QTC Post #3 MOTIVATION

Sociocultural Theories are those that include mainly two ideas that combine to facilitate the learning of a student.  The first part of this theory is cultural. This is a beginning or foundation of rules and regulations for students to learn early on in their lives. Once learned, children can develop these concepts as innate skills and intrinsic motivators. The second part of this theory is social.  This is, in short, a continuance of learning and experiencing new ideas and people. One must become adaptive to situations and surroundings in order to live in a social environment. This is more of an extrinsic motivator in the sense that students are aware of how they fit in to their environment, and they have a great yearning to fit in, be liked and/or be comfortable in these surroundings. With a foundation of intrinsic cultural motivators, and adaptations to their environment causing extrinsic motivators, students can move through challenges to reach their goals.

There is a negative to this theory; students may look at their social standings too much and disregard all school work. Work may be seen as uncool and students may even be pressured or bullied into not completing work.  However, I see this theory as being able to work both ways in this situation.  In some cases, if you win over a well-loved student, he or she can help sway the whole class to do better.  It is also the job of the teacher to facilitate this kind of environment. For example, in my classroom I provide a safe, “everyone is equal” environment. I do not allow bullying and in no way should any statement or question be put down or made fun of by other students or the teacher.  With each answer, I applaud for correctness and I encourage students with the wrong answer. I show each and every student that I care about him or her as an individual with their own interests and thoughts.  I try to set an example and portray proper respect and behavior in the classroom for students to see the model and act like it.  I include the students who try to not be included, especially if they are not involved because they feel as though they are not liked or do not belong. I am showing interest in my students who have had disciplinary issues and absentee problems. This shows them that I care about them, I am forgiving, and I only want to see them succeed. This also shows other students that I always want to help everyone- therefore if they do not have many issues, but possibly have one that they are ashamed or embarrassed about, they will come to me without hesitation because I am unbiased. These social factors and models will build upon the extrinsic motivator of possibly not wanting to disappoint their teacher because she has been so caring and interested in their well-being.  This behavior will also extrinsically motivate the students with a safe, nonjudgmental learning environment. They will feel more comfortable and less pressure if everyone is treated equally and focusing on learning. Hopefully, as they see the teacher model proper behavior and respect for a classroom, they will respect him or her and be intrinsically motivated to be a better person and conform to the modeling of the teacher because they feel it is right.