{"content":{"sharePage":{"page":0,"digests":[{"id":"63953510","dateCreated":"1379905623","smartDate":"Sep 22, 2013","userCreated":{"username":"emayo13","url":"http:\/\/www.wikispaces.com\/user\/view\/emayo13","imageUrl":"http:\/\/c1.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"http:\/\/capitaledpsych.wikispaces.com\/share\/view\/63953510"},"dateDigested":1532724754,"startDate":null,"sharedType":"discussion","title":"Classroom Management Part 2","description":"My favorite model for teaching is the Ginott Model. I like this model because it focuses on the communication between the teachers and students. I also like that it focuses on students learning from their actions. This is a very important way for students to learn in the classroom and also out in the world. This model fits most inline with my idea of motivation because I'm most motivated by others holding me accountable. This model would make the students feel connected to their teacher and hopefully connected to their school work as well.","replyPages":[{"page":0,"digests":[{"id":"65879970","body":"Ginott's work is congruent with that of Carl Rogers. Since teaching is about changing minds and Carl Rogers is concerned with the conditions for change, it makes sense to apply these ideas to the classroom.","dateCreated":"1381251471","smartDate":"Oct 8, 2013","userCreated":{"username":"COCapitalU","url":"http:\/\/www.wikispaces.com\/user\/view\/COCapitalU","imageUrl":"http:\/\/c1.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":0}]},{"id":"61078608","dateCreated":"1355324547","smartDate":"Dec 12, 2012","userCreated":{"username":"laeling1","url":"http:\/\/www.wikispaces.com\/user\/view\/laeling1","imageUrl":"http:\/\/c1.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"http:\/\/capitaledpsych.wikispaces.com\/share\/view\/61078608"},"dateDigested":1532724754,"startDate":null,"sharedType":"discussion","title":"Lianna Aeling response ","description":" I understand motivation to be what drives your thoughts and actions. The theory that I feel most in line would probably be reactive theories like Skinner or Dreikurs. I believe that in order to motivate students and keep them well behaved, the actions, either positive or negative, need to be identified. For example if there is a student who is helpful to another, positive reinforcement should be given to solidify that behavior. Conversely, if a student acts out or maybe gets in a fight with another child, punishment should be given but the underlying motives for that outburst need to be identified and hopefully resolved. Ideally, there would not be any conflicts. I think a good classroom design is having tables in a couple rows that are curved into a half circle. I have had of classes with this set up and it really encourages discussion while still facing the teacher and the front of the room. This layout should encourage open ideas and active learning. Motivating them to do this is consistent with the behaviors and values that I want in a classroom.","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"60989342","dateCreated":"1354486296","smartDate":"Dec 2, 2012","userCreated":{"username":"mgreathousemarshall","url":"http:\/\/www.wikispaces.com\/user\/view\/mgreathousemarshall","imageUrl":"http:\/\/c1.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"http:\/\/capitaledpsych.wikispaces.com\/share\/view\/60989342"},"dateDigested":1532724754,"startDate":null,"sharedType":"discussion","title":"Classroom Management, Part 2","description":"To me motivation is what drives a person to do what they do. Whether it is learning to drive a car, learning to cook or learning a concept in class, we all have a reason for doing it.
\nBased on how you understand the motivations of human beings, which theorists of classroom management are most in line with that understanding of motivation?
\nI believe that Alfie Kohn has the theory more in line with my idea of motivation. Because motivation can waiver at time, it is important for humans to feel as if they love what they do. The work towards a goal that is interesting to them. Their motivation is peaked when they feel they have a stake in the project. Humans are engaged and find their interest growing as they learn more and more, being motivated simple because it is fun, even if they do not particularly like it.
\nAre there conflicts between the classroom design model you choose and your understanding of motivation? What can you do to make this more consistent?
\nThe only conflict I can see if keeping the students motivated. Science can be a very boring subject and many take it only because it is a requirement for school in order to graduate. Finding a way to continually keep them motivated is going to require making the subject relevant and trying to bring in real life examples.","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"60975352","dateCreated":"1354315345","smartDate":"Nov 30, 2012","userCreated":{"username":"ChristineAngi","url":"http:\/\/www.wikispaces.com\/user\/view\/ChristineAngi","imageUrl":"http:\/\/c1.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"http:\/\/capitaledpsych.wikispaces.com\/share\/view\/60975352"},"dateDigested":1532724754,"startDate":null,"sharedType":"discussion","title":"Response","description":"How do you understand motivation? Based on how you understand the motivations of human beings, which theorists of classroom management are most in line with that understanding of motivation? Are there conflicts between the classroom design model you choose and your understanding of motivation? What can you do to make this more consistent?
