Motivation
Nature of Motivation
A vision that
motivates is the standard constant for success across all social classes and/or
life styles. It does not matter how many years a person spent in
classrooms, a motivating vision is the common denominator for achievement.
Abraham Lincoln never went to school; he became President of America, because
he had a vision that motivated him. In addition, his vision was so
powerful that it motivated everyone around him and that energy motivated the
country.
Elements of Motivation
Motivation starts
with the desire to be free, to be free from dependency on others, freedom to
live the lifestyle we dream of, freedom to explore our ideas. Total
freedom is not possible or desirable, but the struggle to achieve that deal is
the basis for motivation. Motivation is but on three basic elements:
1. Motivation starts with a need, vision, dream or desire to
achieve the seemingly impossible. Creativity
is associated with ideas , projects, and goals, which can be
considered a path to freedom.
2. Developing and maintaining a love-to-learn lifestyle become
involved with risky ventures, and/or continually seek
new opportunities learn what works and does not work.
3. Developing and maintaining a desire to overcome Barriers and to
bounce back from discouragement or failure individuals learn to tolerate
the agony failure brings. It any endeavor, that is worthwhile,
barriers and failure will be there. Bouncing back requires creative
thinking as it is a learning process. In addition, bouncing back requires
starting again at number one.
CONCEPT OF
MOTIVATION
A small bird
collects the material to build its nest in the upper corner of our drawing
room. We try to remove it as soon as we see it. The bird, however,
again brings the small pieces of straw, leaves etc., and gets back to building
its nest. What makes it work so hard? Why did it learn to build the
nest? Similarly, we see a student slogging day and night during exams
days or a boy constantly trying to learn cycling even after getting many cuts
and bruises. What makes them engage in one or the other type of learning
and continue their effort even after facing many handicaps and obstacles?
Answers to such
questions related to the why of learning lie in a keyword ‘Motivation’.
The bird, which is building its nest; the student, who is studying hard; and
the boy, who is learning to cycle-all do so because of the ‘motivation’. They
learn because they are motivated to learn. They act because they are
persuaded to act in order to satisfy their basic needs and attain the desired
goals. There is something that energizes or compel them to act and behave
in a specified way. The question arises as to what is it that pushes and
pulls an individual to move or act in a specified manner to attain the desired
objectives. In psychology, it is named as motive. A motive drives
our behaviour in the same way as a motor vehicle is driven by the fuel in its
tank. There are a number of motives in our social life that are responsible
for energizing and motivating our behaviour. These motives can be broadly
classified into two categories as-Primary motives, and secondary motives.
Primary Motives
These are linked
with the basic primary needs associated with the biological or physiological
well being of an individual. That is why these motives are often named as
biological or physiological motives. The motives ensure the preservation
of life for an individual and his race. Examples of such motives are
hunger, thirst, sex, avoidance of pain, elimination of body wastes, sleep and
rest. The primary motives are universal motives; they are found in all
living organisms-human or non-human in one form or the other. They serve
the basic physiological need of an organism. They are inborn and innate.
Secondary Motives
Secondary motives
are linked with one’s socio-psychological needs and hence are named as the
psychological or social motives. They are acquired like other forms of
learned behaviour in the course of seeking satisfaction to our
socio-psychological needs. As examples of these motives we may name
achievement motive, self -actualization motive, security motive, application
motive, affiliation motive etc.
Such motivated
behaviour of an individual possesses the following characteristics.
1. A motive works as a source or energizer for pushing and pulling the
motivated behaviour.
2. It is in fact aimed at the satisfaction of one or the other basic need.
3. One’s behaviour can be properly initiated and its continuity properly
assured in the shape of his motivated behaviour
4. Motivated behaviour is quite selective. It tries to respond to the
environmental stimuli strictly in view of the satisfaction of the desired needs
linked with the motivated behaviour.
5. Motivated behaviour has dynamicity and flexibility in its nature. In the
course of behaving, if there is some alteration in the nature of the further
requirements or satisfaction of the need, it may bring change in one’s motives
of behaving. As a result, the shape or direction of the motivating
behaviour may altogether be changed as per the demands of the new situation.
6. Motivated behaviour is goal directed. The individual is totally engaged
in the realization of the goals of his motivated behaviour. The
realization of one’s goal may further put him in the cycle of motivated
behaviour as he may feel the necessity of the realization of his further needs
in the path of his progress or cycle of his life.
7. Motivated behaviour helps us in seeking equilibrium between our needs
and their satisfaction. It lies between one’s need and its satisfaction.
Since the key to our adjustment lies in the satisfaction of our needs, the
motivated behaviour proves an important tool and means for making ourselves
adjusted and integrated.
