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Career plans as a teacher
Future ambition to become a teacher
The strengths and weaknesses of professional development
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The book Drive was able to make me realize when looking at my future career I need to ask myself, “What will make me happy for the rest of my life?” and not “What will make me rich?” Daniel Pink the author of Drive makes a solid, science built point regarding motivation 3.0 in his book. For the 21st century we are in need of more people that allow themselves to have autonomy, purpose and mastery in their life. To become successful and achieve happiness in their careers. Able to look at my future career as a specialist instructor/teacher in a different point of view. After reading every chapter I was able to see how I can apply some of these methods to achieve my goals and also be happy in my career. Most of us look at our future and think we …show more content…
The autonomy in my career would be to be allowed to teach children to think outside of the box and not be subject to a certain structure of teaching. There will be some challenges depending on the school’s district policy and the principal of the course. Each school district and principal have policies on the required curriculum and at what pace the students need to move on. But, there are some occasions where they give us the requirements that have to be met with a time frame. At the same time give us the freedom to teach it in our own way. Although I have mixed emotions about Pink’s theory about autonomy I do agree “We should focus on what people get done, not how many hours or days worked” (99). What Pink is trying to say is we need to focus on the end results instead of punching in and out on a time clock. In many, but not all career autonomy can work to increase productivity, but each career field has a limit on the extent of autonomy that can be given. In my career path autonomy to the fullest extended will not benefit because the children only go to school during specific hours in a day. Where autonomy can come into play is during instructional time. Giving me the freedom to teach them and not have to follow a textbook page by page can increase the probability of a child getting as much as possible from the lesson. Each child learns differently and there are no two minds that learn or think the …show more content…
I’ll be doing the same thing year after year, but the repetition will make me find the best flow that works for me. This will teach me to master my skills and become better each year with each child. Acknowledging Pink’s theory of mastery, when someone is doing what they love even on the days they don’t feel like doing it (123). In other words, when someone loves what they do and they still have no regrets. Waking up every morning wanting to do the best in their field even on the occasional Monday blues. It reminds me of the real reason why I choose my career for the satisfaction of helping others. When we do something that we enjoy every day I think we don’t even noticed we have mastered it because we are so busy enjoy every minute. I wanted to make sure whatever I choose for my career, I was ready to do it for the rest of my life. To love what I do and I truly believe being a teacher will give me that. Knowing I will master my job not because I will focus on mastering it, but because when I figure out I had mastered it I wouldn’t have even notice
...ssional growth.” (Cunningham, 2009). If the research is showing us that students are more motivated and learn best in environments that are rich in autonomy, mastery, and purpose, then I, as a school principal, will need to be an advocate for that to happen in my school. Students who are offered a chance to connect with others in self-directed, meaningful, and rigorous activities are going to be more motivated to be here to learn. Teachers who provide students with this type of learning environment will be more happier and more satisfied, as well. Why? Because it works.
Upgrading from motivation 2.0, the incentive motivator, to motivation 3.0 is very important if professors want what’s best for their students as Pink explains “Motivation 2.0 assumed that if people had freedom, they would shirk—and that autonomy was a way to bypass accountability. Motivation 3.0 begins with a different assumption. It presumes that people want to be accountable—and that making sure they have control over their task, their time, their technique, and their team is the most effective pathway to that destination.” (105)
La Guardia (2009) found “autonomy literally means “self-rule” and refers to actions that are self-initiated and regulated” (p. 92). Autonomy in the workplace provides a greater sense of satisfaction coupled with greater responsibility. Not all employees want to take on the added responsibility for the benefit of freedom. The goal of autonomy is a dream of all children under eighteen years of age, which do not want a boss controlling their lives any longer. Autonomy is an ongoing need in the workplace and in life.
Autonomy is our ability to be self-directed, independent and free from outside control. Independence contributes to the sense of competence and successful working relationships with others. Daniel Pink’s book Drive explores the topic of autonomy and how this concept relates to human motivation through illustrating examples from his own and others experiences and others. Through student’s scholastic endeavors, students receive a blend of autonomous and non-autonomous classes with teachers offering some freedoms or classes with strict guidelines. While in middle school students go from class to class each having their own rules and requirements, in high school they can choose between a few classes usually electives but other than that it still
I do not deny what Daniel Pink says in Drive about Motivation 3.0. Pink explains how we all have different drives and motives to succeed in whatever it is we want to. He claims that carrots and sticks don’t work as well as they once had. Something has gone wrong in the way we operate our system. I celebrate the fact that we have the innate psychological need for autonomy, mastery, and purpose, witch leads to Motivation 3.0. Pinks theory of Motivation 3.0 is extremely useful because it sheds light on the difficult problem of the way we control many thing in the 21st century. Knowing what I know now will help me make a difference in the way Motivation 3.0 factors into my academic future such as being able receive an assignment and take full control of it .