\nI understand motivation to be your inner drive that decodes how you value all things and moves you to do certain things or prevents you from doing others. Mendler and Curwins theories resonate best with my understanding with an edge towards motivating students who do not take an interest in what is being taught and how to create a drive for those students to feel motivated and that it is something worthy of their time and caring. There is not really a part of this that I outright do not agree with but if I had to pick something I agree with least is creating a win-win situation because while that may be convenient not everything is always fair and everyone can no always get their way. If a \u201cbad\u201d student becomes accostumed to always feeling like they are getting a deal out of everything there will come a time where doing that may just not be realistic thus recreating the problem you were trying to diminish.","replyPages":[{"page":0,"digests":[{"id":"58781310","body":"The kinds of things M and C suggest help to build a positive relationship with students and that is certainly a strong part of classroom motivation.","dateCreated":"1354391354","smartDate":"Dec 1, 2012","userCreated":{"username":"COCapitalU","url":"http:\/\/www.wikispaces.com\/user\/view\/COCapitalU","imageUrl":"http:\/\/c1.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":0}]},{"id":"60877836","dateCreated":"1353353731","smartDate":"Nov 19, 2012","userCreated":{"username":"kleitschuh","url":"http:\/\/www.wikispaces.com\/user\/view\/kleitschuh","imageUrl":"http:\/\/c1.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"http:\/\/capitaledpsych.wikispaces.com\/share\/view\/60877836"},"dateDigested":1532724754,"startDate":null,"sharedType":"discussion","title":"Classroom Management, part 2","description":"Classroom Management, Part 2
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\n\u2022 How do you understand motivation?
\nI would have to say my understanding of motivation would be something internal or external that figuratively fuels your efforts and hard work in life. Motivation is a key characteristic for life. You need motivation to want to succeed in anything you do.
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\n\u2022 Based on how you understand the motivations of human beings, which theorists of classroom management are most in line with that understanding of motivation?
\nWith the readings and understandings we have learned of theorists of classroom management, I can think of two theorists that would be great examples in regarding motivation. The first theorist that comes to mind when thinking of motivation would have to be Carl Rogers. The theory with a summary of the importance in the need to provide students with relevant experiences within the classroom in a way that is non-threatening. The bottom line is that teachers are there to motivate the students to learn. The second theorist that came to mind would be Fred Jones and his believes that we can strengthen desirable behavior. His theory shows that by putting an end to the inappropriate behavior and through the use of proximity control and incentives. I think this is a huge part in understanding motivation because as teachers we are there for the improvement of the students, not only educational but the student as a whole. If we can motivate students to learn by stopping inappropriate behavior that would just be another example of helping and teaching the child as a whole.
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\n\u2022 Are there conflicts between the classroom design model you choose and your understanding of motivation? What can you do to make this more consistent?
\nI believe that the classroom design model is extremely useful and that the theorists are great allies to turn to for information. But I think all I would do is treat them as allies. I personally don\u2019t want to base my classroom and teaching techniques off of one person, yet take a little from all different models and practice them in the classroom. I think my view on motivation is very broad and versatile to where it could go along with any classroom design model. I feel like each theorist just has a different approach but they all are focused in achieving the same goal of learning and motivation. I think the bottom line is that the theorist isn\u2019t just works best for you as a teacher but also how your students work and learn the best. The theories should be something that best fits students and teachers in their learning environment.","replyPages":[{"page":0,"digests":[{"id":"58625398","body":"Thinking of theorists as allies is a terrific idea. I find myself thinking of different ones in different contexts. For example, when someone does something wrong, I think of Kohlberg in trying to understand what motivated them. If I understand their thinking about what they did, I can help them move into a higher stage. I use Maslow in other situations. I use Carl Rogers a lot, too!","dateCreated":"1354019448","smartDate":"Nov 27, 2012","userCreated":{"username":"COCapitalU","url":"http:\/\/www.wikispaces.com\/user\/view\/COCapitalU","imageUrl":"http:\/\/c1.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":0}]},{"id":"60771296","dateCreated":"1352393107","smartDate":"Nov 8, 2012","userCreated":{"username":"escott91","url":"http:\/\/www.wikispaces.com\/user\/view\/escott91","imageUrl":"http:\/\/c1.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"http:\/\/capitaledpsych.wikispaces.com\/share\/view\/60771296"},"dateDigested":1532724754,"startDate":null,"sharedType":"discussion","title":"erin scott","description":"How do you understand motivation?
