Ed Psych Chapter 13                               Name ___________________________________

  1. Exploring Motivation
  2. What is motivation
  3. Perspectives on Motivation

The Behavioral Perspective

              Humanistic Perspective

                             Maslow ’s hierarchy of needs


              Cognitive Perspective

              Social Perspective

                             Need for affiliation or relatedness

  • Achievement Processes
    • Extrinsic and Intrinsic Motivation

              –Self-determination and personal choice

              –Optimal experiences and flow


              –Cognitive engagement and self-responsibility

-External rewards and intrinsic motivation

-Developmental Shifts in Intrinsic and Extrinsic Motivation

-Some Final Thoughts About Intrinsic and Extrinsic Motivation

  • Attribution
    • Mastery Motivation and Mindset

Mastery Motivation


              Fixed mindset

              Growth mindset

  • Self Efficacy
    • Goal Setting, Planning, and Self-Monitoring

              Long term and short term goals

       Challenging goals

Developmental Changes and Goal Setting

            Planning and Self Monitoring

  • Expectations

Students expectations

Teachers expectations

  • Delay of Gratification
    • Values and Purpose
  • Motivation, Relationships, and Sociocultural Contexts
    • Social Motives
    • Social Relationships

Demographic Characteristics

Child Rearing Practices

Provision of Specific Experiences at Home



Teachers and Parents

  • Sociocultural Contexts
  • Exploring Achievement Difficulties
    • Students Who Are Low Achieving and Have Low Expectations For Success

Failure Syndrome

  • Students Who Protect Their Self-Worth By Avoiding Failure
    • Nonperformance
    • Procrastination
    • Setting unrealistic goals
    • Students Who Procrastinate
      • Low efficacy, Low conscientiousness, Distractibility, Low Achievement Motivation
    • Students Who Are Perfectionists
  • Students With High Anxiety
  • Students Who Are Uninterested Or Alienated

Ed Psych  Chapter 14                                                 Name __________________________________

Managing the Classroom

  1. Why Classrooms Need To Be Managed Effectively

Old View- Control students’ behavior

New View- Provide nurturing relationships and opportunities for self-regulation

  1. Management issues in elementary and secondary school classrooms

Teachers need to be good managers,  have well designed classroom

  • The Crowded, Complex, and Potentially Chaotic Classroom

-Classrooms are multidimensional

-Activities occur simultaneously

-Thing happen quickly

-Events are unpredictable

-Little privacy

-Classrooms have histories

C.  Getting Off to Right Start

              Careful use of time

  • Emphasizing Instruction and a Positive Classroom Climate

An effective classroom is a “well-oiled machine”

  • Management Goals and Strategies

Help students spend more time on learning

Prevent students from developing problems

Managing Instruction

  • Designing the Physical Environment of the Classroom
  • Principles of Classroom Arrangement

-Reduce congestion in high-traffic areas

-Make sure you can easily see all students

-Make often-used teaching materials and student supplies easily accessible

-Make sure that students can easily observe whole-class presentations

B. Arrangement Style

-Standard classroom arrangements

-Personalizing the classroom

  • Creating a Positive Environment for Learning
  • General Strategies

-Authoritative Classroom Management

-Authoritarian Classroom Management

-Permissive Classroom Management

B.  Creating, Teaching, and Maintaining Rules and Procedures

              Rules and procedures are stated

C  Getting Students to Cooperate

Develop a positive relationship with students

Get students to share and assume responsibility

Reward appropriate behavior

              Choose effective reinforcers

              Use prompts and shaping effectively

              Use rewards to provide info about mastery, not to control behavior

  • Classroom Management and Diversity
  • Being a Good Communicator

Speaking Skills

Listening Skills

Nonverbal Communication

  • Dealing with Behavior Problems
  • Management strategies

              Minor Interventions (Explain each)

                             Use nonverbal cues

                             Keep the activity moving

                             Move closer to student

                            Redirect behavior

                            Provide needed instruction

                            Directly and assertively tell student to stop

                             Give student a choice

              Moderate Interventions

                            Withhold a privilege or desired activity

                             Isolate or remove students

                             Impose a penalty

              Using other resources

                             Peer Mediation

                            Parent-Teacher Conference

                            Enlist help of the principal or counselor

                             Find a mentor

6. Dealing with Aggression

              Aggression and School Violence




              Defiance or hostility toward teacher

Ed Psych                        Ch 13 & 14 Quiz       Name _________________________________

Instructions: Remember the guidelines for each quiz. Be thorough in your answers. Must have 3 or more sentences for each answer.  If you provide only 3 sentences, each sentence must provide information learned from the reading assignment. 

1. What is the difference between intrinsic and extrinsic motivation? Give an example of each.

2. Explain the statement “an effective classroom is a well-oiled machine”.

3. Choose one of the achievement difficulties in Chapter 13 and discuss why students may demonstrate this behavior.

4. Discuss the different classroom management strategies (authoritative, authoritarian, permissive).

5. Which classroom (behavior) management style best describes your style? Describe your classroom (behavior) management plan for your classroom (or for your children in your home, if you do not plan to be a teacher).

6.What are your own communications strengths and weaknesses? What might you do to improve these skills?

7.How worried are you about problem behaviors among the students you plan to teach or your own children? In view of your own current skills, personality, and values, what steps would you take now to prepare yourself for dealing with students/or your own children with behavior problems?

In regards to the discipline you received as a child, would you use the same type of discipline for children? Why or why not?

8. Discuss the difference between fixed and growth mindset.  Give examples of each.

9. Discuss Maslow’s hierarchy of needs.

10. In my face-to-face class, I repeatedly state “never judge a student (or person) by his/her behavior, look at why the person behaves the way he/she does”. What does this statement mean to you?

All papers are written by ENL (US, UK, AUSTRALIA) writers with vast experience in the field. We perform a quality assessment on all orders before submitting them.

Do you have an urgent order?  We have more than enough writers who will ensure that your order is delivered on time. 

We provide plagiarism reports for all our custom written papers. All papers are written from scratch.

24/7 Customer Support

Contact us anytime, any day, via any means if you need any help. You can use the Live Chat, email, or our provided phone number anytime.

We will not disclose the nature of our services or any information you provide to a third party.

Assignment Help Services
Money-Back Guarantee

Get your money back if your paper is not delivered on time or if your instructions are not followed.

We Guarantee the Best Grades
Assignment Help Services