From what we have
discussed above, we can now derive a workable definition of the term
‘motivation’ or ‘motivated behaviour’ in the following way; Motivation as
a process or behaviour refers to reinforced, selective and goal-directed
behaviour initiated and energized by a motive which aims to maintain balance
and equilibrium of the person in relation to his environment by keeping his
basic needs satisfied.
The Motivational Cycle
Motivation, as we
have discussed earlier stand for the state of an organism which involves the
existence of a need that moves or drives him from within towards a goal for the
satisfaction of the desired need.
As visualized from
the following figure the motivation or motivation behaviour functions in a
continuous flow in the shape of a cycle named as motivational cycle and can be
explained as follows;
2. The behaviour is initiated on account of some inherent need. Thereby,
the first stage or the starting point of the motivation cycle is the birth of a
desire, want or need in an individual. This desire, want or need makes an
individual think about the ways and means of its satisfaction. He may now
become quite anxious and perturbed for the satisfaction of his desire or need,
such that the stage of his mind and body become a germinating point for the
birth of a drive or motive.
3. The drive or motive so produced on account of the felt need or desire
now becomes a driver, persuader and energizer of one’s behaviour. It initiates
one’s behaviour to a goal-directed path, provides sufficient inputs for the
continuation of such behaviour till the goal in terms of the realization of the
desired need, desire or want is not attained. Thus in the end, the
organism is able to reach the desired goal and get relief from the anxiety and
tension with the satisfaction of his need and motive
4. However, what one gets from the satisfaction of his felt need or desire
through his motivated behaviour provides a temporary halt to his behavioural
activities. The journey is not at all completely stopped but in fact advances
further with a new zeal and enthusiasm for the realization of some other needs
and desires.
Share Group Dynamic
GROUP DYNAMICS
Meaning :
Dynamic stands for a force. Therefore the term ‘group dynamics’ refers
to the forces of the group. In group dynamics we make a study of these
forces and try to understand the components which are responsible for the rise
of these forces and at the same time we also study the circumstances in which
these forces are active. We investigate into the consequences of these
forces and find out the methods of modifying them in the desired
direction. After obtaining the knowledge about these things we try to
utilize it for achieving some goal.
Group dynamics is
also concerned with the study of techniques and procedures for altering the
structure and/or the behaviour of a social group. Thus in group dynamics
changes are brought in the behaviour pattern of its members.
Prof. W.C.
Trow has defined group dynamics as “the scientific study of the
behaviour of individuals in various group relationships and of group processes
under varying internal and external conditions, sometimes with a view to
improving their effectiveness…”
Cooperation
A group functions
effectively when there is cooperation among its members. Unfortunately
the present system of education is competitive. Students compete against
each other to secure better marks.
Competition
Due to this spirit
of competition there is little cooperation among the students. But in
society cooperation is needed for social progress. In schools children
learn competition and not cooperation. Therefore, they become misfits in
society.
In modern education
the principles of group dynamics are being applied in learning and efforts are
made to teach children different social roles. Group dynamics in learning
is useful from the following points of view:
1. To prepare the group for a new experience or to meet difficult social
situation.
2. To present a problem or situation for group observation and analysis.
3. To provide practice in a skill.
4. To give the group of students insight into a person’s behaviour.
5. To provide opportunity or medium for the release of tensions.
6. To develop the qualities of leadership and following.
7. To develop in students the power of decision making and desirable social
skills.
Group Dynamics and
the Teacher
The teacher can
usefully employee the principles of group dynamics in the classroom if
he pays attention
to the following points:
1. The teacher should see that the students are interested in their studies
and keep their interests alive.
2. The teacher should clearly know about the factor of individual
differences and its effect on pupil’s needs and interests.
3. Keeping in view the factor of individual differences, the teacher should
provide motivation for his students.
4. The teacher should clarify the goals of learning and thus motivate his
students.
5. The teacher should be sympathetic, friendly and helpful.
6. The teacher should provide reward and give encouragement in order to
motivate students.
7. The teacher should keep his students informed about their progress
periodically.
Group Behaviour
Meaning :
A person behaves differently as an individual and as a member of some
group. When a person behaves as a member of the group his behaviour is
called group behaviour.
Group behaviour may
be good or bad.
The group behaviour
of a man will not be identical with his individual behaviour.
In the individual
behaviour a man is free to think, to feel, and to act in his own way. But
as a member of the group he has some pressure and force of the group on
him. It makes him lose his individuality and to think, to feel and to act
in the manner of the group.
Group seems to have
some magic effect on the behaviour of a person. For example, everybody
wants to earn name and fame, but when a player plays in the team, he forgets
himself and plays for the good name of his team, he forgets himself and plays
for the good name of his team.
When in the mob of
students for strike, some leader suggests the breaking of school furniture, all
other students at once begin to do so. It is an undesirable type of group
behaviour. Not a single student would like to behave in this way when alone.
