Developing a Motivational Plan Essay

Administrators must also take into consideration the persons whom the school will serve, including the students, parents, teachers, and community members. Each person who comes into regular contact with the school. Individuals each bring with them a separate sense of person, worth, and culture that is formed by membership in multiple communities consisting of work, school, religion, and social circles. It is within these communities that persons find a sense of belonging which perpetuates the order and cooperative function of schools. When persons lack a sense of belonging, they will resort to their own subculture, which may go against what the school culture is trying to promote.

“Certificates, not money, are a greater incentive for students…, according to a recent Vanderbilt University study”(Balakit 1). The study consisted of three groups of students, a control group that was not offered any incentives, a group that was offered $100, and a group that was offered a certificate of recognition. “The certificate was a significantly better motivator than the monetary reward, the research found” (1). However, after the first certificate of recognition received the second one might not have as great of an impact as the first certificate. The study also states that, “… a certificate of recognition might not have the same value and motivating power for a student who consistently

The concepts of motivation allowed me to understand each of my students on an individual level as well. Not all students are motivated the same way and learning new ways to motivate first graders that are not, “if you do this, you will get a prize” changed my classroom environment. I used strategies like goal-setting to get my students motivated to do well on their assignments. When they saw the growth they were making it was pushing them to do better. They didn’t need to get something in order to do well. The satisfaction in seeing their growth gave them motivation. I am hoping that by starting them out with this strategy young, stays with them as they move on to the upper grade levels.

I agree with the author Karen Barkslade, and Brenda Nelson on their views of children getting rewarded for getting good grades. Allowing children to receive awards is allowing them to be able to say the only way I will do something is if I get something in return. When that should never be the case. Children should not be rewarded for good grades because they stop striving for greatness, they will only do the work when they know a prize is involved, and never learn the true meaning of working for something.

Not everything in life needs to be rewarded or recognized, and it somewhat tarnishes the value of an accomplishment that is earned. If everyone gets one, the people who really did work hard and earn a token of achievement should feel a sense of well deserved pride and inflation. A compromise that would truly and fairly act as a solution for both parties it there should be more awards given out in general. Sports are the main source of childhood awards, and while some schools offer academic awards, the actuality is little in comparison. Sports should not be the only outlet of achievement recognition; if more awards are given for an improvement in or high quality performance of academic subjects such as math, science, social studies, english, foreign languages or even less scholastic areas such as art, music, enrichment, etc. children are more apt to quickly find their strong areas and can better excel in them. This action plan aids all viewpoints of both opposing sides. Trophies are still widely given and worthwhile, which they gain more meaning and value to the students or athletes earning them. Not every child will win an award every time they participate in something, but it is important to instead of dwelling on this occurrence but to instead learn from failure and how to deal with it later in life. A child is more likely to have a more broadened outlook on the world and venture out try new things and experiences if

Motivation can be defined as the desire or inspiration to carry out specific tasks or to do something. Motivation is required when goals are being set and more so in their execution. In a work setting, motivation can be defined as a process through which individuals choose between alternative forms of behavior with the aim of achieving personal objectives. The goals sought by individuals can be extrinsic or relatively tangible such as monetary rewards and promotion, or intrinsic or intangible such as self esteem or job satisfaction (Armstrong, 2006). In learning, the desire to attain good grades is what motivates a student to study hard everyday as they prepare for the exam. On the other hand, for a teacher to put his best foot forward, he

This type of motivation is influenced heavily by rewards and external incentives. It also implies the notion that “I have to do something” in order to be compliant with what someone else wants me to do. It is a motivation that is primarily influenced by the hope of attaining tangible items such as prizes, special privileges, or money. Although Drive implies the heavy use of Motivation 2.0 by the corporate world, Pink also draws attention to the fact that schools typically operate under this mode, as well, and that it can have detrimental effects on our students and on learning, in general. Motivation 2.0 is also referred to in the book as the “Carrots and Sticks Approach”, and although it may yield positive results in the short-term, the repeated or incorrect use of extrinsic rewards can actually work against what educators are trying to achieve in terms of truly motivating their students.