Radovan, M. (2010). NEW PARADIGMS IN MOTIVATIONAL RESEARCH. International Journal Of Academic Manthey, G. (2012). An easy response to 'Why do I have to learn this?'. Leadership, 41(5), 15. Research, 2(2), 6-10.
This class has enlightened me to many topics that make up the subject of organizational behavior. However, there is one topic that has gained my attention, and that is Autonomy. Autonomy gained my attention because it is when management lessens its controls on the way employees complete their tasks, sometimes even allowing employees to do their jobs without any supervision at all. Autonomy is interesting to me because it is breaking the traditional mindset of micromanaging and that it was the only way to improve productivity.
One example of autonomy is when actions are controlled by the students themselves, rather than external forces like the teachers, another example is when tasks are selected and completed out of interest or self-regulated importance. As such, “autonomy support is defined as interpersonal actions directed toward nurturing another person's inner motivational resources through providing opportunities to experience autonomy” (Reeve & Jang). Autonomy support can be carried out in the classroom by different ways of support. Here its is divided into three main categories; organizational autonomy support, procedural autonomy support, and cognitive autonomy support (Stefanou et al 97). Organizational autonomy support is when a teacher allows students to have some decision-making roles in terms of classroom management issues (Verhoest et al).
...ble to handle the stress and struggles that can come with the job. I have never handled stress very well and the thought of being in charge of it scares me. Another concern I have is dealing with parents and what they want for their child’s education. I plan to do my best as a teacher but I fear that I will not be able to fill the needs of all the parents. I have several fears and concerns about how good of a teacher I will be once I actually start. I push most of these fears to the back of my mind and try to focus on all the exciting things that teaching can offer. I love the fact that children will be looking up to me but I fear that I might mess up in some way and not be a good role model. I am going to try to be the best role model possible but nobody is perfect. I am trying to stay focused on being able to educate children and prepare them for a better future.
“The greatest gifts you can give your children are the roots of responsibility and the wings of independence.” Denis Waitley This essay attempts to take the reader briefly through the meaning and historiography of the idea of autonomy. Subsequently, ideas and philosophies of two philosophers /educational innovators have been presented to reflect on how their views on autonomy have contributed to the foundation of the landscape of early childhood education. Further, a personal discourse has been given to elucidate the experience of autonomy in childhood and the essay concludes with an attempt to critically examine autonomy in relation to the contexts of a few other diverse childhoods. Autonomy means living by self made rules, or following one’s
As an education major at State College, I’ve decided to become a teacher for several reasons. As I progressed through elementary, middle, and high school, many of my teachers were great role models for me. This has inspired me to become a role model for someone in the near future. My love for science and math has also influenced my desire to teach and make a difference in a child’s life. I want to teach students the subjects that I love so much. I want the feeling that I helped a child accomplish or learn something they couldn’t understand. One of the main reasons I want to become an educator is because I feel education has really lost teachers who truly love teaching and those who truly love teaching and those who have the desire to make a difference. I feel I can really help make a difference in the education world and bring back the love to teach.
It’s funny how quickly time flies by it seems like just yesterday I was complaining about writing the first part of this assignment. Looking back at it now, the reasons why I want to become a teacher remain the same. I want to inspire, shape, encourage, and mentor my students. I want to make the kind of impact on each and every single one of them that they will carry on for the rest of their lives. Whether it be simply believing in them, and telling them that I know they are capable of accomplishing anything they want to, or helping them through a tough time. My desire to become a teacher has increased tremendously the past 16 weeks, and I am so eager and excited to finish my education to begin my teaching career.
The first main reason that I have chosen teaching as a profession is because I believe that it’s continuous rewards will help me to lead a happy and fulfilled life. For example, teaching young children is one of the few jobs in which you can give and receive hugs on a daily basis. Children have an innocence and a passion for knowledge that I find amazing and I do not feel complete unless I am around them. Teaching will help provide this fulfillment for me every day. Also, teaching is a job in which it is ok, and even encouraged, to laugh each and every day. I feel that this is important for a person’s well-being and I think that it helps to keep people young and alive. I feel that in many other professions the day-to-day routine would become monotonous and boring, and I do not think that I would live a truly happy and fulfilled life unless I could be around children. I feel that a classroom provides many unique and dynamic opportunities every single day and I find that very appealing. Also, I am a very relationship-oriented person and I feel that I will enjoy building unique relationships with each child. I plan on knowing every child as thoroughly as possible because I feel that this will help me to be better at my job.
Reeve, J. & Jang, H. (2006). Teachers as facilitators: What autonomy-supportive teachers do and why their students benefit. Elementary School Journal, 106, 225-236.
The next theory is expectancy theory of motivation: expectancy theory of motivation suggest that we think about our future. We create different expectations about what is going to happen next, and we always want a positive outcome. We believe that we have the ability to get the best. This motivate us to work hard in order to achieve the goal towards we work. This theory of motivation is the best tool for students because if we hope then only we can work. If we use expectancy theory to motivate our students then we can aspect that each student have their own goal and positive expectation to achieve good