How do you expect to perform in Education Psychology? Do you see value in this class? What about the other classes you're taking this semester? Why or why not?
-I plan on passing the class because I am determined to stay on top of the assignments, work hard and seeing that hard work pay off. I plan on tackling all my classes (three Ed classes, two music)
Are your learning goals typically master - or performance-oriented? How does this orientation influence your approach to learning?
-Honestly, I think I'm a little of both. I have a drive to really learn my stuff - because I feel that is important and vital to my success as a future teacher and musician. However, I also enjoy performing (again, I'm a music major. Performing is a huge part of my life) and excelling as I continue to learn and develop. My learning orientation has helped me to continue moving forward, to get up when I fall because I know there's a race to finish and I recognize the importance of finishing it - even if I'm last. But with my performance-orientation I do tend to focus on feed back a lot, probably more than I should. I get discouraged when I fall. But I keep getting up, it just takes a little longer than others.
Have you ever experienced learned helplessness? Why? How did you overcome it? How can you help future students overcome learned helplessness?
Yes, I have. In fact, I felt it last semester. I was completely new to the subject of the class but felt the teacher wasn't teaching. I felt that the teacher would test the students on material that was never discussed, emphasized, or even hinted at in class. I honestly felt I was helpless. There was not a text book. There was not a syllabus. There was no structure to the class. Yet here I was being tested and judged based on my test scores. I did not know how to help myself because there was no direction in the class. I did not overcome it. The entire semester was frustrating. I emailed the department chair as well as the professor and stated I wanted to meet with both of them to discuss how this class be beneficial to both student and professor. I want to discuss the importance of a syllabus and an outline of material to be covered so the students will be empowered to do their own research on their own time. I have yet to meet with them but I intend to hold my ground and make sure it happens.
I think structure is a huge part of student/classroom success. Having a clear plan and setting the students up for success by aligning objectives with assessments.
Is there such a thing as "good anxiety"? If so, how can you induce it in the classroom? How do you avoid "bad anxiety"? Do you have any anxiety issues? What steps do/can you take to reduce your own anxiety?
Yes. It's called motivation. I think module 16 explained it perfectly when giving suggestions to teachers on how to help students overcome their incorrect thinking. On pages 288-289 there are two sections with great advice, Student-level Techniques and Classroom-level Techniques.
I do have anxiety issues but not to an extreme level. When I'm feeling especially anxious I will take deep breaths, go for a walk, meditation, positive thinking, etc. I plan on continuing these things because I feel they help.
ARTICLE
Will your students experience anxiety? How can you help them?
-My future students, without a doubt, will suffer from anxiety. This anxiety may come from home environments, classroom environments, peers, society, or other places.
I think the only way to help anyone is to care, to offer a safe learning environment. I hope to have my classroom be a safe environment for everyone (i.e students, parents, teachers) who walks through the door.
VOCABULARY
Goal Theory:
Mastery Orientation: Students who focus on improving intellectually and acquiring new skills and knowledge even if they experience failure (pg 280); mastering task, learning, understanding (pg 281)
Performance Orientation: Intrinsically oriented students whose goal is to demonstrate their ability to others and outperform others (pg 280); being superior, being the smartest, besting others (pg 281)
Attribution theory: Interpretations of events based on past performances and social norms (pg 281)
-Locus: Where we place the cause of the outcome (pg 281)
-Stability: Whether we perceive the cause as being stable or unstable over time (pg 282)
-Controllability: Our personal responsibility for the cause of the success or failure (pg 282)
Learned Helplessness: When students who have experienced repeated failures attribute their failures to causes beyond their control (pg 290)
Facilitating Anxiety: A small amount of anxiety that does not impair performance (pg291)
Debilitating Anxiety: has a cognitive and an emotional component. Students with anxiety experience mental worry, which most directly interferes with learning and task performance. They also experience negative emotions such as nervousness or tension, which are indicated physically by increased heart rate, sweaty palms, and so on. (pg 291)
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