Socio-Emotional Development and Motivation (Rebecca Roney)

Through this weeks learnings I learned about need for relatedness. On page 406 of the textbook it is said, “Students who feel a sense of relatedness to teachers, parents, and peers are more emotionally engaged in school” (Furrer & Skinner, 2003). This is so important and shows that having strong relationships are crucial in the success of our students. This is a point that has come up multiple times through the readings.

Another thing I learned is about complex tasks. This discusses that fact that teachers shouldn’t give students homework so tough that they become frustrated but difficult enough that they are able to test their skills and gain more knowledge (391). This is important because often it is assumed that students should receive homework but if they just struggle with it, it is not benefiting them.

One last thing I learned from this weeks reading was about the social learning theory which is “theory that emphasizes learning through observation of others,” (369). This relates to my one connection of modelling behaviour. We can learn a lot from our peers and I think that it is also important to learn from our peers as it gives a different perspective.

One connection I made was with the model of learning by observing others. I think this is a big one in a classroom. You might have students bringing behaviours that they are learning at home whether is is good or bad behaviours. You may see it within the classroom. You may have students acting up in class causing another student to act up. You could also have it have see students model good behaviour. For example if a student is praised for their good behaviour a student might mirror that behaviour.

Another connection I made is with intrinsic and extrinsic motivation. Intrinsic motivation is motivation coming from ones self and extrinsic motivation is motivation that comes from an outside source and can either come from and reward or punishment (401). I think I can relate to this because I always had high expectations of myself to do well in school and doing well in a class or on an assignment was rewarding to me. As well if I did well I would be rewarded by my parents.

One question I still have is how help our students model the good behaviour in the classroom instead of the bad behaviour?

2 thoughts on “Socio-Emotional Development and Motivation (Rebecca Roney)”

  1. Hi Rebecca,

    I enjoyed reading your post! I also found it interesting how crucial it is for learners to have a relatedness to teachers, parents and peers. This makes sense because learners will be able to make connections with others and receive the support that they need. If a learner feels disconnected to an individual such as a teacher or parent that they see often, it could affect the learner negatively and not bring out the best potential in that learner. I also found your question very interesting. Learners model behaviour that they see from parents, peers, etc. They copy good behaviour and bad behaviour. I work at a daycare. When I see a learner behaving in a positive way, I will positively comment on that behaviour and say something similar to “Good job Sam, I really like it when you share with your friends.” If I see a learner act in a negative way depending on the situation, I will ignore that learner and pay attention to the ones behaving well and wait for the learner to correct their behaviour. If that does not work, I will take the learner to the side and ask that learner why they are behaving in such a way then I will ask them how we can work together to fix the problem. I believe a lot of positive reinforcement is key for good behaviour in the classroom. It is also very important to keep in mind that the learners who do behave in negative ways continuously are the ones that need us as educators the most. These learners may not receive support at home so they are relying on us to guide them. If we as educators do not believe in these learners, how will they believe in themselves?

    Great post, it really reminded me how much educators, peers, and parents influence learners!

    Kayla Friesen


  2. Hi Rebecca,
    I think that you are right about behaviour, we will see it the classroom, all the time. It’s important that we as the teachers in the room model the behaviour that we want to see, and make it known that poor behaviour is not something that we want to see in our classroom. I think a lot of this happens in our first week, where we set the ground rules for our classroom, things like what is my job, what is your job, what do you expect of me, what should I expect of you. These are things that we always did in my school and I believe that it helped us all to know what was and wasn’t acceptable.



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