Motivational Concepts and Analysis

Motivation is and always will be a part of the circle of life. . There are many questions asking what does motivation means. It is said that it’s the reason or reasons one have for acting or behaving a certain way (dictionary, 2014) that makes a person move towards a goal. There are many different theories when it comes to motivation. There are three common theories, known as the grand theories, simply because they try to explain the full range of motivated action. The grand theories that are mentioned in our text is Will, Instinct, and drive. Of these three theories I chose to write about Instinct. Which according to Charles Darwin is an unlearned, automated, and mechanistic; with or without experience; or biological urges, impulses, and appetites. Wilhelm Wundt said that it was a term used to refer to any repeated behavior that one goes through. Freudian psychoanalysts states instinct as being a human motivation force or human “drives” and separates them into two groups which are ‘eros” which means life instinct, and ‘thantos’ which means death instinct. All of these variations of instinct can be shown in the work experiences that I will provide for you in this paper.

Working as an activity leader at Longfellow Elementary, I have learned instinct plays a huge part daily. Going through numerous situations that deals with the same repeated behavior, just a different day or student that requires instinct, not only on their behalf but mines also. My instinct is the one that can be best described by Charles Darwin in 1859. A lot of times having to deal with the students different ways than you do the other children makes it more difficult. The situations are more complicated and have to learn how to adjust and deal with a student who gets an attitude because something is not going his or her way. That is something that I do not have too much experience because although I worked with kids at home through my family or friends kids, it is different when working with these students. I have to take as like as chalk and cheese approaches than I normally would when dealing with the students here at Longfellow Elementary. It is also related to when Wundt described it as a repeated behavior when applied to the students since they seem to do the same thing that you expressed them not to do whether it be the next minute, hour, or day. The student gives the impression when you tell them to follow simple instructions or discipline them when they do wrong, that they understand and will not do any more, but The theory is not applicable when the students are in front of my supervisor who they know without any doubt does not gives chances like that and need to listen and follow his directions or they will have to face the consequences. I believe it is also because he uses the element of surprise with them when he gives out random prizes and the students never know when to expect their chance in winning something from him. No matter if it