School routines usually consist of them stepping in when they notice change in a child behavior at school, which is a common thing at a high school or any grade level school. They usually deal with students who are having problems with the pressure being put on them by their parents, teachers, and coaches and often even their peers. Needless to say this could appear to be to much for a child to handle all by themselves. Social workers work to make the environment they are in , whether it being school or home a safer place for them to be in. People in this field focus on helping students deal with the problems and pressures that they may face every second of the day, both at home and in school.
In subsequent developments, contemporary theories of motivation (including above Self Determination Theory) try to contribute in a different previous approaches. As part of six mini theories of SDT, basic assumption of the Cognitive Evaluation Theory have proposition which is different with Maslow’s theory that lower-order need theory need to be fulfilled firstly, than higher order needs. In CET, it is simply saying that people are interested in, and enjoy, what they are doing. In social psychological term, people are said that they have intrinsic motivation when they do an activity for its own sake, rather than for any extrinsic reward (Deci, 1975). For example, if people play games, draw painting, solve puzzles for no obvious external reason,
They are often compelled to think, feel and behave differently. In contrast, the autonomous and controlled motivation can drive to demotivation which means absence of motivation. Deci and Ryan (2008), introduced the theoretical assumptions of intrinsic motivation based on the studies made by Bowlby in 1969, White in 1975, and DeCharms in 1984. The writers state that, to feel intrinsic motivated, he/she should be provided with autonomy, competence and sense of belonging as well as autonomy, competence, and sense of belonging are the main psychological needs for the orientation of development of self-determined motivation. Above given three needs are universal and they are found in people from different cultures.
It also helps to measure the teachers teaching as both are actively involved in the process. Assessment can be summative or formative. Formative assessment starts from gauging the prior knowledge of the learner to the mid plenary and the differentiated task done by the students. Group and pair discussions, Self and peer marking done by the students, a detailed analysis of the students work or a simple answer given by the learner during the lesson. Taking learner feedback helps teachers to identify individual or group needs of learning.
If they are paid for better grades, they will do their best to do better in school like organizing their time and responsibilities well, knowing their priorities, and interacting with their teachers more. When money motivates the students to study harder, they would acquire higher grades. The higher grades and the more achievements they garner, the more they are motivated to do even better, knowing that working hard, disciplining oneself, and making good choices does have its rewards. There is actually a psychological phenomenon called Operant Conditioning which tackles on how to strengthen a behavior by reinforcement. It was originally a study about animal behavior and now, it is applied to human beings according to their natural instincts (Macapagal & Teh, General Psychology, 2008, pp.
Teachers who use effective leadership skills, foster, develop and maintain relationships within diverse prison settings, and establish and accomplish effective goals with their students. Adults are self- direct learners who assess their needs and apply appropriate methods to learn to identify concepts that they can use for effective goal setting. They also create a positive vision for themselves and their future in order to set and reach obtainable goals. Motivation Motivation is an area of student learning theory. Motivation takes into consideration both personal, socio-culture, and contextual factors.
A common question is asked by students, “Do I have to go to school?” while their parents are dragging them out of bed. Students should be able to earn money for the grades that they receive. This will make schools more challenging, and kids will want to go school more and more. Students will enjoy the challenge of getting money and will work harder to receive it. Paying students for grades can lead to extra motivation to exceed expectations.
Whose fault is it if a student is failing a few classes in school; the parent, the teacher, or the student? Students themselves are at fault for failing classes in school. It is one thing if you are struggling as a student at a young age, but as you progress in school, the responsibility becomes your own. Students are at fault for failing school because it is the student’s responsibility for them completing the work and the skills that are being taught, it is not your parent’s job to do your work for you, and if your teacher is doing a bad job teaching then it is up to you to get extra help. Do you go home to your parents screaming at you for a bad grade?
To achieve good grades in high school a person must be disciplined in their study habits. Once a person reaches high school these habits must be ingrained into the personality of the young person so that they are second nature or it is to late. Study skills help students to face their exams or tests. Some students study at the last moment. Some study daily little.
Students become self-reflected learners; they take responsibility for their own learning. The key to assessment as learning enables students to develop the capacity to monitor their own work in progress which the teachers support through encouragement and monitoring. ( Dear Hammond, L. (2012) Based on curriculum expectations and the achievement charts, the students are taught to use rubrics, samples and models as a good practice. In addition, formative assessment is a procedure utilized by instructors and students amid guideline that gives unequivocal input to alter progressing educating and figuring out how to enhance students ' accomplishment of planned instructional outcomes. Formative evaluation is a technique for persistently assessing students ' scholastic needs and advancement inside the classroom and goes before nearby benchmark appraisals and state-commanded summative assessments.