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3 basic elements of the montessori approach to education
Self determination theory positives and negatives
Self determination theory positives and negatives
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Self-determination theory (SDT) is a theory of motivation that allows students to be more autonomous with their learning and achieve greater challenges academically. There are several factors that influence a student’s ability to self-regulate their learning which leads to improved academic performance and overall well-being. Students need to be autonomous, competent, and feel as if they can relate to others.
First of all, it is important for teachers to create a learning environment where students learn to be intrinsically motivated. Intrinsic motivation occurs when students willingly participate in an activity because they find enjoyment in the activity. When students become intrinsically motivated they are willing to take responsibility of their own learning. “Controlling educational climates under- mine intrinsic motivation” and therefore undermine a students progress towards becoming autonomous (pg 136). The main difficulty in guiding students towards autonomy has to do with the current reward and punishment practices used within classrooms. As a teacher, I need to rid my classroom of extrinsic motivations and help students internalize their motivation. Students normally begin school with mostly external regulation as the main regulatory style. External regulation occurs when a students motivation is based on external rewards or punishments. As students move away from external regulation towards introjected regulation, they slowly begin to internalize the motivation to participate in an activity. Introjected regulation occurs when students have become aware of themselves and others view of them and is a means of feeding the ego or satisfying internal expectations. Then students move into identified regulation, which occurs...
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...tion or student learning through the inquiry method which allows students to develop their own truths.
In conclusion, creating a classroom environment where students are able to be autonomous, competent and feel related to the teacher not only as an educator, but also as a fellow human being is essential in promoting self-determination. Promote students’ growth of autonomy by creating differentiation in the assessment style through students personally choosing the way they will be evaluated. Integrating Montessori methodology and practices is one of the easiest ways to insure students will feel both independent and competent in the classroom.
Works Cited
Niemiec, C. P., and R. M. Ryan. "Autonomy, Competence, and Relatedness in the Classroom: Applying Self-determination Theory to Educational Practice."Theory and Research in Education 7.2 (2009): 133-44. Print.
The fostering of independent thought is sometimes forgone in today's educational system. At times, students are encouraged to just complete their assignment instead of thinking about what they are doing so that they may fully understand their...
In our society human beings play many different roles in life. There are so many different people and each person has their own personality. When a baby born, the baby doesn’t know anything, and slowly he started to learn and family, parents, culture, society, institutions are huge resources behind his development of being himself. The article by Ryan and Deci (2000)… discussed about self-determination theory, intrinsic and extrinsic motivation. Self-determination theory represents a broad framework for human motivation and personality. Intrinsic motivation refers to engage in a behavior that gives internal rewards. Extrinsic behavior is driven by external rewards. In this paper I am going to discuss some of my personal experiences and real
Daniel Challahan attempts to argue that Euthanasia is always seriously morally wrong in his article, “When Self-Determination Runs Amok.” Callahan discusses several reasons depicting why he believes that Euthanasia is morally impermissible. John Lachs, however, does not see validity in several of Callahan’s points and responds to them in his article, “When Abstract Moralizing Runs Amok.” Two points from Callahan’s article Lachs challenges are the fundamental moral wrong view and the subjectiveness of suffering.
being in children and adolescents: an application of the self-determination theory. Journal of Social and Clinical Psychology, 24(2), 280-292.
To help students to feel capable, connected and contributing (or the three C’s) Linda Albert asks us to make five fundamental changes to our classrooms, or what she calls “Paradigm Shifts in Cooperative Discipline” (see figure 2). Firstly, we need to move away from a “hands-on” or “hands-clenched” approach to discipline, which is an authoritarian style of classroom discipline, to a “hands-joined” or democratic style of classroom management. Secondly, we need to recognize that student behavior is a choice, and not caused by some outside force, though these forces may influence student behavior it is ultimately the student’s decision on how they will act in your classroom. Thirdly, she asks us to abandon our long list of classroom rules and replace it with a concise code of conduct; shifting the classroom atmosph...
I believe that teaching and learning is both a science and an art, which requires the implementation of already determined rules. I see learning as the result of internal forces within the person student. I know that children differ in the way they learn and grow but I also know that all children can learn. Students’ increased understanding of their own experience is a legitimate form of knowledge. I will present my students with opportunities to develop the ability to meet personal knowledge.
