Content Review 3303
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WK2Assgn1AbronY3303.docxContent Review 1
Content Review
Motivating and Guiding School-Age Children and Adolescents (EDUC - 3303 - 1)
Instructor(s): Robin Sachs
Yvonne Abron
Walden University
September 10, 2017
1. Choose at least two aspects of culture (e.g. religion, socioeconomic status, geography, race/ethnicity, etc.) and explain how growing up within this culture might affect how a child or adolescent expresses motivation in school. For each aspect of culture, provide at least two specific examples of its potential effect on motivation.
Race/Ethnic culture can be one of the most challenging of the culture. Growing up in today’s society children are getting bullied and physically assaulted due to the color of their skin. The children are sometimes being judged by the teacher. Assuming if the child is not from America they can’t speak English at an acceptable standard. Every child no matter what ethnic background deserves to be treated the same and given the same education. That’s why as professionals we should build a relationship with the child to see where they stand and Race/Ethnic decent shouldn’t dictate that. A child can be withdrawn from feeling different. Or not interact with the other children. Lack of motivation may cause the child to be isolated or not participate in class activity. For example, because racial and ethnic stereotypes are pervasive in our culture, it is not surprising that URM students` awareness of these stereotypes plays a role in shaping their identity, which can in turn influence the extent to which they value STEM disciplines and careers (Aronson & McGlone,2009; Hudley & Graham,2001; Sinclair, Hardin & Lowery,2006) Another example, The positive influence of Race/Ethnic diversity for educational success is observed as early as elementary school, and this work early in the life course highlights diversity benefits for both children’s academic performance and their socioemotional well-being (Benner & Crosnoe, 2011) ( Borman & Eitle, 2004).
Locale is a major cultural element. Were you grow up can make a child feel less fortune. It can also cause the child to be less motivated in class feeling as thou there from poverty and that’s where they will probably remain. The child may lack motivation to participate because they haven’t been taught that gaining an education con not only help you, but your family as well. Kids are often bullied for cultural differences as well. The Locale can also place the child in a school district were they don’t receive the same education as a child living in the Suburb vs. The Lower Housing. For example, found that children whose families were lifted out of poverty when a gambling casino opened on an Indian reservation showed improvement in both psychiatric symptoms and conduct problems, (Huston et al. 2003). Another example, Mazano and Kendall (1996) tell us that most children from poverty come to the classroom with about half of the vocabulary of their learning” (pg.17).
2. In Chapter 2 of your course text, Donna Tileston describes the construct developed by Robert Marzano to map the mental processes involved in motivation. Define and describe the self-system and the metacognitive system as conceptualized by Marzano. What roles do each play in motivation? What is the relationship between the two? Explain.
The Self-system often referred to as the “Do I want to?” system. This system allows us to determine what we will put into the learning process. Will we be excited and Enthusiastic about what we are about to learn. The more joy you get out of learning the more you will. Take pride in receiving the information and putting the information into further use. Meta Cognitive system on the other hand is the “How will I?” The Self-system has sent a signal letting the Meta cognitive system its ready and excited to learn. It`s the part of the system that helps us form a plan and the order in which we need to follow in which to achieve the goals or task at hand. The two play off each other one getting the ball rolling the other formulating a plan to get the child there, to accomplish his/her goal.
When learning the task at hand passes through the Self-system. If the task has a possibility of being completed then you will see the motivation in the child to want to participate. If the task has low probability it will result in low or lack thereof motivation (Harter, 1980; Markus, Ruvulo, 1990). Which leads us to the metacognition referring to the ability to reflect on one’s performance. The two go hand in hand with each other. You need to be able to implicate these two systems to be able to complete assignments and accomplish things in life.
3. What is the cognitive system, and how can knowledge of how the cognitive system works be used to motivate children and adolescents? Provide at least one specific example.
The Cognitive system is the information processing system. It`s hardest job is assessing emotional and social situations. “Processing them then trying to keep the emotions under control and the need for social belonging in perspective” (Given, 2017). This system also preforms the work of knowing, understanding, planning, deciding, problem solving, analyzing, synthesizing, assessing and judging as they are fully integrated with perceiving and acting.
By teachers knowing that human behavior is influenced by the way people think about themselves and their environment we can implicate in certain leaning technical that can direct their path of learning. At an early age children begin to pick up on things very quickly. For example, a young child can, with no loss of enthusiasm, sing the same song, tell the same story, and play the same game over and over and why they repeatedly open and shut doors to rooms and cupboards with no seeming purpose. It also explains why older children take great delight in collecting and organizing almost everything they can get their hands on and why adolescent who have begun to attain formal operational thinking will argue incessantly about all the unfairness in the world and how it can be eliminated (Stipek, 1993).
Reference:
Bergin, D. A. (1999). Influences on classroom interest. Educational Psychologist, 34(2), 87–98. Retrieved from the Academic Search Complete database.
Duerden, M. D., & Witt, P. A. (2010). An ecological systems theory perspective on youth programming. Journal of Park & Recreation Administration, 28(2), 108–120. Retrieved from the Academic Search Complete database
Given, B. (2017) Teaching to the Brains Natural Learning Systems
Thompson, G. (2008). Beneath the apathy. Educational Leadership, 65(6), 50–54. Retrieved from the Academic Search Complete database.
