Encourgaement

INSTITUTO SCIFI





6TH GRADE




THESIS
“ENCOURAGEMENT AND MOTIVATION IN CHILDREN”


TEACHER: LAURA





BERENICE ANDRADE ROSAS
Índice
Que se trabaja
Definición de motivación
Quien fue la primer persona que identifico el problema, donde
Teorías
Tipos de motivacion
Ejemplos
Que se ah hecho al respecto Soluciones
A quien va dirigido especificamente
Objetivo
Tiposde motivación
Conclusión (introducción)
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The students who need encouragement the most are often the least likely to receive it. Timothy Evans


INTRODUCTION



Encouragement is to motivate a child if he has positive or negative self-steem, if it is negative we have to turn it to positive, and encourage him to be a good student. Encouragement isrecognizing, accepting, and conveying faith in a child for the mere fact that he or she exists.


Motivation is the key to all learning. Lack of motivation is perhaps the biggest obstacle faced by teachers, counselors, school administrators, and parents. Academic achievement is more a product of appropriate placement of priorities and responsible behavior than it is of intelligence. Intelligentstudents are often out-performed by less bright students with high motivation. If a child is motivated enough he/she can accomplish learning of any scale.


That’s why these themes are very important for me, because we have to be in a good relationship with children and they need to have goals, and to accomplish them they need to be encouraged and motivated.Encouragement is founded in Third Force Psychology and Adlerian principles, a hopeful, phenomenological, humanistic, perceptual, and purposive psychology (Evans, 1989; Evans, 1997; Meredith & Evans, 1990).
Adlerian psychology has been demonstrating and using the principles and practices of encouragement for more than 55 years. According to Adlerian psychology,encouragement is the process of developing a child’s inner resources and providing courage to make positive choices.

Encouragement has been incorrectly described as “nonevaluative feedback in hopes of gaining compliance” (Kohn, 1996), is not praise, reward, or language used to gain compliance.
Praise is judgmental, extrinsic, and controlling, perpetuating a discouraging superior-inferior relationship inwhich the child must consistently please the authority and prove himself/herself. Praise always contains an element of judgment and evaluation. Whereas praise is given only when one achieves “good” results, encouragement can be given any time, even when things go poorly.
Encouragement is not a step-by-step method or set of specific techniques to make students behave, stresses a fundamentalattitude or “spirit.”
The attitude of encouragement rejects the unduly pessimistic view of children and their motives (e.g., “students will likely revert to less cooperative ways without powerful reinforcement or recognition” [Albert, 1992]). Following this line, to be encouraging, adults must believe that children have a positive desire to solve problems and make changes. When this attitude islacking, encouragement is nothing more than another technique to coerce children.

Motivation


“The concept of motivation is linked closely to other constructs in education


and psychology such as constructs of attention, needs, goals and interests


which are all contribute to stimulating students’ interest in learning and


their intention to engage in particular activities and achievevarious goals.”


(Krause, K.L, Bochner, S, & Duchesne, S., 2003)


“The definition of motivation is the force that energizes and directs a behavior


towards a goal.”


(Baron, 1992 and Schunk, 1990)


“The concept of motivation as applied when a person is energized to satisfy


some need or desire. The person will engage in, or be attracted toward


activities that are...