Group behaviour is
the result of the group mind. It is a fact that mind is the controlling
factor in man. His behaviour is governed by his, mind.
Group behaviour is
governed by the group mind. Group mind depends upon the nature of the
group. Group mind of the class or the team is not the same as the mind of
the mob.
Group mind is the
result of several minds working together but it is not equal to their sum
total. It is something different. It is a sort of collective mind which
makes all members think, feel and act in a way different from that in which
they would think, feel and act as individual.
Suggestion
Suggestion means to
accept the ideas of others or to think as others think. It helps the herd
instinct. Children are readily prone to suggestions and their ideas,
opinions and beliefs are largely determined by suggestions of others, who are
very popular with them.
Two kinds of
Suggestion
Suggestion is of
two kinds: Mass Suggestion and Prestige Suggestion.
Mass suggestion
comes from a group or an association. Prestige suggestion comes from a
person who is superior. No smoking by the Indian women is the result of
the working of Mass suggestion through the customs and traditions of the Indian
society. Listening to the advice of a teacher and acting accordingly is
an example of Prestige suggestion.
Suggestion should
be always positive. For example, if a teacher wants to inculcate in
children an idea of cleanliness, he should say, “The boys are lovers of
cleanliness. They keep the classrooms clean”.
Value of Suggestion
Parents and
teachers may use their superior knowledge and experience to influence children
and to inculcate socially useful attitudes in them through suggestion.
Sympathy
Sympathy means to
catch and copy the feelings of others or to feel as others feel. It helps the
herd instinct.
Two aspects of
Sympathy
Sympathy may be conscious as well as unconscious. A player’s
feeling sorry to see another player injured is an example of conscious sympathy.
Children’s beginning to cry by seeing a child crying is an example of
unconscious sympathy.
How Sympathy works?
Children acquires
many feelings from their parents through the force of sympathy because they
come in their closer contact to a great extent. For example, if a child’s
parents look down upon beggars, he will also begin to do so. In school
situation strike is an example of the effect of sympathy. A few leaders
influence all the students through the force of sympathy.
Educational value
of Sympathy
The tendency of
sympathy has a great educational value. Education is to help
socialization and adjustment, and for it education can harness this
tendency. Physical education has a great opportunity to utilize it
through team games. He can teach them that as it is essential for the
players to keep together and to act in an identical way for the success of the
team, in the same way, it is essential to keep together for the safety and
success of every group.
Imitation
Imitation means to
copy the actions of others or to act as others act. Children show this
tendency at a very early age and they use it widely to learn to carry out
mechanical tasks of everyday life. It helps the instinct of curiosity.
Two aspects of
Imitation
Imitation may be
conscious as well as unconscious. A player’s imitating the style of a
tennis champion in order to excel in it, is an example of conscious
imitation. School-boys’ running while going home by seeing others running
is an example of unconscious imitation.
Whom does children
imitate?
Children imitate
those persons whom they love and respect. Parents, teachers and coaches are the
best persons in this respect and children have a tendency for copying
them. Parents, teachers and coaches can use imitation as a means of inculcating
good habits in children as regularly, respect, discipline, etc. by putting the
practical examples of their own good habits before them.
Kinds
KINDS OF MOTIVATION
Motivation can be
mainly classified as two categories.
1. Intrinsic Motivation
2. Extrinsic Motivation
1. Intrinsic /
Internal / Natural / Primary Motivation
Intrinsic means
value or quality that is existing within and not coming from outside.
Hence intrinsic motivation is that which comes from one’s own heart and from
inner feelings. Hence it is natural that the motivation depends upon the
needs of a person and his instincts or inner feelings. It is natural that
the quest of the thirsty person is for drinking water. Hence motivation
leads to better and real learning.
A person will
derive satisfaction, if he is motivated intrinsically to achieve an aim.
Extrinsic /
External / Artificial / Incentive / Secondary Motivation
Extrinsic means
that originating from outside. If a motivation comes from outside it is
called extrinsic motivation. The motivation is realized because of
external stimuli. In this category a person is found with lack of
interest and eagerness in doing a work. Extrinsic motivation plays an
important role in teaching-learning process. The teacher acts as an
incentive and motivates the students through his proper teaching with righteous
use of rewards, praise or punishment and gradually makes the students to
realize that learning gives the students a joyous situation. Thus the
teacher propels the students to give their greater interest to learning
activity. Anyhow extrinsic motivation is definitely inferior to intrinsic
motivation. But it is very often found that the teacher has very little
to do with the intrinsic motivation. Hence sensible extrinsic motivation
is a substitute for intrinsic motivation.
Motivation and
Learning
In education,
motivation is the art of stimulating interest in the pupil where has been no
such interest. “Motivation in school learning involves arousing,
sustaining and desirable conduct”.
