Cognitive Dissonance: occurs when there is an unresolved conflict in our mind between two beliefs, thoughts or perceptions we hold about a given subject. The tension resulting from the conflict will be a function of:
In the classroom: When dealing with a misbehaving child, it is more effective to bring awareness to their behavior and how it affects other and explain why the behavior is wrong, than just telling them off for what they did. Endowed Progress Effect: When people feel they have made progress towards a goal, they feel more committed towards its achievement. People who are making little to no progress are more likely to give up.
In the Classroom: Make sure that students experience success in whatever task is asked of them. This can be done by designing instruction in a “stepped” fashion where the tasks start easy and gradually become more difficult or by providing lots of scaffolding at the initial stages of teaching. |
Drive Reduction Theory: is based on the notion that we all have needs that we attempted to satisfy in order to reduce tension or arousal they cause. The internal stimuli these needs produce are our main drives in life. The primary drives are our basic needs such as food, sleep, and water. The secondary needs refer to social identity and personal fulfillment. As we meet these needs we acquire habits and subconscious responses. When the need is not meant it drives frustrating and negative emotions.
In the Classroom: Having a one-on-one conversation with a student to understand what they find fulfilling and see if you can find opportunities in lesson for them to enact their drives. Attribution Theory: When we make a mistake or fail at something we tend to go through a two-step process. First we experience an automatic response involving internal attribution. Then a conscious, slower reaction which seeks to find an alternative external attribution.
In the Classroom: When a student is complaining about not progressing because a subject or skill is to hard, show them the reasons why they are not improving such as study habits and help them develop the skills needed to be successful at that skills. Cognitive Evaluation Theory: W e assess a task in terms of how well it meets our need to feel competent and in control. We will be intrinsically motivated by the tasks we believe fall in our current level of competency and put off those which we deem we will do poorly at.
In the Classroom: Before giving students a challenging task make sure they fully prepared by providing them with all the tools they need to go beyond their level of competence. For effective progression from a lower level to a higher one to be possible, students must be given plenty of opportunities to consolidate the material processed at the lower level before moving on. |
Goal-Related Theory: We are directed by goals in our personal, educational, and professional life. The goals we can be clear, challenging, and achievable. If we set goals we are more likely to achieve them, then if they were set by someone else.
In the Classroom: Help students set their own educational goals, rather than setting them for them. As teachers we can ‘direct’ students towards the goals we want them to set.
Reflection: As teachers it is important to make sure our students stay motivated. If a child is motived at school they are more willing to work hard and be active learners in the classroom. We've both had students that are nearly impossible to encourage. Ugh...Sometimes it can be hard to motivate a student with EBD, but by using the strategies above, we all can help the student become motivated at school. When students are motivated in the classroom they are less likely to be off task and not completing work.