Good Quote

1. Good Quote • Great minds discuss ideas; Average minds discuss events; Small minds discuss people.

2. Better Quote • Clothes make the person. Naked people have little or no influence in the world.

3. If you could do anything you wanted today, and money and time were no object, what would you choose to do and why? • Motivation: What impels individuals to behave, think, and feel the way they do, especially regarding the activation and direction of their behavior. • State Motivation: a temporary situation. • Trait Motivation: a long-term individual characteristic.

4. Intrinsic Motivation: Motivation associated with activities that are their own reward. The internal desire to be competent and to do something for its own sake. • Extrinsic Motivation: The desire to accomplish something in order to obtain external rewards or to avoid external punishments.

5. Theories of Motivation • Behavioral: The belief that students are motivated primarily by a desire to gain reinforcers or avoid punishments. • Humanistic Perspective: Emphasizes motivation as choice, self-determination, and striving for personal growth (self-actualization).

6. Cognitive Approach: People are motivated by acquiring understanding of external events. Behavior is determined by thinking. • Social Learning View: Combines behavioral and cognitive approaches. Self-efficacy is key to this theory.

7. Expectancy X Value Theory: Explains motivation by individuals expectation for success combined with their valuing the goal. • Teaching Efficacy: A teacher’s belief that he/she can reach the most difficult students and help them learn.

8. Final Exam • The Final Exam will be held in Shambaugh Auditorium at 7:00 PM on Friday night of Final’s Week.

9. AROUSAL! • Physical and psychological reactions causing a person to be alert, attentive, and wide awake. • High arousal is generally helpful on easy tasks, but debilitative on difficult tasks.

10. You are shipwrecked on a deserted island. Your task is to put the following needs in order based on the sequence in which you would be motivated to satisfy them. • 1. The need to know and understand. • 2. Safety needs. • 3. Self-actualization needs (self-fulfillment). • 4. Physiological needs. • 5. Esteem needs (need to feel competent and in control) • 6. Aesthetic needs (need for symmetry, order, beauty) • 7. Belongingness and love needs.

11. Deficiency needs: When these are satisfied, the motivation for fulfilling them decreases. • Growth or Being needs: As these needs are satisfied, motivation increases to seek further fulfillment. • In which classes have you been most motivated? Why?

12. Describe a time when you were extremely motivated. What were the sources of your motivation? • Motivational Characteristics • 1. Source of Motivation: Intrinsic or Extrinsic? • 2. Type of Goal Set: Learning Goal or Performance Goal? • 3. Type of Involvement: Task-Involved or Ego-Involved?

13. 4. Achievement Motivation: Need to Achieve or Need to Avoid Failure? • 5. Likely Attributions: Controllable or Uncontrollable? • 6. Beliefs about Ability: Incremental View or Entity View?

14. Anxiety: a general feeling of uneasiness and tension. • What causes you to feel anxious? • High Anxiety in test takers is consistently associated with lower test scores. • How can you, as a teacher, reduce the anxiety level of your students?

15. 1. Give practice tests. • 2. Make grades dependent on more than just one test. • 3. Make extra-credit work available. • 4. Use different types of test items. • 5. Unlimited time on tests. • 6. Highly structured lessons. • 7. Always give clear instructions.

16. High anxious students tend to set goals that are either too easy or too difficult. • Tobias’ Theory: The debilitating effects of anxiety are due to attention diversion.

17. The State Versus Trait Anxiety Distinction • State Anxiety: a transitory reaction to stressful situations (Billy-Bob teeth). • Trait Anxiety: a permanent aspect of personality.

18. What causes test anxiety in some people? • 1. Interference effects on attention (dual task situation). • 2. Learning Deficit Model (good reason to be anxious) • Studies have shown high anxious students perform significantly worse than low anxious students on take-home exams. • What does this suggest? • Problems in organization> even in non-evaluative situations (note cards for exams in this class)

19. Self-Evaluation Questionnaire • Not at all Somewhat Moderately So Very Much So • 1 2 3 4 • 1. I feel calm. • 2. I feel secure. • 3. I am tense.* • 4. I am presently worrying over possible misfortunes.* • 5. I feel self-confident. • 6. I am jittery.* • 7. I am worried.*

20. Think of a test that you have recently taken. How did you perform? Why?

21. Attribution Theory: describes how individual explanations, justifications, and excuses influence motivation and behavior. • Most of the causes to which students attribute their successes and failures can be characterized in terms of three dimensions:

22. 1. LOCUS: location of the cause, internal or external to the person. • “I didn’t try hard.” “The teacher hates me.” • 2. STABILITY: whether the cause stays the same or can change. • “I am just dumb.” “I was too tired.” • 3. RESPONSIBILITY: whether or not the person can control the cause or not. • “I didn’t study enough.” “I’ll never understand this stuff.”

23. Write down three goals you are currently working to achieve. • For each goal, write down what you are doing in order to achieve that goal. • GOAL SETTING: an important cognitive process affecting motivation. • Students are likely to experience an initial sense of self-efficacy for attaining individual goals.