A positive mood in the classroom increases the students self-efficacy. I stand at the doorway and greet each child as he or she enters the classroom. A simple, “Hello, how are you?” is often enough to put a smile on the face of most students. Choice is also a very important motivator in increasing the self efficacy of a student (Brozo & Flint, 2008). I allow the students to demonstrate choice in several ways. I give each student several appropriate leveled books to select from. The student chooses from a “menu” of interesting and engaging group activities to demonstrate mastery. I need to change the students’ thinking from “I can’t” to “I can.” One strategy is to increase the chances that a student will have a successful academic experience. The student should be assigned short attainable tasks that are moderately challenging. The assignment should not be so easy that the student is insulted or so hard that he gives up. Once the student demonstrates mastery and realizes that he can be successful, I gr...
According to Maria Montessori, 'In the special environment prepared?in our schools, the children themselves found a sentence that expresses their inner need, 'Help me to help myself.' ? (Standing, 1957). The ?prepared environment?, according to Montessori, consists of clean, bright, multi-sensory stimulating materials that are engaging for the child and that are placed in at their level so they can be accessed freely. There is a concentration on ?discovery moments?, defined as when a child learns new information through personal exploration (Fisher, 1964), in reading, math, social skills, and other subjects. The guided discovery approach means careful planning and direction for the child and that adults must know the purpose and meaning of each activity the child chooses in the classroom. Montessori teachers attempt to instill an internal drive into the children using this child-centered approach to teaching. An example of this is the use of mats or rugs in the classroom. Each child has a mat or rug to spread their materials out on. Every other child is respectful of this child?s space and he/she, in turn, is respectful of others. The result of this approach is a classroom full of self-monitoring students.
The teacher does not tell the students what to learn, and instead uses strategies that encourage the students to use their own learning process. This supports constructivists view of self-regulated learning. Authoritative teachers also create a warm and welcoming environment which furthermore can create a caring community of learners, where students feel safe to learn and
A constructive teacher realizes students should participate in creating classroom rules because they will be more willing to follow them. This also means that by “encouraging children to make classroom rules, the teacher minimizes unnecessary external control and promotes the development of children’s moral and intellectual autonomy” (DeVries & Zan, 2003, p. 67). I consider myself an autonomy-supportive teacher because I believe in involving “students in the process of learning by giving them choices” (Brophy, 1998, p. 130). This supports the idea of intrinsic motivation which is to get students excited about learning by giving them freedom to choose how they will complete an assignment. For example, when it comes to students giving a report on an assigned book, they will be given the choice of how they would like to share what they learned and choice of working alone or with other classmates. The method used to share what they learned could be a book report or a video that allows the student to be creative. The goal is for students to have the freedom to choose in a safe environment they help to create.
One contributing factor towards student success is student motivation. Motivation is reading unassigned books out of class that relate to the class subject matter, just to expand his or her knowledge. The need or want type of actions a persons’ mentality is, to reach a personal goal or objective of some sort. People’s motivational purpose in school can range from, higher earning potential, more job stability, greater benefits, and even just to gain more knowledge. In a YouTube video entitled “The Surprising Truth about What Motivates Us” by Dan Pink, he suggests that three elements: purpose, mastery, and autonomy play a part towards true motivation. Autonomy is ones self-drive, while
Students should be given the opportunity to direct their learning in a supportive environment by not only regulating their performance but also selecting individual learning goals as the first thing. Regardless of the fact that self-managed learning’s are highly used in higher education, there is little direct evident to the strategies that enhance their efficiency as well as the factors that influence the engagement of students in self-management. When indoctrinating self-managed learning in higher education, teachers should always keep in mind that the starting point is definitely the student and thus respect should be given to his/her interests and visions of learning. In this, the teacher perceives the student and his/her world as a resource to be leveraged for classroom learning and teaching. One of the main characteristics of self-managed learning is that students usually take significant responsibility for personal learning beyond and above reacting to instruction. This implies that their teacher have an important role in assisting them acquire the necessary skills for self-managed learning. To do this, they have to clearly understand the perception of self-managed
We need to continuously assess and evaluate our students so we can set appropriate goals for each student and individual instructions. Each child learns different, so as a teacher we need to have different styles of teaching for positive reinforcement.
Inquiry is an interactive way of learning. Students are actively engaged in their studies. Inquiry involves student-centered activities focusing on questioning, exploring, and posing explanations. The goal of inquiry is to introduce a new way of learning where students can learn about the world around them through active engagement in real-life examples. Inquiry based learning can be incorporated into all academic subjects throughout the curriculum. Science could possibly be the most effective subject to incorporate inquiry.
... Using hands on activities and not using straight lecture help children learn better. Inquiry gives them experiences that can help them retain the knowledge that their teacher is trying to give them.