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\nI think a students motivation comes form their teacher, themselves, and from their home environment. I think teachers have a big responsibility to learn about their students and how to motivate them and I think how we motivate our students can change from year to year as our classroom changes. Since I will be an art teacher, I have the privilege to be with every student from the time they enter the school to the time they leave the school. I\u2019m not too big into rewarding good behavior with candy or food, but I\u2019d be interested in doing an \u201cart star\u201d award for motivation and an incentive for good behavior. Apart from the \u201cart star\u201d idea, I just want to love on my students and help them explore art. I don\u2019t want it to be my classroom, I want it to be their classroom, I just facilitate.
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\nBased on how you understand the motivations of human beings, which theorists of classroom management are most in line with that understanding of motivation?
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\nI really like William Glasser\u2019s theory. I\u2019ve really connected with him since I learned about him freshman year. I agree with him that students are the main source of their motivations, but that we can help by focusing on their needs, creating a warm and supportive environment, and by having the students take ownership of their work by doing self evaluations.
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\nAre there conflicts between the classroom design model you choose and your understanding of motivation? What can you do to make this more consistent?
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\nI don\u2019t think there is. I made sure to put my desk in a corner and their desks in the center. I don\u2019t want to be at my desk very often as I will be walking around a lot.","replyPages":[{"page":0,"digests":[{"id":"58245808","body":"Art, in my experience, is one of those things that students often find to be intrinsically motivating. That's one thing that makes it really fun to teach!","dateCreated":"1352740195","smartDate":"Nov 12, 2012","userCreated":{"username":"COCapitalU","url":"http:\/\/www.wikispaces.com\/user\/view\/COCapitalU","imageUrl":"http:\/\/c1.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":0}]},{"id":"60714676","dateCreated":"1352076141","smartDate":"Nov 4, 2012","userCreated":{"username":"arutsky","url":"http:\/\/www.wikispaces.com\/user\/view\/arutsky","imageUrl":"http:\/\/c1.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"http:\/\/capitaledpsych.wikispaces.com\/share\/view\/60714676"},"dateDigested":1532724754,"startDate":null,"sharedType":"discussion","title":"Andrew Rutsky Response","description":"How do you understand motivation? Based on how you understand the motivations of human beings, which theorists of classroom management are most in line with that understanding of motivation? Are there conflicts between the classroom design model you choose and your understanding of motivation? What can you do to make this more consistent?
\n\u2022 I understand motivation as something that key to learning. Motivation is an inner drive that fuels most of our activities and life. This is no different in the classroom. I can align with multiple classroom theorists regarding motivation. I agree with Carl Rogers in that we need to provide students with relevant and non-threatening experiences within the classroom. As teachers we can motivate students to learn by providing them with these experiences in addition to being empathetic and understanding. Another theorist that I can align with is Fred Jones. He believes that we can strengthen desirable behavior by putting and end to or weakening inappropriate behavior. Through the use of proximity control, negative reinforcement, and incentives we can motivate students to learn by stopping inappropriate behavior. In general, I believe that my view of motivation can be mixed with almost any classroom design model. The main difference is that each theorist has a different approach towards the same goal of learning and motivation. As a future teacher I will not fully align with one theorist, rather I will draw upon a few different views and come up with an approach that best fits my students and I. Diversity within classrooms and different classes will challenge me to change my teaching style as well as how I choose to motivate my students.","replyPages":[{"page":0,"digests":[{"id":"58245744","body":"I like Carl Rogers a lot because the conditions he defines as being the foundation of psychological change are also the conditions for learning, which is a form of psychological change.","dateCreated":"1352740080","smartDate":"Nov 12, 2012","userCreated":{"username":"COCapitalU","url":"http:\/\/www.wikispaces.com\/user\/view\/COCapitalU","imageUrl":"http:\/\/c1.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":0}]},{"id":"60692316","dateCreated":"1351793890","smartDate":"Nov 1, 2012","userCreated":{"username":"karibradley","url":"http:\/\/www.wikispaces.com\/user\/view\/karibradley","imageUrl":"http:\/\/c1.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"http:\/\/capitaledpsych.wikispaces.com\/share\/view\/60692316"},"dateDigested":1532724754,"startDate":null,"sharedType":"discussion","title":"Kari Bradley response","description":"How do you understand motivation?
