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MOTIVATION (INFLUENCES on motivation (GOALS (IN THE CLASSROOM (create…

- - - - PERFORMANCE-APPROACH = emphasize LOOKING CONFIDENT; often exert only minimal effort, engage in self-handicapping behaviors, or cheat
      - PERFORMANCE-AVOIDANCE GOAL - MOST DETRIMENTAL to motivation and achievement; avoid attempt to avoid looking incompetent
    - - encourage EFFECTIVE GOALS: specific, near-term, moderately challenging
      - create assessments that measure DEEP UNDERSTANDING OF CONTENT (not just facts) = evidence that understanding is increasing
        
        HIGHER -LEVEL THINKING assessments
        
        FREQUENT assessments
        
        discuss FREQUENTLY MISSED ITEMS
        
        DROP one or two LOWEST assessment SCORES for grading
        
        clear student EXPECTATIONS
      - focus on a MASTERY AND SOCIAL-RESPONSIBILITY ORIENTATION (learning is the goal of schooling)
  - - - model a GROWTH MINDSET, INTERNAL ATTRIBUTIONS FOR SUCCESSES AND CONTROL ATTRIBUTIONS FOR FAILURES
      - promote SELF-EFFICACY AND EXPECTATIONS FOR SUCCESS
        
        establish clear GOALS
        
        provide plenty of PRACTICE
        
        thoroughly discuss ASSIGNMENTS AND ASSESSMENTS
        
        use POSITIVE statements to motivate
      - emphasize the UTILITY VALUE of topics
  - - - GROWTH MINDSET
      - MASTERY GOAL ORIENTATION
      - SELF-REGULATION
      - INFORMATION PROCESSING
      - positive effect of EVALUATION OF LEARNING AND PERFORMANCE
    - - BOREDOM, HOPELESSNESS AND SHAME are DESTRUCTIVE for PERSISTENCE AND SELF-REGULATION
      - SLIGHTLY increased ANXIETY AND GUILT can INCREASE PERSISTENCE on challenging tasks
  - - - SELF-ESTEEM (recognition and approval)
      - BELONGING (love and acceptance from family and peers)
      - INTELLECTUAL ACHIEVEMENT( knowing and understanding)
      - SAFETY (freedom from physical or emotional threat)
      - AESTHETIC APPRECIATION (order, truth, beauty)
      - SURVIVAL (shelter, warmth, food/water)
      - SELF-ACTUALIZATION
      - DEFICIENCY NEEDS
        
        levels must be met in order; can be satisfied if met
      - GROWTH NEEDS
        
        these are never "satisfied"; increased understanding leads to increased interest
    - - people have 3 INNATE PSYCHOLOGICAL NEEDS
        
        AUTONOMY - ability to alter the environment when necessary; lack causes STRESS & reduces INTRINSIC MOTIVATION
        
        RELATEDNESS: feeling of connection to others and worthy of love & respect
        
        can become an unhealthy need for approval
        
        help students with
        
        UNCONDITIONAL POSITIVE REGARD
        
        genuine COMMITMENT to their learning
        
        COMPETENCE - important to survival & success
        
        STRONGLY RELATED: increased competence = increase in autonomy
      - TECHNOLOGY meets all 3 needs of self-determination
    - - sometimes results in "SELF-HANDICAPPING STRATEGIES"
        
        MAKING EXCUSES
        
        ANXIETY
        
        PROCRASTINATING
        
        NOT TRYING
    - - involve students in DECISION-MAKING = AUTONOMY
        
        CLASS MEETINGS to discuss issues
        
        accept many OPINIONS in discussions
        
        emphasize influence of EFFORT & STRATEGY USE
        
        encourage students to set GOALS
        
        students' input in creating RULES
      - praise students for EFFORT and EVIDENCE OF ACCOMPLISHMENT
      - treat students as PEOPLE FIRST = BELONGING / RELATEDNESS (particularly important for BOYS)
      - AVOID SOCIAL COMPARISONS among students (because they emphasize competition rather than mastery)
- - - - evoke CURIOSITY
      - promote AUTONOMY
      - present a CHALLENGE
      - involve CREATIVITY AND FANTASY
    - - PREREQUISITES to flow
        
        EXPERTISE
        
        OPTIMAL CHALLENGE
        
        AUTONOMY
        
        CONCENTRATION
      - requires EXPERTISE, CONCENTRATION & EFFORT
- - - - tendency toward COMPETENCE AND AUTONOMY
      - UNCONDITIONAL POSITIVE REGARD: treating students as if they are INNATELY WORTHY
- - - - IMPULSE CONTROL
      - EMOTIONAL REGULATION
      - DELAY OF GRATIFICATION
      - SELF-SOCIALIZATION
      - SELF-MOTIVATION
      - SELF-REGULATED LEARNING
- - - - ensure student access to materials without disruption
      - permit obstruction-free, orderly movement
      - make sure you can see students and they can see you
      - be sure all students can see the board
  - - - NEED FOR BELONGING
        
        peer rejection can lead to disruptive behavior
        
        promote belonging and relatedness by communicating genuine commitment, call on students equally, enforce rules forbidding mistreatment of one another
      - SEARCH FOR IDENTITY
        
        can result in rebellious behavior
        
        set CLEAR LIMITS
      - INFLUENCE OF PEERS
        
        peers become models
        
        vicarious reinforcement and punishment can be effective IF they make sense
      - DESIRE FOR AUTONOMY & INDEPENDENCE
    - - MUST MAKE SENSE
      - SOLICIT STUDENT INPUT
      - ARRANGING THE PHYSICAL ENVIRONMENT
        
        MORE TRADITIONAL SEATING ARRANGEMENTS
        
        CONSISTENT WITH INSTRUCTIONAL GOALS
        
        HIGH TRAFFIC AREAS FREE OF CONGESTION
        
        CAN SEE STUDENTS AND THEY SEE BOARD AND DISPLAYS
        
        KEEP MATERIALS ACCESSIBLE
        
        PERSONALIZE WITH PICTURES, ARTWORK, POETRY, ETC; INVOLVE STUDENTS IN DECISIONS ABOUT ARRANGEMENT
- - - - OPEN HOUSES
      - INTERIM PROGRESS REPORTS
      - PARENT TEACHER CONFERENCES
      - REPORT CARDS
    - - INTRODUCTION LETTERS
      - WEEKLY FOLDER
      - PERIODIC CALL / EMAIL
- - - - non-verbal communication: proximity, eye contact, body orientation, facial expression, gestures, vocal variation