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Benefits of a good education to children
Positive and negative impact on education
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Introduction
According to Seyfarth (2008) “all of the actions of a human being originate from inner motivation” (p. 81). Therefore, it is imperative for principals to know the relationship between the induction programs, the motivation of personnel, and the creation of a productive work environment to engender teachers to work productively and feel proud of their positions.
Induction
Moreover, the purpose of induction programs is to provide an effective support for beginning teachers and occasionally more experienced teachers as well (Kutsyuruba & Walker, 2015). Induction programs enable principals to offer support in numerous areas. For instance, sometimes teachers may find themselves not knowing what to do when students do not turn in their assignments or behave improperly. In this case principals may adopt mentor teachers to assist new teachers to achieve their desired goal. Additionally, induction programs have been proven effective in diminishing attrition among first-year teachers because of the support they received (Zeb, Jamal, & Ali, 2015). In brief, induction programs not only equip teachers with what they need for class room successes, but correspondingly keep them motivated as well.
Furthermore, motivation of personnel is another subject that is extremely relevant to
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To keep teachers motivated, school administrators should offer applicable induction programs to empower new teachers, especially during their first year of work. Thru the creation of a productive work environment, teachers feel at ease showing what they can do by contributing their opinions and ideas. Consequently, this makes them more interested and motivated about their job. In brief, the connection between motivation of personnel, teacher induction, and creating a productive work environment brings positive benefits to each
A robust induction process is imperative to enable the tutor to understand what has motivated the learner to attend the programme, what they expect to achieve while in learning and to create an Individual Learning Plan. An induction allows a contracting process to occur between the tutor and learner, whereby the tutor is able to set out the rules and expectations of the learner while on programme, and the learner is able to understand what their own responsibiliti...
This paper explores the factors involved in success in the teaching field regardless of the environment. The information is based on the interview of current teacher Jane Satrom and her experience with a variety of adversities as a long time educator such as attending professional learning community (PLC) and department planning period (DPP) meetings. Her responses to various questions are compared to written advice for success in the college textbook Peak Performance: Success in College and Beyond in order to verify which skills and strategies are necessary in order to succeed. Major themes discussed are self-control, motivation, time management, and goal setting as used to succeed in the classroom. There are varying perspectives in the definition
Teachers are able to set clear goals for learning and relate that learning to the needs of the students therefore motivating the intrinsic learner. While teachers should predominately use intrinsic motivators in their classrooms extrinsic motivators do have their place in motivating the extrinsically orientated student. Extrinsic motivators though should be used with caution as students will only ...
I spent my volunteer experience with Dr. Geis’ special needs classroom at County Elementary School; and throughout my participation, the most defining observation was that of the teachers and staff members. Naturally, some employees are better than others at fulfilling tasks. However, as time passed, I noticed that certain employees had difficulty starting each day fresh, free of the pressure and tension that may have accumulated from the previous day. I only volunteered a couple of times a week so my ability to wipe the slate clean was easier. Nevertheless, I can understand how taxing and repetitive the process can be for the full length of a school year. According to the National Commission on Teaching about, “one-third of all new teachers leave after three years, and 46 percent are gone within five years” (Kopkowski). The relatively high attrition rate of teachers is known as teacher burnout. Teacher burnout can be attributed to both physical and emotional factors which may include, “classroom disruptions, inadequate salaries, oversized classes, overbearing parents, excessive paperwork, cutbacks in supplies or materials, threats, harassment, assaults, violence, or problems with co-workers or with administrators” (Campbell). The National Commission on Teaching estimates costs up to, “$7 billion a year, as districts and states recruit, hire, and try to retain new teachers” (Kopkowski). Teacher burnout is financially and socially affecting schools, communities, and society. The purpose of this paper is to identify factors that may lead to teacher burnout, acknowledge the effects of the issue, and provide solutions to better manage the stress of teaching.