\nI understand motivation to be your drive to do things. Without motivation, odds are nothing will get done. For me, if I do not have any motivation to get a class assignment done, I will not do it. A lot of the time, my motivation for doing assignments is that I want to do well in the class and the assignment is almost due. For me, I'm motivated to do something if I know I am going to get something out of it.
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\nBased on how you understand the motivations of human beings, which theorists of classroom management are most in line with that understanding of motivation? Are there conflicts between the classroom design model you choose and your understanding of motivation? What can you do to make this more consistent?
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\nI relate my understanding of motivation to Skinner\u2019s theory. Skinner\u2019s theory is all about feedback and reinforcements, like rewards. I know when I was younger, I would strive to get good grades because my Dad would give me money, and I would get a sticker if I got a good grade. That was my motivation. I do not really see any conflicts between this theory and how I see motivation.","replyPages":[{"page":0,"digests":[{"id":"57929702","body":"Very often, our schools use behaviorism and forms of extrinsic motivation to get students to behave and to learn. Grades are definitely a form of extrinsic motivation.
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\nThe only problem with this is that as adults, we need to know how to choose to learn--how to be intrinsically motivated to learn. For example, in my career, I have been intrinsically motivated to learn how to use technology and that has helped me to become a leader in my department in the area of educational technology even though I don't have a degree or any formal training that way. One of the best forms of job security I have found is to be willing to learn the things that are challenging so I can be a resource. So, I keep wondering how we can add intrinsic motivation to classrooms so that kids learn the essential job skill of choosing to learn something.","dateCreated":"1351868070","smartDate":"Nov 2, 2012","userCreated":{"username":"COCapitalU","url":"http:\/\/www.wikispaces.com\/user\/view\/COCapitalU","imageUrl":"http:\/\/c1.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":0}]},{"id":"60594552","dateCreated":"1350934886","smartDate":"Oct 22, 2012","userCreated":{"username":"cbpries","url":"http:\/\/www.wikispaces.com\/user\/view\/cbpries","imageUrl":"http:\/\/c1.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"http:\/\/capitaledpsych.wikispaces.com\/share\/view\/60594552"},"dateDigested":1532724754,"startDate":null,"sharedType":"discussion","title":"Carly Pries Response","description":"How do you understand motivation? Based on how you understand the motivations of human beings, which theorists of classroom management are most in line with that understanding of motivation? Are there conflicts between the classroom design model you choose and your understanding of motivation? What can you do to make this more consistent?
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\nI understand motivation as the cause of your actions. Motivation is what drives you to make the decisions that you make. I feel that the theorist of classroom management I am most in line with is Skinner. Skinner talks about a system of consequences for positive and negative behavior. Children can easily be motivated by rewards for positive behavior and often fear the consequence of doing something wrong. I think that providing these positive and negative consequences helps motivate Children to make positive decisions, which in turn can allow them to learn. Conflicts with the classroom design model I choose and my understanding of motivation could potentially be with internal motivating factors. If a student acts out because of an internal motivator and they do not care about consequences then the design model may not have any effect on that child. An intervention may possibly be necessary and an individualized plan may be an order if the child\u2019s behavior does not stop. What I could do to make this more consistent is find out what works for that individual and then stick to it. If the child responds better to a different type of management then I think that it is the duty of the teacher to make it work for that student.","replyPages":[{"page":0,"digests":[{"id":"57840776","body":"One of the advantages to Skinner's way of thinking is that it gives teachers a way of helping kids to behave, which is a foundation to learning. The problem with Skinner is that the theory doesn't work well, as you point out, with kids who have decided not to be motivated by the school's rewards\/punishment system. One way to deal with this is to individualize the behavior plan, as you mention.
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\nAnother way to deal with this is to set up conditions as much as possible for intrinsic motivation through working with students' interests much the way we have been doing in Ed 214. It's more challenging to teach this way because there is no "one size fits all" type of solution, however, this can be learned and it can make for a classroom full of kids who are excited about learning.","dateCreated":"1351622911","smartDate":"Oct 30, 2012","userCreated":{"username":"COCapitalU","url":"http:\/\/www.wikispaces.com\/user\/view\/COCapitalU","imageUrl":"http:\/\/c1.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":0}]}],"more":false},"comments":[]},"http":{"code":200,"status":"OK"},"redirectUrl":null,"javascript":null,"notices":{"warning":[],"error":[],"info":[],"success":[]}}