Motivation Watch: A Movie About Teaching, Such As Freedom Wr
Motivationwatch A Movie About Teaching Such As Freedom Writers De
Motivationwatch A Movie About Teaching Such As Freedom Writers De
Motivation Watch a movie about teaching, such as “Freedom Writers”, “Dead Poet’s Society”, “Lean on Me”, or “Stand and Deliver”. The following are clips for each movie to help you decide which movie you would like to watch: Freedom Writers. Dead Poet's Society . Lean On Me . Stand And Deliver .
Then answer the following questions: Summarize the movie you selected to watch and discuss ways in which the teacher motivated his/her students. Using Chapter 8 of our text, describe the motivational theory employed for each of the strategies you listed. How did satisfying Maslow’s hierarchy of needs impact student learning in your selected movie? How did the teacher in your selected movie display characteristics of a humanistic teacher? Be specific by providing examples and connecting your response to the text.
Describe the ideal learning environment for you and explain how it will increase your motivation and ability to learn. What obstacles would hinder the creation of your ideal learning environment? Book: LeFrançois, G. (2011). Psychology for teaching (11th ed.). San Diego, CA: Bridgepoint Education, Inc.
Feel Free to ask me any questions in regards to this DQ. I need this done by 9/15/16 9:30 pm pacific time. Thank You! Please be as detailed as possible! :)
Paper For Above instruction
Introduction
The portrayal of teaching in films such as "Freedom Writers," "Dead Poet’s Society," "Lean on Me," and "Stand and Deliver" provides valuable insights into the motivational strategies educators use to inspire students. For this essay, I have chosen the film "Freedom Writers," which vividly illustrates the transformative power of a dedicated teacher motivated by both pedagogical and humanistic principles. This paper will summarize the film, analyze the motivational techniques employed by the teacher, relate these to Chapter 8 of LeFrançois’s "Psychology for Teaching," consider the impact of satisfying Maslow's hierarchy of needs on students, examine the teacher's humanistic qualities, and conclude with a reflection on my ideal learning environment and potential obstacles to its realization.
Summary of "Freedom Writers"
"Freedom Writers" depicts the story of Erin Gruwell, a young, passionate teacher who begins her career in a racially divided high school in Long Beach, California. Confronted with a fractured student body marked by violence, prejudice, and disillusionment, Ms. Gruwell strives to create a safe and motivating environment for her students. Her efforts culminate in her students forming the "Freedom Writers" who document their lives through writing, inspired by her unwavering belief in their potential. Throughout the film, Ms. Gruwell employs various motivational strategies to foster self-esteem, hope, and a desire for positive change among her students.
Motivational Strategies Used by the Teacher
The teacher, Erin Gruwell, motivates her students primarily through emotional engagement, personalized attention, and fostering a sense of community. She uses literature, such as "The Diary of Anne Frank" and "Zlata's Diary," to connect students’ personal experiences with broader themes of empathy and resilience. Additionally, she encourages students to write their own stories, validating their voices and experiences, which boosts their self-worth. Ms. Gruwell also takes genuine interest in her students' lives outside the classroom, inviting them to her home and sharing her own struggles, thereby building trust and rapport.
Application of Motivational Theories from Chapter 8
The strategies employed by Ms. Gruwell align with several motivational theories outlined in Chapter 8 of LeFrançois (20111). For example, her use of literature and storytelling taps into Maslow’s esteem needs by fostering self-respect and recognition. Her emphasis on students’ voices and personal growth echoes humanistic theories emphasizing self-actualization, perceivable through her supportive and empathetic approach (Rogers, 1961). Furthermore, her efforts to create a safe, inclusive classroom environment correspond with Deci and Ryan’s Self-Determination Theory, which highlights the importance of competence, autonomy, and relatedness in motivation (Deci & Ryan, 1985).
Impact of Satisfying Maslow’s Hierarchy of Needs
In the film, Ms. Gruwell pays particular attention to satisfying her students’ basic and psychological needs—such as safety, belonging, and esteem—to facilitate their engagement and learning. For instance, she provides a safe space free of violence and prejudice, which satisfies safety needs. She fosters belonging through group activities and mutual respect, and she boosts self-esteem by recognizing students’ talents and achievements. This comprehensive approach enables students to focus on learning and personal development, illustrating Maslow’s assertion that higher-level growth is contingent upon satisfying lower-level needs.
Characteristics of a Humanistic Teacher in the Movie
Erin Gruwell exemplifies a humanistic teacher through her genuine concern for her students’ well-being, respect for their individuality, and commitment to their personal growth. Her empathetic listening, encouragement, and modeling of positive values embody humanistic principles described by Carl Rogers. For example, she listens without judgment during student confessions and creates an environment where students feel safe to express vulnerability. Her teacher-student interactions emphasize understanding and acceptance, fostering a classroom climate conducive to learning, growth, and self-actualization.
The Ideal Learning Environment and Potential Obstacles
My ideal learning environment would be one characterized by safety, respect, and encouragement of individuality. It would incorporate collaborative learning, personalized feedback, and access to diverse resources to motivate and support learners at different levels. An environment with open communication, minimal distractions, and strong teacher-student rapport would maximize motivation and facilitate deep learning.
However, obstacles to creating such an environment include institutional constraints like rigid curricula, large class sizes, and limited resources. Additionally, systemic issues such as socioeconomic disparities and cultural biases can hinder the development of a truly supportive space. Resistance to change among staff or students’ lack of motivation might also pose challenges.
Conclusion
In conclusion, "Freedom Writers" exemplifies how a dedicated teacher can effectively motivate students by addressing their emotional and psychological needs through empathetic, humanistic approaches grounded in motivational theory. Satisfying Maslow's hierarchy of needs creates a foundation for engagement and growth, highlighting the importance of a supportive learning environment. Building such an environment for oneself involves overcoming barriers presented by educational structures and societal factors, but the potential for transformative learning remains a compelling goal.
References
- Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Springer Science & Business Media.
- LeFrançois, G. (2011). Psychology for teaching (11th ed.). San Diego, CA: Bridgepoint Education, Inc.
- Rogers, C. R. (1961). On becoming a person: A therapist's view of psychotherapy. Houghton Mifflin.
- Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78.
- Schunk, D. H., Pintrich, P. R., & Meece, J. L. (2008). Motivation in education: Theory, research, and practice. Pearson/Merrill Prentice Hall.
- Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
- Maslow, A. H. (1943). A theory of human motivation. Psychological Review, 50(4), 370–396.
- Maslow, A. H. (1954). Motivation and personality. Harper & Row.
- Dörnyei, Z. (2001). Motivational strategies in the language classroom. Cambridge University Press.
- Chamberlain, C. (2014). The transformative power of authentic literature in secondary education. Journal of Adolescent & Adult Literacy, 58(4), 305–312.