic needs are at the bottom of the pyramid and the most complex needs are at the top. Maslow’s Hierarchy of Needs is made up of (from the bottom of the pyramid to the top): physiological needs, safety needs, belonging needs, esteem needs, and self-actualization needs (Boeree, 2011).
Motivational interviewing is a more direct, client-centered approach, and is best used for clients who are showing a great deal of uncertainty about change. The goal of motivational interviewing in human service work is to help resolve the client’s uncertainty about change, encourage change in the client’s life, and motivate the client into change. This is a short term interviewing skill used to gauge where the client is at in the counseling process and where to go forward from there.
Motivation is defined as the process that guides, initiates, and maintains goal orientated behavior and thought (Cherry, 2013). Motivation is what drives individuals to do what they do, whether it is something as simple as getting a drink because he or she are thirsty or something as big as getting up every day and gong to work for a paycheck.
Motivation and work design is a major goal to many organizations and their employees. Motivation at a work place means helping employees enhance their job performance. When discussing about motivation, it is something an employer can show to their employees so they can do better at work as well to feeling some type of appreciation. For example, a company who has goals at a work place tends to help employees perform better because they know that they will receive some type of reward for doing so. If an employee is asked to finish a project by 12pm and as a reward they will be able to leave early, it is a higher chance that this employee will complete the task as quick as possible. Another example that would probably motivate employees to perform
Keller, John M. (2006). What Are the Elements of Learner Motivation? Retrieved July 4, 2011
Powell, K. Kalina, C. (2009). Cognitive and Social Constructivism: Developing Tools for an Effective Classroom. Education, 130(2), 241-250. Retrieved from http://proquest.umi.com.dbgw.lis.curtin.edu.au/pqdweb?did=1937522441&Fmt=7&clientId=22212&RQT=309&VName=PQD. (Document ID: 1937522441).
Huitt, W. (2007),Maslow's hierarchy of needs, Educational Psychology Interactive. Valdosta, GA: Valdosta State University, (http://www.edpsycinteractive.org/topics/regsys/maslow.html), [Accessed 29 December 2013].
There are many different types of teaching styles. Some of these styles are the authoritarian style, the permissive style, the detached style, and the authoritative style. The authoritarian style of teaching is when a teacher is when a teacher is very demanding and controlling. They want their kids to do things their way because they said so. Most students don’t like this type of teaching because it is so demanding and not very welcoming to the students. The permissive style of teaching is a teacher that is tolerant with their students. They give their students a good amount of freedom in the classroom. These teachers are easy to take advantage of because they don’t have many restrictions on the children. Most students like this type of teaching style just for that reason. The detached style of teaching is a teacher that isn’t welcoming to the students but also isn’t demanding. These teachers don’t provide the extra help and support that children need in a classroom setting. Most students don’t like this teaching style and aren’t very successful in classes where a teacher has a detached teaching style. Lastly, the authoritative teaching style is when a teacher has clear-cut standards and rules for the children to follow. The authoritative style of teaching is what most kids like and the type of classroom where most kids are more successful. This is because the
It is first important to understand how motivation works in the classroom. There are infinite procedures teachers use to achieve desired effects from their students, but there are general patterns these motivational tools follow. In order for teachers to communicate with their students, they must identify with their needs on an individual basis (Gawel, 1997). This proposal is much akin to Maslow's Hierarchy of Needs, which states five basic needs that must be met in order to achieve full motivation. These needs, in ascending order, are as follows: physiological, security, love and belongingness, esteem and self-respect, and self-actualization (Gawel, 1997). Each of these needs details a very important issue in motivation inside the classroom and out.
...em to look at several elements that affect their student’s motivation and ask why and how this affects them in the first place. After that, I would tell him to arrange a lesson plan utilizing structural factors such as patterns and sequences, with a view to individual application and the group dynamics of the class. By doing so, the teacher can grow in his students a sense of shared motivation guided by these structural factors, so that each interrelated lesson are remembered. These lesson plans must also consider the effective ways of instilling discipline in the students. The teacher must allow for response from the students so that he may understand the students’ perception of reality, value systems, and will, so that he may understand how to motivate his students more. By understanding the motivations of his students, he can bring about a change in their lives.
Student motivation can be affected by several factors. These elements include parent involvement, teacher enthusiasm, rewards, peers, the learner’s environment, personal experiences, personal interests of the student, and self-esteem and self-image.
We must first look at the need for a constructivist approach in a classroom, to do this we think back to our days in primary school and indeed secondary school where textbooks we like bibles. We were told to take out our books, look at the board, and now complete the exercise on page z. This approach in a class is repetitive, the teacher holds authoritarian power and learning is by no means interactive. “In a traditional classroom, an invisible and imposing, at times, impenetrable, barrier between student and teacher exists through power and practice. In a constructivist classroom, by contrast, the teacher and the student share responsibility and decision making and demonstrate mutual respect.” (Wineburg, 2001) This approach focuses on basic skills and strict adherence to the curriculum. Children are being forced to learn through repetit...
Linnenbrink, E. A. & Pintrich, P. R. (2002). Motivation as an enabler for success. School Psychology Review, 31 (3), 313-327
Motivation is really important tool in a learning environment. Also motivation effects student learning and their behavior as well. It directs behavior towards particular targets. Also it effect the decision which students takes. In motivation mainly we have two types which is intrinsically and extrinsically being motivated. For example: when a student is intrinsically motivated they just do it for themselves not because of the reward that they will get back. It’s just because they have their own interest and they enjoy doing that. On the other side, when a student is extrinsically motivated they just do it for the reward that they will get. That’s why in learning process it’s important that each student should
Student expectations and motivation are two areas that teachers focus on daily. Keeping a room full of active children engaged and learning is sometimes a juggling act so it is imperative that we as teachers understand what motivates our students. Several theories have been introduced that deals with student motivation. Each one focuses on different factors but they all have the same underlying message and that is that every student wants to succeed.