Julie’s Blog

It is so important to me when thinking about classroom management to remember two key factors.  First, I am managing children therefore my expectations must be appropriate.  Secondly, in regards to these expectations I must remember that motivation, morality and integrity are developmental components.  Just as cognitive ability develops differently in each child, likewise do these psychological variables.  I think sometimes we forget that virtues such as motivation, morality and integrity must be encouraged, cultivated and supported in order for them to increase and become self-sustaining.  It’s easy to say things like we shouldn’t reward with ‘treats’ or learning itself should be the motivating element.  It is my belief that behaviorist’s approach can support these special virtues in children and aid them in becoming more intrinsic notions as they grow.  However, I do stand firm that treats or punishments should not compensate for boring uninteresting activities and learning.  Sometimes, especially in early childhood classrooms, the ‘doing’ should be motivating in itself.  It is the teacher’s responsibility to plan for engagement.  We need to be honest with ourselves.  The world is full of intrinsic desires and extrinsic rewards and both can be highly motivating.  Why, just this morning on the news I saw two lottery winners who had quit their jobs before even cashing in their winning ticket.  Only saints deserve full recognition for unsolicited purely intrinsic actions.