September 26th 2011 is the second session of MMSEL course. In this session, the topic is about the influence of needs on motivation to learn. Before starting new topic, Miss Mima asked us about the previous topic, it was about theoretical views of motivation. The question for me was about how I supported my boy when I had distance with him (about our study) and what type of theoretical views was. I answered her question,  my support to my boy was classified into behaviorist view. Why? because he and I usually made an agreement that who got the lower GPA in every semester would give the greater one a prize. Our agreement consisted of a tradition of us so that we could burn our spirit and tried to be the best, and also got the prize 🙂 Then miss Mima asked to the another students in my class and we could remember what we have talk about in the previous session.

After recalling our memory, she asked us to find our partner to discuss the topic latter. In that time, miss Mima asked us to find partner who sat far from us. After all students got a partner, miss Mima gave us some piece of paper. We read it and discussed with our partner. The topic was about Maslow’s Hierarchy Needs. According to the Maslow, there were two (general) stages of needs, deficiency needs (consist of survival, safety, belonging, and self-esteem) and growth needs (consist of self-actualization). Based on our paper, Maslow wrote parts of needs like a stair. From the bottom one there were survival, safety, belonging, self-esteem, and the above was self-actualization. The interesting thing was about our discussion in the class. We were still confusing “do the Maslow’s stair fix like that? can we change the order?” Some of us agreed that Maslow’s hierarchy could not changer, it might be like that. But some of us disagreed, including me. I thought that all needs from Maslow were complement, but we did not need to reach the safety first before belonging. In fact, we saw that there was a smart student that already got many appreciations from school, teachers and students in her school knew who she was, but she did not have love and care from her family. By that example, we could know that we could reach self-esteem without belonging (from family). So I could say that Maslow’s hierarchy was not so fix, it could be flexible based on the individual.

After discussing about Maslow’s hierarchy, miss Mima asked us to make a group consist of 4 or 5. My group consists of Firzie, Synta, Ulfa, and I. Each group had to show a role play. My group would play about “the Need to Preserve Self-Worth”. We planned a short funny drama but still meaningful. In that drama, Ulfa as a teacher, Firzie, Synta, and I as students. In our drama, miss Ulfa would give us a test. Then Firzie said to Synta and me that he did not have enough time for learning. But actualy, he got the greatest score in the class and he became arrogant. He said that he was smart because without learning he got the greatest score in the class. In this case, Firzie tried to protect his self. Then Covington (1996) said that self-worth theorist suggest that people have an innate need to protect their sense of self-worth and achieve self-acceptance. Because of Firzie’s need to be considered as a smart student that got a great score, he hid that he had studied hard for test, then if he got the low score, his friends would think that was a usual thing because he did not learn tonight.

My role play is one of examples about the influence of needs on motivation to learn. We can find the other examples. There are so many factors that influence students’ motivation in the class, it can be from the students or the teacher. As new generation of teacher, we have to burn our students’ motivation by applying a good environment in the class.

Cheers 🙂

Arum Febriani_2009110029

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