Behavior is basically goal-oriented. In other words, our behavior is generally motivated by a desire to attain some specific result. The goal is not always consciously known by the individual. This is a good reason to avoid asking the misbehaving student, "Why did you do that?" The student may not be aware of the goal.
The basic unit of behavior is an activity. All behavior is a series of activities. People differ not only in their ability to do, but also in their will to do, or motivation. Motives can be thought of as needs, wants, drives, or impulses. Motives are directed toward goals, which may be conscious or subconscious. Motives (needs) are the chief power behind of actions. To predict behavior, leaders/teachers must know which motives or needs of people evoke a certain action at a particular time.
A motive tends to decrease in strength if it is either satisfied or block from satisfaction. If people continue to strive for something without success, they may substitute goals that can satisfy the need. A child has the need to be noticed and get attention. Being able to gain the teacher's attention through stellar schoolwork proves to be repeatedly outside his or her grasp. However, the child notices that when disruptive, he or she receives significant attention from the teacher. A course of future actions by the student, even if not consciously, becomes very apparent.
Having a good understanding of motivation and how it drives actions/behaviors is critical for an effective teacher/leader. Without this fundamental piece, the potential success for a learner-centered classroom is dubious at best.
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