| Description |
This qualitative ethnography used Edward Deci's and Richard Ryan's Self-Determination Theory (SDT), which examines the social and environmental factors that impact intrinsic motivation in human beings. It assumes that intrinsically motivated behavior is affected by the; innate need to feel competent in dealing with the environment. My research evaluates the impact of intrinsic motivation techniques and positive classroom culture used by classroom teachers. Behavior modification plans are interventions used to reinforce normative complied behavior through intermittent extrinsic rewards to motivate students. However, behavior is a function of a need, and rewarding their complied behavior ignores their attempt to meet their basic need to feel safe, connected, or regulated in the classroom. Three themes emerged through an analysis of interviews with five early childhood educators, including teachers serving kindergarten through third-grade students, observations of classroom environments, and a collection of photo-documented artifacts. These three themes include having an inviting culture, fostering positive teacher and peer relationships, and providing opportunities for students to gain independence and responsibility. These findings illustrate the components of classrooms that strengthen student resiliency, decreasing the need for behavior modification plans and behavior problems in schools. |