Keller, John M. (2006). What Are the Elements of Learner Motivation? Retrieved July 4, 2011
Robinsons says that, “In fact, the real challenges for education will only be met by empowering passionate and creative teachers and by firing up the imaginations and motivations of the students.” (247). The reason why he says that is because most often having a teacher not take a lot of interest in what they are teaching or not having the inspiration in wanting to get students excited for learning. What he means by this is
All effective educators need to find ways to motivate their students. The kids that fill our classrooms have different strengths and weaknesses. It is critical that teachers recognize the strengths and weaknesses of their students so they can use the right classroom management strategies to motivate their kids. In this particular case, the student named Jodie is inattentive and uninterested and neither the teacher intern or classroom teacher have a clue how to handle this situation. Ms. Marcia Thomas, who is the young intern feels that Jodie is just a problem child that lacks motivation and there is nothing she can do for this particular student. Ms. Thomas and the lead teacher Ms. Egan both lack the needed classroom management strategies that are necessary to motivate and engage students in a positive learning environment.
Knowing the characteristics of an exceptional teacher, along with realizing the challenges that teachers face to become effective and respected are daily motivation for me. They inspire me to become a more educated and knowledgeable person, which will allow me to become the admirable, successful teacher I know I can be.
Robbins and Judge define motivation by means of three elements. The first element is defined as being the process that account for an individual’s intensity which is concerned with how hard a person tries. The second element is direction that benefits the organization and the third element is persistence which is a measure of how long a person can maintain effort. Motivation is also driven by certain situations that vary between individuals and within individuals, at different times. (Robbins & Judge, 2007, p.186) These elements should not only be expected from employees but from managers as well.
Motivation is key in the workplace. It is developed from the collaboration of both conscious and unconscious principles such as the strength of desire or need, motivating force or reward estimation of the objective, and desires of the person and of his or her peers/co-workers. These elements are the reasons one has for carrying on a specific way. An illustration is an understudy that invests additional energy contemplating for a test since he or she needs a superior review in the class. The Inside and outside principles that animate want and vitality in individuals to be constantly intrigued and centered around their work, part or subject, or to try to achieve an objective.
Motivation is the reason or purpose behind action, or what causes one to act in a particular manner. Motivation can either be intrinsic or extrinsic in nature, yet it rests solely within the power of the individual actor to be motivated (or not) by intrinsic and extrinsic motivators. Motivation is an extremely important topic of discussion in the larger discourse on leadership. It is important because it provides the basis for human action, or inaction. Leaders must be able to understand what motivates their followers in a hope to use that knowledge to guide them to behave in a certain way that is beneficial for the organization. To do so, it behooves leaders to understand the basic concepts and theories of motivation that abound.
As we know, children spend about thirteen years of their childhood (if they graduate) in school around their peers and teachers. Most children go home to busy households where parents do not spend quality time, such as; listening, and disciplining them like they need to. So when these children go into the school the next day, they need and adult to pat them on the back, listen to them, discipline them, and encourage them to keep on trying. Children need to be encouraged so they will try harder. I want to there to give them that extra push that they deserve because many teachers gave me that encouragement to me. These days encourageable, energetic, and determined teachers become evermore important in today’s busy society.
Theorists believe that motivation within the classroom has its benefits when able to produce work from students. Some students have the ability to work without much motivation. This is known as intrinsic motivation. Intrinsic motivation is where students are able to motivate themselves and produce work at high standard. The students have to be determined to strive and have the self-ability to do the work that is needed (Brewer, Dun, Olszewski, 1988). Students who need more praise and encouragement to produce work come under the category of extrinsic motivation. Extrinsic motivation is about rewarding the students for their work. If a student is able to get done what they have been asked, they will be rewarded with for example a sticker or a lucky dip. Extrinsic motivation for some students means the reward is...
The behavior of the teacher can be detrimental or beneficial to a child’s motivational process. A study conducted by Patrick, Hisley, and Kempler (2000) from Goucher College proved that teacher enthusiasm does affect student intrinsic motivation. In the analysis, the level of teacher eagerness was manipulated to observe the participant’s motivation and interest after a brief lecture. The changes in the address included tone of voice, hand gestures, and facial expressions. Participants that heard the more energetic l...
To a certain extent it can be said that without a sense of motivation, whether it be intrinsic or extrinsic, a child’s ability to learn and reach their potential is greatly lessened. Motivation is best described as an internal state that not only arouses and directs behaviour but also helps to maintain it (Woolfolk & Margetts, 2013). Motivation not only plays a large role in a child’s learning ability, it also shapes a student’s interests and enjoyment of school and study (Martin, 2003). For both pre-service teachers and expert teachers it is easy to see that if a student possesses high motivation to learn, their behaviour towards their school work is more positive and in turn leads to higher academic success, whereas a student with little to no motivation will exhibit negative behavi...