We all heard the saying,
"you learn something new every day." Pink (2010) provided a motivational
drive survey that measured whether the participant was extrinsically or
intrinsically motivated. To my surprise, I learned that I am extrinsically
motivated. I have always thought of myself as being an intrinsically motivated
person. Guillen (2020) illustrated examples of extrinsic motivators such as financial security, independence, acceptance, and having a feeling of belonging (p.15). I am perplexed at my finding that to confirm the
measure from the drive survey; the table also shows that I am mostly
extrinsically motivated. However, I did find examples that prove my initial
belief that I am intrinsically motivated. I agree that when the revenue is not
attached to purposeful goals, there is poor performance (RSA animate: Drive: The
surprising truth about what motivates us, 2010). It makes me think about fast
food chains, Chick-Fil-A versus Mcdonald's. In my experience, I always wait
longer at many Mcdonald's restaurants, the customer service is not pleasurable,
and I am normally missing items. When visiting most Chick-Fil-A restaurants,
the service is typically the opposite of McDonald's. I wonder if Chick-fil-A
set goals for their business that if they
make customers happy, then they will increase their business and profit.
The
classical conditioning experiment by Pavlov makes me think about when I start
new interventions in the classroom. For example, when using Class Dojo as a
reinforcer, the students were not used to the specific sound associated with
rewarded points. Now that students are familiar with the sound, when they hear
the sound, most students respond to the sound by doing what they are supposed
to do in the classroom or the hallway. I also have found that when I pick up my
phone, and the students see that I am about to find someone to give points to,
they will change their behavior to the desired behavior. I found it interesting
how often a stimulus can change. Last week, I started using tickets as a
reinforcer to reward the desired behavior. At first, students did not respond
to the tickets. They wondered what it was for, then I rewarded points to students
who received tickets, now, students look for tickets in my hand, and when they
see others receive a ticket, they receive a ticket. Slavin (2014) mentioned
that when you set a rule and allow students to break the rule, the rule will
become extinct (p.112). I have been guilty of doing this in my class—especially
the rule about blurting out answers. I set a personal goal that I started this
week to be consistent with the rule and praise others for raising their hands
and waiting for me to call on them.
The
Bobo Doll Experiment by Bandura is something that was familiar to me. Still, I
am glad that I could see the experiment results and explanation on the video as
a refresher. Learning from observing, remembering, and copying others is
referred to as social or observational learning (Bandura and Social Learning
Theory, 2013). I made a connection to a behavior intervention found on the
Intervention Express website called Sit
and Watch. Students have to sit
and watch other students who are engaged in the desired behavior for 1 to 3
minutes; then, the student will return to work and engage in the desired
behavior. The teacher will instruct the student on classroom expectations so
that the student is clear on what is required.
References
Bandura and Social Learning Theory. (2013, August 30). YouTube. https://www.youtube.com/watch?v=NjTxQy_U3ac&t=37s
Behavior. (n.d.). Intervention Express. https://www.interventionexpress.com/behavior.html
Guillen, M. (2020). Motivation in organisations: Searching for a meaningful work-life balance. Routledge.
Pink, D. H. (2010). Drive: The
surprising truth about what motivates us. Penguin Publishing Group.
RSA animate: Drive: The surprising truth
about what motivates us. (2010, April 1). YouTube. https://youtu.be/u6XAPnuFjJc
Slavin, R. E.
(2014). Educational psychology: Theory and practice. Pearson College Division.
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