A Coggle Diagram about Self-efficacy, Learned Helplessness, Expectancy x Value, Goal Theory (Social-cognitive theory of achievement motivation, Mastery goal- understanding or mastering the task :<3:, Performance goal- demonstrate their ability to others:<3::silhouettes:, Content approach- doing things with peers:silhouettes:, Achievement goal approach- social skills, relationships, social life:::silhouettes:, Hybrid-social academic goal approach- do well academically to enhance one's sense of belonging in the group:<3::silhouettes:, As a teacher you develop mastery orientation with a community of learners, encourage risk taking/learning from mistakes. Also promote leadership by making careful seating charts:silhouettes: and To help Jordan, the teacher needs to help him in moving to a mastery orientation as well as helping him with social goals :silhouettes::<3:), Attribution Theory (Jordan's attributions are stable, uncontrollable and internal. As a teacher you can make sure you are giving him feedback that lets him know he has control over how well he does on a test or assignment and that he has the ability to do well. You can also send home newsletters to his father letting him know what is going on in class and how to provide him with appropriate feedback.:star::<3::silhouettes:, Have one on one conversations with students to determine the students attribution beliefs. :forbidden::star:, Controllable vs. Uncontrollable:star::forbidden:, Stable vs. Unstable:star::forbidden:, Internal vs. External:star::forbidden:, Provide feedback that helps shape their attribution beliefs.:fire: and Educate parents with newsletters explaining what is being learned in class and how to give appropriate feedback to their child.:silhouettes::<3:), Mindset Theory (Dweck, Fixed Mindset: ability is static::forbidden:, Growth Mindset: ability is developed::star::, Provide students with feedback that lets them know they are in control of their abilities:star:, Jordan seems to have a fixed mindset. As a teacher it is important to let Jordan know that he has control over his learning and his ability to do well in your class.:star::<3: and Make sure students keep a positive outlook in the class by not drowning them in work they cannot accomplish, causing them to feel that they cannot control their success.:star::red_cross:), Self-Determination Theory, Cognitive Arousal (Arousal in the classroom is synonymous with "interest" or "excitement." :fire:, Too little cognitive arousal results in students being bored. A dry lecture or a lame worksheet might not provide enough stimulation for your students.:fire:, Too much cognitive arousal overstimulates your students, with anxiety, stress, and poor concentration being the result. Tests and unruly classrooms could overstimulate your students.:red_cross:, It's all about balance. Group activities or brief, well-planned, interactive lectures would be ideal stimulation for students.:silhouettes: and Jordan's classroom experience is probably stressful socially, so he withdraws and the material doesn't matter to him. You'd have to find a way to reduce his anxiety/embarrassment and then get him interested in the subject.
:<3::fire::silhouettes:), Intrinsic/Extrinsic, Interests, Flow, Maslow's Hierarchy and (KEY (:silhouettes: community or togetherness, friendship Belonging, :fire: interests, passion, stimulation Relevance, :<3: recognition, appreciation, self-esteem, self-love Competence, :red_cross: Over stressing students, giving too much work, not allowing room for success, :star: growth mindset, internal control, personal, inner focus. Autonomy and :forbidden: No control, fixed mindset, external control))