Motivation

Intrinsic Motivations refers to motivation deriving from within an individual rather than external rewards. “I do it because I love to do it.” External motivation, on the other hand, is motivation towards a goal due to its external reward (money, admiration, respect).
 
Steven Reiss, an Ohio State University Professor argues that “a diverse range of human emotions can’t be forced into these categories of intrinsic and extrinsic motivations…there is no real evidence that intrinsic motivation even exists.”
 
I began looking into motivation, because, besides blogging my progress, I can’t find enough motivation to get back on the wagon. That’s when I came across these ideas and theories.
 
Is it true? Does intrinsic motivation really exist? Or is it a way for us humans to delve into our need to categorize and make sense of things?
 
I thought my wanting to lose weight was driven by intrinsic motivation, but, in a way, it’s not. I want to wear my thin clothes, strut my stuff, flaunt what I got, be able to focus better by exercising, feel less knee pain…and on, and on. Extrinsic motivation.
 
Perhaps, I need to find an extrinsic factor that will be stronger than my intrinsic motivator to be a couch potato? Yeah, that’s it.

My Epiphany

Welcome back. As you may have read, I had an epiphany moment in which I chose to share with my fellow friends and bloggers. I shared the foundation of this epiphany, which I strongly encourage y’all to read, December 10^th. I will now share the actual epiphany…

I have never been a fan of using sign language to promote delayed speech. In my, nearly decade long, time of working with children who have special needs – such as speech development delay – I have only seen a handful of students succeed. This would probably have been the same handful of students who would have succeeded anyway. The majority of children that I have been around have stayed the same or regressed.

For those of you not familiar with this new speech therapy fad, students – in particular toddlers – behind in their speech development are taught sign language. The goal is to associate the sound of the word and the sign cue to progress speech development and communication. This fad has become so popular that mothers are trying to get ahead of the game by teaching their infants sign language. If you have watched “Tia & Tamera” on Style Network, you will see how successful sign language becomes with infants and toddlers. We are gaining wonderful outcomes from these children. They are learning to communicate through sign language.

Wait a minute…wasn’t the goal to help children with their speech delays?!? Yup, that’s right. We forgot. These children have become so dependent on sign language communication that their speech has fallen by the wayside. Initial goal…epic fail.

Don’t get me wrong. When I had my toddler classroom, I was working with these kids in three different languages (English, Spanish, and American Sign Language). These children have sponge-like minds that absorb quite a bit. One of my more advanced toddler classes, I was able to teach them counting and addition. It was all through memorization. The concept behind mathematics is far too complex for them. However, I have had a few parents get in touch with me – now that their children are in the early elementary stages – telling me how they were able to apply math concepts at an earlier age and they are ahead of the group. So, I am not against accelerated learning. There is an acceptable moment to expand on such learning curves and apply complex thought processes. This fad is not one that I would deem appropriate.

We want our children to learn to communicate with the world. The majority of the world does not understand American Sign Language…nor would they understand signs created between mother/father and child. We are providing inappropriate methods to encourage communication. Even Annie Sullivan, Helen Keller’s teacher, through her harsh methods understood the importance of speech and written word. Many parents and therapists are failing to demand the sound of the word with the sign…

“WA-TER.”

Yes, it is difficult to watch your own child struggle. I have difficulty watching them struggle and they aren’t my children. We must remember the words of Frederick Douglass, “If there is no struggle, there is no progress.” It hurts and it is much easier to accept a sign for communication, but that is easy. We must teach our children the value of hard work and dedication.

“No. I need to hear ‘ba,’ if you want your blanket.”

We teach them rewards and praise for a difficult task accomplished…

“Great job. I love hearing your sounds/words. Here is your blanket.”

We empower them and guide them to become stronger beings through the struggle. Children can now communicate through speech…now, let’s introduce the second language.

…the speech therapy fad, able to produce wonderful outcomes, does not necessarily mean it’s the right thing to do.

The Pavlovian Children

I apologize if I report inaccurate information. I have thoroughly enjoyed watching “Dark Matters” on the Science channel and, after having a conversation with one of my families, I have had an epiphany moment…one which I am about to share with you. To better explain this epiphany, I must explain one of the Science channels “Dark Matters;” one that I have seen quite a while ago and don’t remember the complete details, but here I go…bear with me.