We have mentioned
in the previous section, all human behaviour is goal directed. In all
types of learning, there must be a goal and hence we say that all learning is
motivated.
It is the task of
the teacher to improve the conditions of effective learning. He can do it
by introducing motivation. He will manipulate incentives and goals,
create proper atmosphere, arouse interest and induce a pleasant state of
satisfaction among children. Some one has remarked, “The secret of
successful teaching is to discover means of making the pupil like and want to
do the things that the teacher wants to do”.
Functions of
Motivation
Motivation depends upon the behaviour of the student. It is
related to their needs, attitudes and life goals. Motivation for learning
means to motivate the children for the learning. The teacher must use the above
factors to make the students learn. John P.Decceco has suggested some
functions to motivate the children.
1. Arousal Functions : According to Donald
Hebb, “Arousal is an energizer but not a guide, and engine not a
steering gear”. This has certain factors like need, urge, curiosity, goal
etc. Their inner urges are the real sources of interest. The
teacher should arouse the students with the help of good methods techniques and
aids.
2. Expectancy Functions : According to
Voom. “Expectancy is a momentary belief that a particular outcome will follow a
particular act”. The teacher has to make the students clearly realize
that they are expected to achieve certain objectives through the learning
process. They should be made to expect certain outcomes as a result of
learning. So, the teacher must first set out the objectives while
planning the lesson. Objectives should be according to the level of
aspiration.
3. Incentive functions: Clark Hull and Henneth Spence
believe that some activities of an organisam can be motivated by the goal
object or incentive. The teacher uses incentives to encourage the
students for great effort. The incentives may be feedback, praise
and blame, reward and punishment, competition and co-operation.
4. Disciplinary Functions : According to
Solman, ‘Punishment as a stimulus, an individual seeks to escape or
avoid’. This is not very sound means of motivation. The
degree of punishment must be related to the degree of the mistake. I may
cause emotional disturbance in the children. So, the teacher must be
careful.
THEORIES OF MOTIVATION
Hull’s Drive Reduction theory /
Stimulus Response theories of motivation
It is also known as behaviouristic
theories of motivation. In these theories the concepts of motivation are
largely governed by the principles of reinforcement. Behaviour is assumed
to be purposive, and different theoretical concepts are employed to deal with
the emerging aspects and the directive aspects of motivation. The
classical forms of behaviourism utilizes a ‘drive-reduction’ concept, which
regards the basic source of energy in the organism as undifferentiated
drive. The direction of behaviour, then, is conceived to be a product of
learning mechanisms for channelizing this drive into goal oriented behaviour
acts. Many of these theories imply that drive arises directly from need
states within the organism, especially physiologically based tissue needs.
According to this theory all the
human behaviour is the result of some responses towards stimulus.
Walia (1977) has summarized the behaviouristic theories of motivation with
following tenets:
A. All behaviour is motivated in the sense that all behaviour is based on
needs and drives.
B. All learning involves reward in the sense that only those responses that
reduce need or drive are stamped in.
C. Needs may be biological or psychological, primary or secondary.
D. Energy is the function of need reduction, or of inferred (functional)
reinforcements, its direction is accounted for by habits.
NEEDS, DRIVES AND INCENTIVES
While discussing the process of
motivation through a motivation cycle, we have used the terms needs, drives and
incentives, etc. All these concepts need a necessary explanation for knowing
about their true nature and role in the process of motivation. Let us
briefly discuss all of them.
Needs
Meaning of the Term ‘NEED’
We make use of the term ‘need’ in our
day-to-day life in many ways. When we desire or wish to have food, we say
that we are in need of the food. We need water for quenching our thirst,
sex objects for the satisfaction of our sex needs, companions and friends in
the hours of loneliness and loneliness or rest after being tied from the busy
schedule. We have a craving for being loved or to love and also keep struggling
for some status, recognition and appreciation for our work and duties. In
this way, the term ‘need’ is very often used as synonymous with the terms
‘want’ and ‘desire’. We are always in a state of anxiety, eagerness and
temptation for fulfilling our desires or wants. In fact these desires or
wants (psychologically named as needs) prompt or persuade us to behave in a
specific way.
We may have a workable definition of
the term ‘need’ in the following way:
Need refers to a condition or state
of our mind that prompts or persuades us to act or behave in a specific way:
WHAT ARE THE BASIC NEEDS?
There is no end to our desires or
wants in our life. As a result it is difficult to number our individual
needs. However, there are needs that are quite essential for an
individual in terms of his staying alive, maintaining proper physical and
mental health, leading a social life and getting well in terms of personality
development etc. Such essential needs are referred to as an individual’s
basic needs. These basic needs for their proper understanding may be
broadly classified into the following two categories.
E. Physiological or Biological Needs
F. Socio-psychological NeedsPhysiological or Biological Needs
All our bodily or organic needs fall
into this category. They may be further categorized as under:
In this first category of biological
needs are te need for oxygen, water and food. These needs are most
fundamental for our survival and existence. Without them, we can hardly
survive.
In the chain of our survival and
existence, the other category of the biological needs include:Need for rest
when tired
§ Need for being active when rested
§ Need for sleep when deprived of it for long
§ Need for regular elimination of waste products from the body
§ Need for having an even internal body temperature
§ Need for protection from the threats of physical environment like
hazards of weather,
§ Need for protection from the threats of physical environment like
hazards of weather, natural calamities, wild animals etc.
In the third category of biological
needs, we can place the need for satisfaction of sex urge or desire to seek sex
experiences. Although sex urge is not essential for the survival of an
individual, it is the strongest human urge in the satisfaction of which lies
his proper growth, development, adjustment and well-being. Moreover, the
satisfaction of this need and normal sex behaviour are more essential for a
happy family life and the continuity and survival of the human species.
In the last category of biological
needs, we have needs that are associated with the demands of our senses.
These sensory needs include the need for physical contact, sensory stimulation
and stimulus variability and manipulation. Although we may not die if
deprived of these needs, they are supposed to be quite essential for our general
welfare and optimal growth.
Socio-psychological Needs.
Under this category, we can list all those needs that are associated
with the socio-cultural environment of an individual. They are acquired
through social learning. Although such needs are not linked with the
survival of the organism or species, their deprivation may lead to a
psychological stage seriously affecting his survival and welfare. These
needs for the sake of clarity may be classified as follows:
vii.
Need for freedom or gaining independence : An individual possesses a craving for independence. Nature has
created us free and independent as individuals and requires us to remain
so. Therefore, all human beings have an urge to remain free and
independent.
viii.
Need for security : Every one of us needs to feel secure not only to saved ourselves
from the physical dangers but also from socio-psychological angles. One needs
desirable emotional, social and economical security for his well-being.
ix.
Need for love and affection : Every one of us, irrespective of age, caste, colour and creed, has a
strong desire to love and beloved. Depending upon one’s age and circumstances,
it may vary in kind and nature, but a sort of emotional craving for the
satisfaction of this need is exhibited universally by all living organisms.
x.
Need to achieve : Every human being has a strong desire to achieve some or the other
things like money, fame, reputation, degree, merit, position, medals, good life
partner, spiritual attainment, etc., not only for raising his status in the
eyes of others but also for the satisfaction he draws from his own
accomplishment.
xi.
Need for recognition or social
approval: Each one of us has an inherent desire for gaining
recognition, appreciation and esteem in the eyes of others. An artist may thus
desire to known for his art, a young woman may desire to be appreciated
for her beauty, good manners or house-keeping by fellow human beings,
especially the members of the group to which she belongs. A student may
show this desire in surpassing other students of his class and thus gaining
required social status, prestige or approval from his fellow students, teachers
and parents.
xii.
Need for social company: Man is referred to as a social animal in the sense that he has a
strong urge to be with his own kind and maintain social relations with them.
The real strength of this need can be felt by those individuals who are faced
with social rejection or solitary confinement.
xiii.
Need for self-assertion: Every one of us has an inherent desire to get an opportunity to rule
or dominate others. It may vary in intensity from person to person but it is
surely exhibited by all of us in one or the other situation irrespective of
age, strength and status. Some may show it to their juniors, servants,
life partner or children while others may exhibit it towards their pet animals,
birds and even inanimate things like dolls or pictures. This need of
asserting oneself gives birth to an important motive called power motive that
works as a strong determiner of one;s personality and behaviour.
xiv.
Need for self-expression or
self-actualization : We all have an inherent
craving for the expression of our self and actualization of our own
potentialities. An individual may have a hidden poet, musician or painter in
his self and thus may have a strong desire to get his talent exhibited or
nurtured. So, one wants to get adequate opportunities for the expression
and development of his potentialities and subsequently he strives for it and is
not happy until he gets opportunities for such expression and
self-actualization.
Types of Leaders
There are three
types of leaders which are as follows:
1.Autocratic : He does not discuss the problems of the group with members and
he takes independent decisions and decides the group activities. He expects
the members of the group to simply obey and follow his decisions.
2.Democratic : He lives for the members of the group. He cooperates with
the members of the group to the utmost extent possible. A group decision
is always taken by the leaders based on decision with the members of the
group. He knowns not only to give commands, but also to follow the
commands.
3.Laissez-Fair : He is a leader only in name. He does not involve himself
with any of the group decisions and group behaviours. The members have
complete freedom.
Qualities of
leaders
1. A leader should be a person of dynamic personality. A fine physique
always appeals to the masses and can be hardly missed.
2. He should have a lot of confidence in himself. He should be able to
inspire confidence in others. He should be able to convince others about his
superior powers so that they accept him as their leader. His instinct of
self-assertion should be strong but well-balanced.
3. He should be a tactful person of high intelligence. He should have a
sound judgment so as to decide things in due time and guide his followers with
his mature judgment.
4. A leader is always worshipped as the hero by his followers. Thus it is
necessary that a leader should follow certain ideals and should practice them
in his own life. He should be an example before others.
5. A leader must be conversant with mob mentality and the psychology of the
group. This will enable him to understand and handle people better.
6. A good leader must be a master of a language and speech. He should be a
good orator and should be able to carry masses with him.
Importance of
leaders
The fate and the
progress of a country depends on its leaders. If they are honest and
persons of integrity, then the country is bound to progress; if it is
otherwise, then the fate of the country is sealed. In a democratic age,
leadership is not hereditary and leaders are from the masses. Thus in a
democracy it becomes the duty of the schools to train children for
leadership. The school has a very important part to play Children
join the school generally at the age of six. At that stage their mind is
plastic and can be moulded as desired. Some children who are eminently
suited to become leaders should be trained by the teacher for leadership.
Training for
leadership
Some people hold
that leaders are born and not made. This viewpoint is not acceptable to
the modern man in a democratic age. He believes that ample equal
opportunities should be provided to all to become leaders of the society.
It is here that the place of training for leadership arises.
1. Locating leadership : There ought to be
opportunities in the school by way of extracurricular activities to provide for
the instinct of self-assertion of the child. The teacher should pick up
children whom he considers eminently suited for leadership. They should
be given positions of responsibility.
2. Teacher’s example : The teacher should provide by
his personal example an ideal of leadership to be imitated by the child.
3. Knowledge about national history : The teacher
should impact knowledge, about national heroes and their qualities to the child
in the class-room. The children will try to develop these qualities in
their own personality.
4. Various group activities : A large number of
group activities should be provided in the school. Steps should be taken to
encourage all the pupils to participate in them. Regular training in
their proper organizations should be imparted. Group competitions should
also be organized. Self-Government in schools provides great
opportunities for training in leadership.
5. Development of self–regarding sentiment :
The leaders should see that children have a correct concept of their capacities
and role in the society. They should be clear about their future role and
should take due pride in it.
6. Formation of good habits : Children should
be encouraged to form good habits like, a social nature, pleasant manners and
conversation. These social habits enable them to lead a balanced social
life. They should also be encouraged to form good reading habits and read
the biographies of great men.
Training of
leadership at different stages : At the elementary
stage intelligent children may be picked up and proper opportunities should be
provided. At the middle stage some children may be encouraged to assume
leadership in academic subjects and others who are normal in their studies may
assume leadership in the playground. At the Matriculation stage some children
may be encouraged to assume leadership in individual subjects and some in
extra-mural activities
Maslow’s Need
Maslow’s Need Hierarchy
Hierarchy of needs was proposed by Abraham Maslow (1954) and modified by
Root (1970). Maslow describes how motivation develops stage by stage from
purely physiological drives to complex social purposes. He classified the
needs into five categories-physiological needs, safety needs, love needs, self
esteem needs and self-actualization needs.
1. Physiological Needs : The basic physiological
desires are food, water, shelter, sex etc., They are the most basic and
fundamental human needs.
2. Safety Needs : It arises on account of future
expectations. For example, insurance against future, keeping a bank balance,
investing in LIC etc.
3. Belongingness and love Needs : Need for
affection, praise, warmth, acceptance, approval, affiliation etc.,
4. Self-Esteem Needs: Need for achievement,
status, self-respect, self-confidence, feelings of strength and adequacy.
5. Self-Actualization Needs: Need for
self-fulfilment, self-expression, fulfilment of potentialities, working out
one’s own mental personality.
Maslow emphasizes that needs should be arranged in hierarchial order. An
individual will not consider a particular need till those that are below the
desired ones are satisfied. A beggar will be concerned only on satisfying
his physiological need and he would not bother about the other needs.
Hence the satisfaction of lower needs motivates an individual to strive for
greater needs.
The first three
needs are granted or denied by external factors. They are strong and
recurring in nature and grow strong when it is denied. The last two have
growth motives and are emerging from within. When its aims are fulfilled
it grows stronger. A person will become self-actualized if he receives
full satisfaction from the basic needs.
Achievement
Motivation theory
A person with high
ambition for achievement faces the problems and obstacles which may be treated
as challenges to be overcome and he will be motivated to tackle them.
Achievement is divided into two parts and are in contrast to each other. (i) a
need for success (ii) a need to avoid failure. Hence the achievement motivation
has the desire to achieve success and the desire to avoid failure. ‘The
pursuit of excellence’ is the motto behind achievement motivation. The
theory of Achievement Motivation was formulated by McClelland and his
associates in 1951 at Harvard. According to him two factors are important
for motivation – i) environment cue and ii) affective arousal in the organism.
