EDU 330
UNIT FOUR - Motivation & Management
(BOT Rules addressed in this unit include 5A, 5C, 5D, 5E, 5F, 5J, 5K, 5O, 6C, 6D, 6H, and 6J))
CHAPTER 10
Terms with which you should be familiar:
anxiety
attribution theory
cognitive theory of motivation
competence motivation
Control (autonomy)
cost
deficiency Vs growth needs
entity view of ability
expectancy x value
extrinsic Vs intrinsic
humanistic psychology
incremental view of ability
learned helplessness
learning goal
Maslow
motivation
performance goal
relatedness
self-efficacy
self-schemas
self-worth
utility value
Objectives
1. Compare behavioral, cognitive, and humanistic theories of motivation.
2. Describe how you can find effective reinforcers for students you teach.
3. Give recommendations for using rewards (reinforcement) in the classroom to increase motivation to learn.
4. Identify some suggestions for the teacher who wants to increase students’ intrinsic motivation.
5. Explain some criticisms of the behavioral approach to motivation.
6. State some implications for teachers of Maslow’s theory of needs.
7. Describe how the humanistic psychologist might advise teachers who want to build strong student-teacher
relationships.
8. Distinguish among learning goals, performance goals, social goals, and work-avoidance goals.
9. Explain the role of metacognition in effective use of goals.
10. List some ways a teacher can apply cognitive theories of motivation in their instructional strategies.
11. Explain how the locus of control (attribution) probably differs for high Vs low self-efficacy learners.
12. Give several suggestions for raising your students’ self-efficacy and self-concept as learners.
13. Relate Piaget’s concept of equilibrium to the cognitive theories of motivation.
14. Explain how self-efficacy influences motivation.
15. Suggest how a teacher can increase student perception of their control and competence.
16. Tell how anxiety influences performance.
CHAPTER 11
Terms with which you should be familiar:
caring
introductory focus
classroom climate
involvement
climate variables
learning-focused environment
feedback
open-ended questions
instructional variables
performance-focused environment
personal teaching efficacy
personalization
self-fulfilling prophecy
self-regulation
task comprehension
1. Contrast learning and performance goals and tell how to make a classroom more learning focused in terms of
teacher, climate, and instructional variables.
2. Identify several teacher characteristics, climate variables, and instructional variables that can promote student
motivation.
3. Describe how a teacher can scaffold for students in developing self-regulation.
4. List ways that a teacher can communicate caring to students.
5. Explain how teachers treat high achievers and low achievers differently.
6. List ways a teacher can increase the likelihood of success for students.
7. Give an example of personalization.
EDU 330
8. Suggest ways a teacher can increase student involvement.
9. Describe how technology affects motivation.
CHAPTER 12
Terms with which you should be familiar:
accessibility
desist
active listening
discipline
assertive discipline
distractibility
Canter
I Message
classroom management
intervention
cognitive approaches to management
intervention continuum
consequences
logical consequences
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
monitoring
overlapping
procedures
rules
verbal-nonverbal congruence
visibility
withitness
Contrast classroom management and discipline.
Compare behavioral approaches and cognitive approaches to classroom management.
Describe 3 aspects of the physical environment that are important to consider for classroom management.
Give advice to a new teacher setting up her procedures and classroom rules.
List what research identifies as the benefits of home-school cooperation.
Give suggestions for enhancing communication with the home.
Identify ways the teacher can improve communication with parents from cultural minorities.
Explain Withitness and how it is evident in a teacher.
Identify the factors that influence cognitive interventions.
Cite several suggestions for preventing classroom problems.
Relate research on what a teacher should do at the beginning of the school year to help prevent management
problems during the rest of the year.
Give several examples of how behavioral principles can be applied to classroom management.
Describe and critique the Canter’s Assertive Discipline model.
Outline guidelines and suggestions for intervening in the case of classroom management problems. Include the
intervention continuum in your discussion.
Advise a teacher who is experiencing some serious management problems like violence and aggression in her
classroom.
OTHER
Terms with which you should be familiar:
TET
I Messages
active listening
You messages
Objectives:
1. Distinguish between “student owned” and “teacher owned” problems.
2. Formulate an active listening response and a complete I Message.
3. State some guidelines on the use of punishment.
4. Explain the basic procedure and appropriate use of applied behavior analysis in individual and group behavior
modification programs.
5. Explain the ethical issues involved in the use of behavior analysis strategies.