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Educational Psychology 14th Edition Anita Woolfolk - Solutions
2. A longer-term goal is to develop in our students enduring individual interests and the trait of being motivated to learn so they will be able to educate themselves for the rest of their lives.
1. The immediate goal is to get students productively engaged with the work of the class; in other words, catch their interest and create a state of motivation to learn. Engagement actually increases motivation, which leads to more learning, and learning leads to greater motivation, and on and on
2. Make sure all students can complete classroom tests within the period given.
1. Teach test-taking skills; give practice tests; provide study guides.
2. Avoid basing most of a report-card grade on one test.
3. Make extra-credit work available to add points to course grades.
4. Use different types of items in testing because some students have difficulty with particular formats.
1. Try oral, open-book, or group tests.
2. Have students do projects, organize portfolios of their work, make oral presentations, or create a finished product.
1. Before the test: Encourage students to see the test as an important and challenging task that they have the capabilities to prepare for. Help students stay focused on the task of getting as much information as possible about the test.
2. During the test: Remind students that the test is important (but not overly important). Encourage task focus—pick out the main idea in the question, slow down, stay relaxed.
3. After the test: Think back on what went well and what could be improved. Focus on controllable attributions—study strategies, effort, careful reading of questions, relaxation strategies.
2. Identify “family favorites”—favorite foods, music, vacations, sports, activities, hymns, movies, games, snacks, recipes, memories. Tie class lessons to interests.
What do you need to know about your students to motivate them?
2. Appoint student committees to make suggestions about streamlining procedures such as caring for class pets or distributing equipment.
3. Provide time for independent and extended projects.
4. Allow students to choose work partners as long as they focus on the task.
1. Experiment with goal cards. Students list their short- and long-term goals and then record three or four specific actions that will move them toward the goals. Goal cards are personal—like credit cards.
2. Encourage middle and high school students to set goals in each subject area, record them in a goal book or on a thumb drive, and check progress toward the goals on a regular basis.
1. If students choose to work with friends and do not finish a project because too much time was spent socializing, grade the project as it deserves, and help the students see the connection between lost time and poor performance.
2. When students choose a topic that captures their imagination, discuss the connections between their investment in the work and the quality of the products that follow.
1. Explain reasons for rules.
2. Respect rules and constraints in your own behavior.
1. Communicate that it is okay (and normal) to feel bored waiting for a turn, for example.
1. Design several different ways to meet a learning objective(e.g., a paper, a compilation of interviews, a test, a news broadcast), and let students choose one. Encourage them to explain the reasons for their choice.
5. What is the person thinking and feeling while engaged in the activity? Is the student enjoying Shakespeare, feeling competent, or experiencing anxiety about an upcoming test (Anderman &Anderman, 2014; S. Graham & Weiner, 1996; Pintrich, Marx, &Boyle, 1993)?
Explain how learners’ needs—including the needs for competence, autonomy, and relatedness—influence their motivation to learn
Describe the different kinds of goal orientations and examine their influences on motivation.
Discuss how students’ beliefs about expectations for success, value of the task, and costs can influence motivation.
Discuss how students’ beliefs and attributions about control, the nature of knowledge, mindsets, and self-worth can influence motivation.
Describe the roles of interests, curiosity, flow, emotions, and anxiety in motivation.
Explain how teachers can influence and encourage students’motivation to learn.
1. What choices do people make about their behavior? Why do some students, for example, focus on their homework, while others play video games?
2. How long does it take to get started? Why do some students start their homework right away, while others procrastinate?
3. What is the intensity or level of involvement in the chosen activity? Once the backpack is opened, is the student engrossed and focused or is he just going through the motions?
4. What causes someone to persist or to give up? Will a student read the entire Shakespeare assignment or just a few pages?
2. Communicate that sometimes important learning involves frustration, confusion, weariness.
3. Acknowledge students’ perspective: “Yes, this problem is difficult.” Or “I can understand why you might feel that way.”
