This course is SOC 312 Child, Family & Society Week 3 - Instructor Guidance

Weekly Guidance Lesson for Child Family and Society

Week Three: Motivators and Control

Yvette Morelon, MSW, LCSW, Instructor

Hello Class and Welcome to Week Three.

Listed Below are Important Points in Chapters Five and Six:

Motivators

In early education, an extrinsic motivational base is set due to a students desire to succeed, moreover they do not want to fail and be looked upon negatively by their peers. The constant striving for extrinsic rewards causes the child to place an emphasis on attaining these rewards rather than their own effort. This altered perception is far from truthful because most of these rewards are out of the student's control. For example, a child seeks the approval of the teacher, but doesn't realize that the teacher's mood could be influencing who he calls on and, moreover, what behaviors he praises. This false perception can be difficult to change because of social environment that exists within educational settings. Children avoid embarrassing situations as much as possible and if a child doesn't volunteer to answer a question, then he cannot get it wrong. Failure is debilitating to a child's education if that child is extrinsically motivated. Those children develop a learned helplessness as a result of failure feedback whereas intrinsically motivated children will view a failed task as a challenged and attempt it again, which avoids the helplessness effects.

Control

The process of learning self-control and self-discipline is linked very closely with how a child feels about themselves and their relationship to the world. It's important that we help build and strengthen children's ability to determine for themselves what's right and wrong, and how to control their own behavior.

It's very important to provide as many opportunities as possible for youngsters to make their own choices and decisions. But whenever we give a child a choice, we should be prepared to honor his decision. It's also very important for children to experience the consequences of their decisions. In addition, helping them stick to decisions once they are made teaches youngsters to make responsible choices. But not everything is a choice; not everything is negotiable. Parents have to set boundaries with children and maintain rules.

References

Bojczyk, K. E., Shriner, B. M., & Shriner, M. (2012). Supporting children’s socialization: A developmental approach. San Diego, CA: Bridgepoint Education, Inc.

The Objectives for Week Three include:

Identify both intrinsic and extrinsic motivators for young children.

Analyze how the mesosystem can influence a child's control abilities.

Examine the relationship between socialization and moral development in children.

Evaluate the relationship between culture and educational outcomes for children.

Read the articles “10 Effective DAP Teaching Strategies” and “Culturally Responsive Classroom Strategies.” In addition, view the Culture in the Classroom website and the Lisa Delpit Interview article. 

Rubric

Identifies and Discusses How the Challenges Related to Differences in Culture May Be Addressed by a Teacher to Increase the Child’s Cognitive Advancement and Academic Success

Total: 2.00

Distinguished - Accurately identifies and comprehensively discusses how the challenges related to differences in culture may be addressed by a teacher in a way that increases the child’s cognitive advancement and academic success. Utilizes several relevant examples from scholarly sources to support the discussion.

Proficient - Identifies and discusses how the challenges related to differences in culture may be addressed by a teacher in a way that increases the child’s cognitive advancement and academic success. Utilizes some examples from scholarly sources to support the discussion. Minor details are missing.

Basic - Identifies and minimally discusses how the challenges related to differences in culture may be addressed by a teacher in a way that increases the child’s cognitive advancement and academic success. Utilizes few examples from scholarly sources to support the discussion. Relevant details are missing.

Below Expectations - Identifies and attempts to discuss how the challenges related to differences in culture may be addressed by a teacher in a way that increases the child’s cognitive advancement and academic success; however, examples from scholarly sources may not be used to support the discussion. Significant details are missing.

Non-Performance - The identification and discussion of how the challenges related to differences in culture may be addressed by a teacher to increase the child’s cognitive advancement and academic success are either nonexistent or lack the components described in the assignment instructions.

Critical Thinking: Explanation of Issues

Total: 0.60

Distinguished - Clearly and comprehensively explains in detail the issue to be considered, delivering all relevant information necessary for a full understanding.

Proficient - Clearly explains in detail the issue to be considered, delivering enough relevant information for an adequate understanding.

Basic - Briefly recognizes the issue to be considered, delivering minimal information for a basic understanding.

Below Expectations - Briefly recognizes the issue to be considered, but may not deliver additional information necessary for a basic understanding.

Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions.

Integrative Learning: Transfer

Total: 0.60

Distinguished - Adapts and employs, independently, skills, abilities, theories, or methodologies gained in one situation to new situations. Solves difficult problems or explores complex issues in original ways.

Proficient - Utilizes skills, abilities, theories, or methodologies gained in one situation to new situations, contributing to an understanding of problems or issues.

Basic - Attempts to utilize, in a basic way, skills, abilities, theories, or methodologies gained in one situation, in a new situation.

Below Expectations - Attempts to utilize, in a basic way, skills, abilities, theories, or methodologies gained in one situation in a new situation. Such attempts may be ineffective.

Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions.

Written Communication: Control of Syntax and Mechanics

Total: 0.20

Distinguished - Displays meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains no errors, and is very easy to understand.

Proficient - Displays comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains only a few minor errors, and is mostly easy to understand.

Basic - Displays basic comprehension of syntax and mechanics, such as spelling and grammar. Written work contains a few errors, which may slightly distract the reader.

Below Expectations - Fails to display basic comprehension of syntax or mechanics, such as spelling and grammar. Written work contains major errors, which distract the reader.

Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions.

Written Communication: APA Formatting

Total: 0.20

Distinguished - Accurately uses APA formatting consistently throughout the paper, title page, and reference page.

Proficient - Exhibits APA formatting throughout the paper. However, layout contains a few minor errors.

Basic - Exhibits basic knowledge of APA formatting throughout the paper. However, layout does not meet all APA requirements.

Below Expectations - Fails to exhibit basic knowledge of APA formatting. There are frequent errors, making the layout difficult to distinguish as APA.

Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions.

Written Communication: Page Requirement

Total: 0.20

Distinguished - The paper meets the specific page requirement stipulated in the assignment description.

Proficient - The paper closely meets the page requirement stipulated in the assignment description.

Basic - The paper meets over half of the page requirement stipulated in the assignment description.

Below Expectations - A fraction of the page requirement is completed.

Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions.

Written Communication: Resource Requirement

Total: 0.20

Distinguished - Uses more than the required number of scholarly sources, providing compelling evidence to support ideas. All sources on the reference page are used and cited correctly within the body of the assignment.

Proficient - Uses required number of scholarly sources to support ideas. All sources on the reference page are used and cited correctly within the body of the assignment.

Basic - Uses less than the required number of sources to support ideas. Some sources may not be scholarly. Most sources on the reference page are used within the body of the assignment. Citations may not be formatted correctly.

Below Expectations - Uses inadequate number of sources that provide little or no support for ideas. Sources used may not be scholarly. Most sources on the reference page are not used within the body of the assignment. Citations are not formatted correctly.

Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions.