Skipped "Motivation, Part 3" because it is an online quiz.
For which tasks do you have high self-efficacy? Why? For which tasks do you have low self-efficacy? Why? Is your self-efficacy for teaching high or low? Why? What could you do to improve it, if necessary? (We will revisit this concept later in the semester, so I'd love for you to make your teacher self-efficacy a goal to work on.)
I have high self-efficacy in my music. I guess this is the case because when I came back to school, after a 5 year hiatus, I recognized my desire to learn all I could about music. However, there was a huge "problem", I didn't know ANYTHING about music except that I loved it. I could not read music, I did not understand even the basics of theory (ex. I didn't know what a chord/triad was), I did not play an instrument either. I simply knew I loved to sing and that was my motivation for studying music.
After taking my last theory class this past semester, I have low self-efficacy in advanced theory. I'm not saying I'll never grasp it, I'm just saying I question my abilities sometimes. To improve this low self-efficacy, I could really focus on theory, receive tutoring, and do more listening.With time, I could see myself improving dramatically.
My teacher self-efficacy goal: To be more confident in what I have to offer students in the classroom in what I know love. Sometimes extreme passion surpasses extreme knowledge when it comes to inspiration and motivation.
How can you use aspects of self-determination theory (autonomy, competence, and relatedness) to motivate your future students?
Like the book said, I could make the classroom environment safe for everyone (one of my goals anyway) by the way I treat the students and my expectations on how they will treat each other. I could also allow students to have more choice in their studies, for example, if there was a project/presentation each member of the class had to do I could let them investigate subjects, people, events, etc.
How does Maslow's Hierarchy of Needs translate into real life? What will your students need? How can you help them learn?
Maslow's Hierarchy of Needs is confusing yet interesting to me. It makes sense that we need validation in many different areas of our lives but I believe we, as humans, can attain self-actualization without having to validate each of the needs he has listed (Physiological, Safety, Belongingness & Love, Esteem, Cognitive, Aesthetic). I think if a homely-looking individual has a firm foundation of who he/she is and what they're capable of, it ultimately doesn't matter what they look like (uncontrollable physical characteristics: hair color, eye color, skin color, etc).
VOCABULARY
Self-efficacy theory: (Albert Bandura) An expectation that we are capable of performing a task or succeeding in an activity (pg 297)
Self-worth theory: (Martin Covington) An appraisal of ones own value as a person (pg 300)
Arousal:
Self-determination Theory: Humans possess universal, innate needs for autonomy, competence and relatedness (pg 303)
*Autonomy: Self-determination
*Need for Competence: an innate desire to explore and attempt mastery of skills
*Relatedness: To feel safe enough to explore our environment; a sense of being securely connected to others
Maslow's Hierarchy of Needs: Individuals are motivated by a need to satisfy their full potential, called self-actualization; focus on internal needs as sources of intrinsic motivation (see pg 304 for diagram)
Internalization: Moving from less self-determined (more extrinsically motivated) to more self-determined behavior (pg 305)
For a simple outline of the three theories, see page 307
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