3. If you wanted to know everything there is to know about something, say, animals, how long would you have to study it?(a) less than a year if you study hard, (b) about 1 or 2 years,(c) forever.
4. What happens when you learn more and more about something? (a) the questions get more and more complex, (b)the questions get easier and easier, (c) the questions all get answered.
1. Share examples of how you have improved your knowledge and skills, for example in writing, at a sport, or doing a craft.
2. Tell about your own failures that became successes when you tried new strategies or got the right help.
3. Save first drafts and finished products from students in previous classes to show how much the students improved with effort and support.
1. Encourage students to set a small-step goal for one subject.
2. Recognize improvements often, with private authentic praise that focuses on the processes and strategies that led to success.
3. Use personal best goals, not between-student competition.
1. If a student gives a wrong answer in class, say, “I bet others would give that answer too. Let’s examine why that is not the best answer. This gives us a chance to dig deeper—excellent!”
2. Encourage revising, improving, polishing, and redoing with an emphasis on improvement.
2. Which of the following is the most important thing to do in learning science? (a) faithfully do the work the teacher tells you, (b) try to see how the explanation makes sense, (c) try to remember everything you are supposed to know.
1. Which of the following is the most important thing in learning math? (a) remember what the teacher has taught you, (b)practice lots of problems, (c) understand the problems you work on.
1. See poor performance or behavior as a problem to be solved, not a target of criticism.
2. Avoid controlling language, “should,” “must,” “have to.”
3. Provide unexpected, spontaneous, and genuine praise.
1. Direct attention to the task at hand and away from distractions.Every time my mind wanders from this chapter, my goal of finishing the section helps snap me back.
2. Energize effort. The more challenging the goal, to a point, the greater the effort.
3. Increase persistence. When we have a clear goal, we are less likely to give up until we reach the goal: Hard goals demand effort, and tight deadlines lead to faster work.
4. Promote the development of new knowledge and strategies when old strategies fall short. For example, if your goal is making an A and you don’t reach that goal on your first quiz, you might try a new study approach for the next quiz, such as explaining the key points to a friend.
1. Locus (location of the cause—internal or external to the person).For example, attributing a great piano performance to your musical talent or hard work are internal attributions. Explaining that the performance is based on coaching from a great teacher is an external attribution.
2. Stability (whether the cause of the event is the same across time and in different situations). For example, talent is stable, but effort can change.
3. Controllability (whether the person can control the cause). For example, effort and finding a great teacher are controllable, but innate musical talent is not.
3. Show students connections between their revised work and a higher grade, but emphasize their growing competence.
3. Make sure you are clear about differences in procedures for different activities: reading group, learning center, discussion, teacher presentation, seatwork, video watching, peer learning group, library, and so forth.
1. Expressions of disappointment. If students like and respect their teacher, then a serious, sorrowful expression of disappointment may cause students to stop and think about their behavior.
2. Loss of privileges. Students can lose free time. If they have not completed homework, for example, they can be required to do it during a free period or recess.
3. Time-Out: Exclusion from the group. Students who distract their peers or fail to cooperate can be separated from the group until they are ready to cooperate. Some teachers give a student a pass for 10 to 15 minutes. The student must go to another class or study hall, where the other students and
4. Written reflections on the problem. Students can write in journals, write essays about what they did and how it affected others, or write letters of apology—if this is appropriate. Another possibility is to ask students to describe objectively what they did; then the teacher and the student
5. Visits to the principal’s office. Expert teachers tend to use this penalty rarely, but they do use it when the situation warrants.Some schools require students to be sent to the office for certain offenses, such as fighting. If you tell a student to go to the office and the student refuses,
6. Detentions. Detentions can be very brief meetings after school, during a free period, or at lunch. The main purpose is to talk about what has happened. (In high school, detentions are often used as punishments; suspensions and expulsions are available as more extreme measures.)