Participation awards encourage involvement by recognizing the hard work of everyone involved, which is why they shouldn’t be seen as pity awards that students don’t deserve. By rewarding participation, you applaud the effort and hard work of the deserving winners, but also the hundreds of other competitors who put forth their best effort. Unfortunately, parents like James Harrison don’t understand the purpose or benefit of participation awards, resulting in the stigma around them. James confiscated his son’s award saying that “these trophies will be given back until they EARN a trophy,” and “sometimes your best is not good enough,” but often, your best effort is enough. You’re not always going to be the best, even if you try your hardest, and

Offering incentives in return for student’s charitable acts is a great way to get everybody involved. However, when people hear about receiving awards in exchange for something that should be a selfless act, it becomes a controversial topic. One might think that it’s morally wrong for students to get anything in return for doing what should be a good deed, but on the other hand, how else will high schools be able to collect donations if most students don’t feel the need to help, especially if they don’t get anything in return? In my opinion, if a high school was running a canned food drive and they wanted to collect the most that they can, awarding to those who will actually participate will most definitely motivate a lot of students to donate and help with what they can.

The students who spend their days putting in the extra time to make themselves better whether it be on the field or in school, those students should be awarded. They have made a point in their lives to do things to their best ability in hope to improve themselves. That is something that should be rewarded for. If something of extra achievement is awarded to people who aren't showing the same devotion and are just moderately trying.This makes the achievement lesser. It could make the student who put in extra effort feel as thou it made no impression, and they could stop trying to be better. To be able to push yourself farther either academically or physically is an advantage as students grow up and I believe that they should know that they are better than

If a child only acts correctly when he or she is being awarded they aren't really learning anything and their bad behavior will follow them to adulthood. “Children who receive more material rewards grow up to be more, well, materialistic.” (Renzulli http://time.com/money/3733905/downside-treating-kids-for-good-behavior/) When parents overvalue their children they get a sense of entitlement and think that there are no consequences for their actions. “Children also get a false sense of entitlement by being overly praised for things, and rewarded for tasks that they should be doing as a matter of course. Theres nothing wrong with rewarding achievement and excellence but it becomes a problem when you reward mediocre efforts.” (Lehman https://www.empoweringparents.com/article/i-want-it-now-how-to-challenge-a-false-sense-of-entitlement-in-kids/) Overly rewarding your child only sets them up for failure in the real

Motivation is the “why” behind our behaviors. Behavior that is usually goal-oriented. The forces that lie beneath motivation can be biological, social, emotional or cognitive in nature. There are, indeed, a plethora of inducements that cause us to act the way we act and do the things we do. They include things like quenching our thirst, reading to gain knowledge, studying to ace an exam, surpassing quotas and meeting deadlines for a promotion, etc. According to Kendra Cherry’s article on “WHAT IS MOTIVATION”, there are three components of motivation: activation, persistence and intensity. Activation is the decision to initiate a behavior. Persistence is the continued effort toward a goal even though obstacles may exist. Intensity is the

Students want and need work that enables them to demonstrate and improve their sense of themselves as competent and successful human beings. This is the drive toward mastery. But success, while highly valued in our society, can be more or less motivational. People who are highly creative, for example, actually experience failure far more often than success. Biehler (p. 225) claims that studies show that when CAI used in conjunction with a teacher's lessons, is particularly beneficial for low-achieving and young students.

"Work" is a positive thing for many people. To some people, it may be described as a place to escape from the kids, or even a time consumption thing for a single or retired person, but most importantly it is what we do in order to provide for our families and ourselves. Work is something that we all will experience at one time or another during our lives.

helpful individual, and others viewed his work as being inconsistence and spotty at times. Rios is required to submit a formal performance evaluation on all of her workers, and Barlow’s performance appraisal was the most challenging yet she had to face. Lack of Motivation Barlow’s behavior at the TA can be simply defined as lack of motivation, and this can be further explained in depth by the use of expectancy theory. The expectancy model states, “People are motivated to work when they expect to achieve things they want from their jobs. A basic premise of the expectancy model is that employees are rational people. They think about what they have to do to be rewarded and how much the rewards mean to them before they perform their jobs.”