Ed Psych Chapter 13 Name ___________________________________
- Exploring Motivation
- What is motivation
- Perspectives on Motivation
The Behavioral Perspective
Humanistic Perspective
Maslow ’s hierarchy of needs
Self-actualization
Cognitive Perspective
Social Perspective
Need for affiliation or relatedness
- Achievement Processes
- Extrinsic and Intrinsic Motivation
–Self-determination and personal choice
–Optimal experiences and flow
–Interest
–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
Mindset
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
Peers
Teachers
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
- Why Classrooms Need To Be Managed Effectively
Old View- Control students’ behavior
New View- Provide nurturing relationships and opportunities for self-regulation
- 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
Fighting
Bullying
Cyberbullying
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?