7. Contacting parents. If problems become a repeated pattern, most teachers contact the student’s family. This is done to seek support for helping the student, not to blame the parents or punish the student.
1. Follow directions the first time.
2. Speak nicely, be courteous, and respect other people, their feelings, and their things. Follow the Bill of Rights.
3. Laugh at the right time for the right time.
5. Obey all school rules. As with the elementary class rules, this covers many behaviors and situations, so you do not have to repeat every school rule for your class. This reminds students that the school rules apply in your room too and gives you the chance to talk about which school rules are
4. Respect other people’s property. This means property belonging to the school, the teacher, or other students. Take care of others’property, ask permission to borrow, and return borrowed items in good shape.
4. Establish how many students at a time can be at the pencil sharpener, teacher’s desk, learning center, sink, bookshelves, reading corner, or bathroom.
1. Establish a place for listing assignments. Some teachers reserve a particular corner of the board for assignments.Others write assignments in colored chalk. For younger students, it may be better to prepare assignment sheets or folders, color-coding them for the math workbook, reading packet,
2. Be clear about how and where assignments should be collected. Some teachers collect assignments in a box or bin; others have a student collect work while they introduce the next activity.
1. Respect and be polite to all people. Give clear explanations of what you mean by “polite,” including not hitting, fighting, or teasing.Examples of polite behavior include waiting your turn, saying“please” and “thank you,” and not calling names. This applies to behavior toward adults
2. Be prompt and prepared. This rule highlights the importance of the academic work in the class. Being prompt includes the beginning of the day as well as transitions between activities. Being prepared means the having the right materials and the right mental attitude for success.
3. Listen quietly while others are speaking. This applies to the teacher and other students, in both large-class lessons and small-group discussions.
4. Obey all school rules. This reminds students that all school rules apply in your classroom. Then students cannot claim, for example, that they thought it was okay to chew gum or listen to music on their smart phone in your class, even though these are against school rules, “because you never
1. Be prompt and prepared. Prompt means being in class on time, but also moving quickly into and out of group work or other tasks.Being prepared means have the right materials (the type of pen, pencil, paper, notebook, texts, and so on) and the right attitude for learning.
2. Respect and be polite to all people. This covers fighting, verbal abuse, and general troublemaking, but emphasize as well positive examples of respect and kindness. All people includes the teacher and substitute teachers.
3. Listen and stay seated while someone else is speaking. This applies when the teacher or other students are talking.
4. Respect others’ right to learn. Do not distract others. Don’t be nosy. Don’t yell. Remember to get quiet at countdown.
5. Talk at the right times with the right tone of voice and volume.
1. Make sure there are no tables or work areas in the middle of traffic lanes; a person should not have to pass through one area to get to another.
2. Keep noisy activities as far as possible from quiet ones.Increase the feeling of privacy by placing partitions, such as bookcases or pegboards, between areas or within large areas.
1. Establish private cubicles for individual work, open tables for group work, and cushions on the floor for whole-class meetings.
2. Give students a place to keep their personal belongings.This is especially important if students don’t have personal desks.
1. Have a “2-week arrangement”; then evaluate.
2. Enlist the aid of your students. They have to live in the room, too, and designing a classroom can be a very challenging educational experience.For
1. Specify and post the routine work requirements for headings, paper size, pen or pencil use, and neatness.
2. Establish and explain rules about late or incomplete work and absences. If a pattern of incomplete work begins to develop, deal with it early; speak with parents if necessary.
3. Make due dates reasonable, and stick to them unless the student has a very good excuse for lateness.
1. With younger students, have a routine procedure for giving assignments, such as writing them on the board in the same place each day. With older students, assignments may be dictated, posted, or given in a syllabus.
2. Design seating so that students can see instruction without moving their chairs or desks.
1. Make sure you can see over partitions.
6. Make sure transitions and movements are calm, quiet, careful, and elegant.
7. Follow all classroom and school procedures, like: bathroom; pencil;lunch and recess; morning; dismissal; and . . .
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