Assignment: Theory Into Practice

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Assignment: Theory Into Practice

Assignment: Theory Into Practice

Motivating and Guiding School-Age Children and Adolescents (EDUC - 3303 - 1)

Instructor(s): Robin Sachs

Yvonne Abron

Walden University

September 3, 2017

I choose Self-Worth Theory and Self-Determination Theory for this assignment. Self-worth Theory is the self-acceptance with in you for example the metaphor "knowing your self-worth" (Tileston, 2010). This may also impact a person’s self-esteem. Allowing a person not to see the beauty within themselves. A child suffering from obesity my not have self-acceptance they may feel like they don’t fit in with society they my put down on themselves. Sometimes causing isolation and more over eating as a coping device. When dealing with self-worth a person may feel that they are always in completion to do as well or even better than others. Whether it be excelling in school or on the job. Having a need to always fit in or do better than everyone around them. Some adolescents suffer from depression causing them to have low self-worth. For example a child dealing with their parents getting divorced this may cause the child to have low self-worth not knowing how to deal with the situation or feeling it’s their fault.

The Self-Determination Theory deals more with motivation Intrinsic and Extrinsic. Whether it be the joy of learning or the incentive which will be earned the adolescent would still have to have self-determination to achieve the goal or complete the task. The theory has three key components competence, connectedness, and autonomy they are believed to be innate and universal. Intrinsic motivation plays a very important role with this theory. The three key components help you gain task and learn skills. Experience a sense of attachment and belonging around others "fitting in". And a need to control your own destiny. A person with self-determination will know the path of life they want to travel and the path in which to achieve their goals. For example you start Pre-k with the goal of one day receiving a diploma.

In a group setting I would place my students in a circle. I would use different exercises to see where they stand with the self- worth theory. Exercises that will test to see how they value themselves and were they think they stand in today’s society. Assuring them that the only acceptance needed is from within yourself. I would give them all a hand mirror and tell them to look and tell yourself I am beautiful and I am somebody. Am worthy to be loved, admired, and thought about in the most uplifting way. Building up self-esteem will help them have more confidence and self- worth. A child needs to know we are all different and what skills you posse the next person may not have (Tileston, 2010). Also the group would be required to journal allowing them to express how they feel and share a passage with the group so we can all grow together and be there for each other. To have acceptance from the other students. Also by showing the students set goals short and long term and push yourself to achieve them building your self- worth.

In a classroom setting self-determination theory can be implemented as a great learning tool to motivate the students. Tileston (2010) stated, “That educators should recognize and understand the cultural backgrounds and cultural expectations of students and their family”. I would guide my students and show them that it is a joy in learning and everything does not require a reward. It should be a joy in getting an assignment completing it and getting a good grade. Not give me money if I make an “A”. It should be a joy in taking your school work home to your parents and hearing am proud of u. I would implement during question and answer time the students show moral support and tell each good job or try again or can we give u a hint. Motivate and encourage the students to learn and get a joy of having a positive support system right or wrong. Self -determination dictates the motivation to learn and the will power to accomplish your goals in life.

References:

Tileston, D. W. (2010). What every teacher should know about student motivation (2nd ed.). Thousand Oaks, CA: Corwin