Motivation Scenario:
You have a friend, Emily Weller, who is teaching this year for the first time at a local elementary school, and she has not had a motivation class.
She tells you her concerns about one of her fourth grade students, Drew. Although Drew has a C+ in Emily’s science class, she feels that he is capable of learning much more and could be an A student. Yet Emily believes that Drew is unmotivated to put forth much effort. For instance, Drew often complains to other students that the class is too much work, and who cares about this science stuff anyway? In addition, after a recent test in which Drew received a D, Emily overheard Drew talking to another student. Emily was dismayed to hear Drew say, “Why bother studying? You get it or you don’t. And I don’t. So studying is not going to change anything.”
From the “Scenarios” document, choose one scenario and respond to the questions that relate to the scenario you selected.
Write a 250-500-word essay on Motivation Response to the scenario that you chose. Be sure to identify the relevant theories and explain how you arrived at your conclusions.
1. Considering the motivation theories, explain Drew’s lack of motivation.
2. In light of the behaviorist and/or social cognitive theories, identify three strategies Emily could employ to develop Caitlin’s motivation.
3. Explain how Emily implements one of your suggestions and how Drew responds to Emily’s support.
Rubric guidelines:
Insightful explanation of the lack of motivation in the students’ behaviors is intuitively linked to specific motivation theories.
Behaviorist and/or social cognitive theories strategies’ impact the student’s motivation is novel.
Implementation of strategy is given in thorough detail with logical steps or procedures. Student’s response to strategy is realistic and insightful.
Maslow’s hierarchy of needs, achievement motivation, intrinsic, and extrinsic motivation is comprehensively and intricately woven throughout the essay. OR Attributions, entity versus incremental views of ability, and task-involved versus ego-involved learners is comprehensively and intricately woven throughout the essay.
Thesis and/or main claim are comprehensive; contained within the thesis is the essence of the paper. Thesis statement makes the purpose of the paper clear.
There is a sophisticated construction of paragraphs and transitions. Ideas progress and relate to each other. Paragraph and transition construction guide the reader. Paragraph structure is seamless.
Writer is clearly in command of standard, written, academic English
All format elements are correct.
In-text citations and a reference page are complete. The documentation of cited sources is free of error.