Jim Grover's eighth graders are engaged in a cooperative learning task. He expected a high level of interest, but the students are restless. Jim's observations are puzzling

Question

In the "wolves" group, Mick and Rick are whispering with their backs to the group. In the "manatees," Ginger is looking out the window, and she is very pale. The "hyenas" are discussing the topic, but keep getting sidetracked in arguments over who came up with the good ideas. Finally, two of the three "otters" who are not absent today are sitting staring at Marty, the third, who keeps standing up and then sitting down, at a rapid pace.
Jim's students may have current needs that are getting priority over his learning objectives. Identify four of those needs, based on the students' behavior. Using at least two levels of Maslow's hierarchy, explain how the students’ needs affect their motivation to be on-task in Jim's lesson.
For one of Jim's groups, suggest a motivational strategy that would address the problem, and explain why Maslow would expect it to work.

What will be an ideal response?

Answer 1

There is not necessarily a correct "need" for each behavior. For instance, Ginger, who looks pale and distracted, could be ill, or she could be feeling a need for acceptance. In either case a basic need is interfering with her motivation to learn—a higher need. Jim Grover can quietly question Ginger, to find out if she needs attention from an adult. If not, he could motivate the group to involve her by asking them to update their goals, communicating positive expectations for all group members, or by providing them with more frequent feedback.