The teacher can
follow suitable methods to develop achievement motivation in students.
Some of them are listed below:
§ By narrating the biographies of great men, the pupils may be made to
develop a high achievement motive.
§ By providing a proper school environment.
§ By making the pupils to involve in group work.
Components of
Motivation
Fear of failure
Bernard says tat school work should be sufficiently varied so that every
student has a chance to succeed at his own level. Further, he says that
success develops self-confidence among learners. The success is most
effective for average student, but it provides motivation to every one.
Hope of Success
The failure is
opposite to the success technique. Sometimes, failure functions as
motive. Whenever a learner accepts it as a challenge, he gets force and
reinforcement for the work. Its nature is external as well as internal.
Too much failures in life lowers down one’s level of aspiration. Again,
failures can be helpful in motivation only from ‘gifted students’ point of
view. Hence, it is required that a teacher should help his students in
remaining optimistic and in dealing failures with courage, treating them just
as “Rest-Houses” on a very long path to be covered in one’s life.
Motivation in the
Classroom
Before imparting
the knowledge, it is the primary duty of the teacher to motivate the children
properly for a particular learning situation. Through the following
methods motivation can be assured.
Praise and Blame
Praise and blame
are extrinsic. Extrinsic means operating from outside. It will act
on students for better learning, if it is used in a proper manner.
Experiments reveal that it stimulates the average and inferior children.
But it has lesser effect on superior children. Blame has its positive
effects on superior children. Girls are much fond of praise than
boys. In general praise has better effect than blame irrespective of sex,
age and ability.
Reward and
Punishment
Praise and blame
are awarded through reward and punishment. Rewards are given in terms of
money, momento, medals etc. Though it has its merits it has its own demerits
also. Sometimes, a student may try to get success by adopting unfair
means. Punishment serves as negative motivating factor. It is a
primitive method. Punishment should be used in a limited sense, otherwise
it will produce negative result.
Level of Aspiration
Meaning
The concept of
level of aspiration was developed by Kurt Lewin. Level of aspiration
refers to the standard which a person sets up for himself in any area of
activity. How high the level of aspiration can be, depends on the
difficulty involved in a given task. In other words, if a person desires
to do a very difficult task, it is said that his level of aspiration is very
high.
Characteristics
Level of aspiration
refers the personal goal of an individual which he expects to achieve keeping
in view his abilities. From this point of view, level of aspiration has
the following characteristics:
1. The kind of activity or goal, which a person considers desirable.
2. The amount of success which is anticipated by the individual.
3. The meaning and significance of success for the individual.
4. The level of aspiration is based on an individual’s past experiences.
5. The level of aspiration is generally related very closely with the
concept of self which a person has.
It may be mentioned
here that the concept of self is developed out of previous experiences and the
wishes and desires of an individual.
Factors Affecting Level
of Aspirations
Following factors
affect the level of aspirations of an individual:
1. Success and failaure.
2. Personality
3. Group Standards
4. Reward and Punishment
5. Social class
Teacher Role
Role of the Teacher
The teacher has to play a vital role in this training for leadership for
the following reasons:
1. The teacher is respected and occupies an important place in the school
group.
2. He is like a hero in the eyes of his pupils.
3. He has superior knowledge and experience. He should, therefore, keep in
view the following principles.
A. He should create right type of atmosphere in the class by adopting a
helpful attitude towards children and their problems. He should act as a
friend, philosopher and guide.
B. The teacher should teach well in the class and plan before hand the
extra-mural activities which he is going to organize in the class.
§ He should encourage children to suggest improvements if they can in the
proper running of various activities.Proper opportunities should be provided
for participation of all the pupils. There should be some activity for every
child and every child in some activity.
Classroom Climate
D.G. Ryan (1960)
has developed theory of ‘Teacher-Behaviour’. His basic assumption is that
teacher-behaviour is measurable and quantifiable. He refers the
teacher-behaviour in classroom. It has been noted that measurement is
important in the process of motivating students, diagnosing areas of learning
difficulty and excellence, evaluating student achievement and instructional
effectiveness. These are the results of classroom interaction between
teacher and taught. The classroom interaction generates the classroom
social and emotional climate. The classroom climate influence learning,
achievement and process of motivation. Several observation techniques
have developed and used for measuring classroom teacher behaviour or classroom
interaction or social emotional climate. It is based on certain
principles of measurement. Among the major principles that classroom
measurement reflect, the following are of prime importance.
1. Measurement must be specific to the goals of the instruction.
2. Measuring tools must require student responses that clearly represent
the factors or the tools are developed too simple.
3. Tools must cover adequately the domain of important behaviours about
which conclusions are to be drawn.
