From an instructional standpoint, does it matter that students ...

[abern]

From an instructional standpoint, does it matter that students from different ethnic groups may hold different social values?
 
  a. No, because students have to learn to work within the social values of mainstream American society.
  b. No, because teachers should only use those methods with which they are familiar and comfortable.
  c. Yes, because how one teaches should always be consistent with students' social values.
  d. Yes, because students tend to learn more when teachers take the social values of their students into account.

Question 2

Compare the behavioral and humanistic views of motivation with regard to their positions on the primary source of motivation and their potential limitations.
 
  What will be an ideal response?

[zacnyjessica]

Answer to Question 1

D

Answer to Question 2

The primary source of motivation for behavioral theorists is the consequences that follow responses. When behaviors are followed by positive reinforcement (such as praise, a high grade in a course, the freedom to engage in a self-selected activity), people are more likely (i.e., are motivated) to repeat the behavior. Conversely, when behaviors are followed by punishment (such as ridicule, being forced to do a menial task, corporal punishment), people are less likely to repeat them. The behavioral approach has several limitations. Changes in behavior may be temporary, students may develop a materialistic attitude toward learning, and the use of extrinsic rewards may weaken a student's intrinsic motivation for that activity. This last phenomenon is known as the undermining effect.
The primary source of motivation for humanistic theorists is the intrinsic desire to satisfy a hierarchical set of needs (physiological, safety, belongingness, esteem, and self-actualization). The first four needs are called deficiency needs. Self-actualization is referred to as a growth need. Once a deficiency need is satisfied, people are motivated to satisfy the next highest need. The highest need in the hierarchy is self-actualization, which is the desire of a person to fulfill his or her potential. If lower level needs fail to be consistently satisfied, they can reassert themselves as the primary source of motivation. There are two main limitations to this approach. First, it is not always possible to identify unmet deficiency needs in other people. Second, even if one can, remedial action cannot always be taken. Teachers, for example, may not be able to make up for unmet safety or belongingness needs that stem from a student's home or neighborhood environments.