24. Students are also apt to make a commitment to attempt to reach the goal (which is necessary for goals to affect performance). • Students will engage in activities they believe will lead to goal attainment: • 1. Attend to instruction. • 2. Rehearse information to be remembered. • 3. Expend effort. • 4. Persist.

25. Self-efficacy is substantiated as learners observe goal progress (which conveys they are becoming skillful). • Heightened self-efficacy sustains motivation and improves skill development.

26. The motivational benefits of goals depend on three properties: • 1. Proximity 2. Specificity 3. Difficulty • Proximal goals (close at hand) promote self-efficacy and motivation better than distal goals. (A.A.) • Goals that incorporate specific performance standards raise efficacy and motivation better than general goals (“Do your best.”) • Realistic and meaningful goals tend to increase persistence and effort.

27. Quotes • Perseverance is not a long race; it is many short races one after another. • Ability is what you’re capable of doing, motivation determines what you do. Attitude determines how well you do it.

28. Why set goals? • 1. To direct attention to the task at hand. • 2. To mobilize effort. • 3. To promote the development of new strategies when old strategies fail. • Can people be too goal oriented? • Given your experiences as a student, what adverse effects on motivation might you expect if grades were totally eliminated? Any positive results?

29. Keeping Students on Task • Reduce emphasis on competitive goal structures and heavy emphasis on grading. • Allow students frequent opportunities to get involved in the lesson (ask questions, small group activities, demonstrations, lead group discussions, etc.)

30. Motivational Strategies of Teachers • Newby found that most new teachers rely on reward-punishment strategies. • It is important to connect students’ work to their interests (emphasizing relevance encourages motivation). • Teacher introductions to lessons tend to be routine and unenthusiastic according to a Brophry study. • It is good to employ humor an novelty when teaching new concepts (increases interest).

31. Academic Tasks • Four categories of academic tasks: • Memory • Procedural • Comprehension • Opinion • Risk: directly related to possibility for failure. • Ambiguity: how straightforward the answer is.

32. HighComprehension Opinion • Ambiguity • Low Difficult memory Easy memory • or procedure or procedure • HighLow • Risk

33. Relationship with motivation: students are motivated to decrease risks and ambiguity (they want procedures to follow). • This “task negotiation” may increase motivation to perform, but not motivation to learn. • Fostering the trait of motivation requires higher risk and ambiguity.

34. Task Value: strength of motivation is related to value of success. • Attainment value: concerned with doing well on the task to meet the need to be smart, liked, etc.. • Intrinsic or interest value: enjoyment obtained from the task is the key. • Utility value: contribution of task to meeting goals (do this to get that later).

35. Goal Structures • Three main goal structures: • 1. Cooperative: I reach my goal only if you reach your goal. • 2. Competitive: I reach my goal only if you fail to reach your goal. • 3. Individualistic: reaching my goal is independent of others.

36. Imagine you have been asked to talk to a group of student teachers about how to motivate students. What would you tell them?

37. Motivational Strategies • 1. State your overall objectives and your expectations for the course. • 2. Create classroom rules. Students can participate in the process (ownership). • 3. Design good, creative, interesting, and organized lesson plans. Be selective in what you teach (quality over quantity).

38. 4. Don’t be afraid to stray from lesson plans. • 5. Use good anticipatory sets. • 6. Get to know your students on a personal level. • 7. Get to know your students outside the classroom (attend activities).

39. 8. Ask experienced teachers and administrators to observe your teaching and provide you with feedback. • 9. Observe teachers that you know do a good job motivating their students. • 10. Do not be afraid to show your human side. • 11. Try to involve each student in the class in some way.

40. 12. Use appropriate humor (can be tricky). • 13. Be creative in your lesson plans, but not TOO creative. • 14. Seek advice when facing a problem. • 15. Be enthusiastic about your subject and your job. • 16. Be reasonable and consistent with your disciplinary techniques.

41. 17. Treat students with respect and expect them to treat each other with respect. • 18. Realize that each student brings unique experiences to the classroom. • 19. Don’t be afraid to give up some of the control in the classroom. • 20. Realize that you are not the only teacher in the classroom.

42. Gable • “A lot of Dan Gable stories are part of Iowa folklore, but the Gable documentary is a thorough look that should be as illuminating for those who already know the tales as for those who have never heard them before. Wrestling fans will be thrilled, sports enthusiasts will be impressed, and perfectionists will learn a lesson or two. Like Gable himself, the documentary transcends wrestling and tells the story that goes beyond the sport.” -Jane Burns, Film Critic, Des Moines Register

43. “It is a wonderful story about life.” • -President Mary Sue Coleman • “There are too many negatives out there. Thanks to the people involved, the film is a way to touch people in a positive way.” • -Dan Gable • “I laughed, I cried, I ate popcorn.” • -Roger Ebert