4. Measurements must be objective to the extent that they can be verified
or reproduced by a qualified or trained person in addition to the teacher.
5.Measurement must
be effective so that a maximum of useful information can be obtained
in the time that can be justified for testing.
6.The observation
exercises should approximate as early as possible the criterion behaviour
of the teaching.
There are more than
two dozen observation techniques of classroom interaction or social-emotional
climate have been developed and used. Ned A.Flander’s name is highly
associate for measuring the classroom interaction. He has developed ten
category system of interaction analysis. It is an objective and reliable
tool for measuring or quantifying classroom teacher behaviour.
Measurement of
Classroom Climate
The systematic
observation techniques are used for analyzing the teaching activities
systematically and objectively. The flow of classroom events can be
recorded and analyzed. It provides the structure of teaching events and
flow of teacher-behaviour. Thus, the teaching activities are diagnosed
and provide the awareness about the teaching events and components, but
teaching or teacher behaviour cannot be evaluated or graded. The theory
of teacher-behaviour has oriented the concept of interaction analysis of
teaching.
4
Self -test
Motivation and Group Dynamic
Choose the Correct Answer :
1.
What helps the students to achieve
the best in their activities?
a. Academic
achievement
b.
Achievement aptitude
c. Vocational
interest
d. Intellectual development
2.
The stimulus which fulfils a need is
a. Attention
b.
Learning
c.
Memory
d. Motivation
3.
The word ‘motivation’ is derived from
a. Movers
b. Motum
c. Moves
d. Motion
4.
Who described in detail the
achievement motivation?
a. Jackson
b.
Watson
c. Atkinson
d. Simpson
5.
Achievement motivation helps the
betterment of society” This was proved with an experiment by
a. McClelland
b.
Atkinson c.
Kolesnik
d. Ausubel
6.
‘The basic principles of human needs’
was propounded by
a. Maslow
b.
Roof
c.
Kelli
d. McClelland
7. A child wants to play Which type of motivation does this belong to
a. Intrinsic
motivation b.
Extrinsic motivation
c. Intrinsic –
Extrinsic
d. Achievement motivation
8.
Who said – “Intelligence is a
continuously growing ability” ?
a. Alfred Binet
b. Alfred
Adler
c. David Ausubel d. Jean Piaget
9.
Out of many needs which helps to
select a suitable and permanent need?
a. Motivation
b.
Maturity c.
Perception
d. Insight
10.
How many types of human needs are
there in Maslow’s need hierarchy theory?
a. Four
b. Five
c. Six
d. Seven
11.
Motivation is closely related to
a. Achieving goal
b. Overcoming achievement
c. Selecting right
response
d. Fixing up goal
12.
A Group is
a. More than a
collection of individuals b. Individuals are
inter-dependent
b. Individual with
some common purpose d. Individuals share an ideology
13.
In-Group means
a. We group
b. Formal
group
c. Informal group
d. Organised group
14.
Psychology of the group is sometimes
called as
a. Group mind
b. Group Dynamics c.
Group behaviour d. Group interaction
15.
A candidate for examination suggests,
“I shall definitely pass the examination” This refers to
a. Auto-suggestion
b. Contra-suggestion c. Prestige
suggestion d. Mass-suggestion
16.
“A child who has no confidence in his
teacher refuses to accept the suggestion” – This refers to
a. Auto-suggestion
b. Contra-suggestion c.
Prestige suggestion d.Mass-suggestion
17.
“We generally accept suggestion from
elders whom we admire and respect” This type of suggestion is
a. Auto-suggestion b. Contra-suggestion
c. Prestige suggestion
d.Mass-suggestion
18. Widows in ancient India sacrificed their self at the
funeral pyre of their husbands. This type of suggestion
a. Auto-suggestion
b. Contra-suggestion
c. Prestige suggestion d.
Mass-suggestion
19. Children generally imitate
a. Sympathetic imitation
b.
Unconscious imitation
c. Ideo-motor imitation
d. Meaningless imitation
20. A person laughs and we also laughs. This type of
imitation is
a. Unconscious imitation
b.
Ideo-motor imitation
c. Sympathetic imitation
d. Meaningless imitation
21. The Player in the playfield raises his bat, and the
spectator also raises his arm. This type of Imitation is
a. Sympathetic imitation
b. Unconscious imitation
c.Ideo-motor imitation
d. Meaningless imitation
22. The headmaster is the type of
a. Institutional leader
b. Dominant leader c. Persuasive
leader d. Expert leader
23. Napolean is the type of
a. Institutional leader
b. Dominant leader c.
Persuasive leader d. Expert leader
24. Gandhiji is the type of
a. Institutional leader b. Dominant
leader c. Persuasive leader
d. Expert leader
25. A scientists is the type of
a. Institutional leader b.
Dominant leader c. Expert leader
d. Persuasive leader