Ivan Pavlov began a study on classical conditioning…a study we know as “Pavlov’s dog.” He strapped a dog down and every time a bell rings a doggie gets a treat. Let’s admit it…you wanted to complete that quote with the “It’s a Wonderful Life” little girl quote. We all know it. C’mon…say it. Okay, digressing here…

A Pavlovian student, amazed by these results, wanted to carry this study to the next step. How so? Humans. By tapping into the primal instincts of human; however, adults would try to become wise to the study…try to figure out the why’s and how’s. No, no. He needed a human closely tied to the natural human-animal instinct and who better to use than children? After all, we adults are constantly working to educate our children on proper social etiquette. We want our children to eat with utensils, stand up straight, and not belch or fart in public. We are eliminating any animalistic/primate behaviors that children are born with for the sake of social etiquette. I am not for or against this issue, but that, my readers, is for another blog. Back to the Pavlovian student…

The student sought out orphans to complete his scientific studies. He would strap these children down to prevent any movement. Then, using a mechanism he created to put in their mouth, he completed a similar study to Pavlov’s dog. The children would feel a vibration or some kind of trigger and receive a cookie. After performing this task long enough, he would use the trigger action, but no cookie would follow. The measured salivation was equal to those previous studies with the cookies. We have classic conditioning amongst humans. Pavlov walked in and caught his student performing these studies…

“Brilliant! Absolutely brilliant.” Ivan Pavlov was amazed and intrigued. Thus began the Pavlovian children.

They completed the Pavlovian children studies. We now have classic cognitive behavioral conditioning with the thanks of this work. Cognitive behavioral conditioning that many psychologists guides their clients to use. Cognitive behavioral conditioning taught to educators to apply in a classroom. Yes, my readers, such a horrendous study can produce such wonderful outcomes.

Now, on to my epiphany…

…meet me December 20^th.

They Like It

I don’t like pointless noise. I don’t like uncontrolled energy with the dogs. Mainly because, when you grunt and growl with our dogs – more specifically Kujo – and raise their energy level, they become out of control and want to bite and attack…in a playful manner, but bite and attack all the same. I am clueless to this urge my dad feels, when “playing” with the dogs, to raise them to such an excited state. I also am frustrated at his mentality of excusing this behavior with “but they like it.”

Why do we use this excuse? Ultimately, it is supporting instant gratification in the long run; whether it be a dog or a child. I am not one to compare animals to children. When a fellow coworker of mine compared breaking a horse’s spirit to breaking a child’s spirit before “training them,” I swore to myself I would never compare raising children to raising animals. Despite this vow, I have done so many times.

I am a great Cesar Millan fan. In all honesty, I really should start reading his books and buying his products…instead of watching “The Dog Whisperer” and using that as my sole means of understanding dogs. Even with that, it still helps a lot. I have learned that a “calm and submissive dog is a happy dog.” The most peaceful times my dogs have are when (1) the treat giver – aka my mom – and (2) the aggression builder – aka my dad – aren’t around. Do they seem happier when it is only me? No, not really…but they are able to relax and sleep freely.

During my second semester in college, I was supposed to observe an eighth grade classroom during my practicum work; keyword…observe. Unfortunately, I was assigned to a classroom where the teacher was retiring at the end of the semester. I learned very quickly that, if a teacher is retiring, there is little concern for the students’ actions. Upon opening the door, I saw students throwing paper wads across the room, pencils and spit-wads at the ceiling, passing notes to each other, and two students jumping from desk to desk while the rest were covering their heads to avoid this chaos. Were the students having fun? You betcha’! Is allowing this behavior good for them? Of course not.

I sat in the far back left corner of the classroom, dodging anything being thrown or any child jumping around within my vicinity, for about ten minutes. The unproductive noise level could be heard in Timbuktu. The teacher, seemingly oblivious to all that was going on, was perfectly content writing social studies facts on the board. It was pure chaos. When I had enough, I walked up to him and asked if I could help. He gave me his lesson plans and several piles of books and papers and told me to be ready the next day.

The following day, sure enough, I entered the classroom in the same condition and state of energy as the previous day. Did they like jumping around desk to desk? Yeah. Did they enjoy messing around and not learning? From what it looked like, yep. Was this a positive environment for them? No…kids were afraid of getting trampled on their own desk! I took the alpha dog role to another level and became the alpha teacher. Within minutes, kids were in their seats, pencils stayed in the hands of students and not in the ceilings of schools and papers were written on instead of thrown. Were they having fun? Not as much as they were before, but I had them smiling and laughing. Was this a better environment for them? You betcha’!

I don’t like to use the word “hate” often. It loses its emphasis if you overuse the word. In this instance, it is well deserved. I absolutely hate the excuse or the reasoning, “They like it.” We like many things. Kids like to experiment by sticking forks into electrical outlets to see what happens…or pour water onto a lighted bulb to cool it down (guilty!). We like to stuff our bellies with great-tasting, bad-for-us foods. We like the euphoric feeling of sex, drugs and alcohol. Does this give us permission to do such things without discretion? I would hope so…I mean, “No!”

Why must we use this reasoning to justify things we think won’t matter? We need to realize that it is the smaller issues that lead to the big problems. What is simple growling and grunting with the dogs may lead to aggression with strangers and biting children…thinking it’s all playful fun. What passing notes in class leads to is students shouting and jumping across desks. If we nip it in the bud, we will not have these issues. We will also be able to emphasize the benefits of constructive fun rather than chaotic, uncontrolled fun.