For the students in your ideal classroom, what do you think would be the three most effective reinforcers for appropriate behavior?

What things make you feel comfortable or uncomfortable with that role at this point?

How comfortable are you with being the "authority figure" in the classroom?

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 specific~ different levels for each different context (ex. Math, science,  music, etc.)  ­ motivation can change with age, ex. Younger has more, older has less What is motivation? ­ We all know it when we see it  ­ Lots of definitions A Formal Definition: A psychological construct designed to explain why people vary in the amount of time, energy  and talent they invest in the tasks they confront Heddy’s: The process by which goal­directed behavior is initiated and sustained  ~ goals initiate the behavior that makes us sustain the same behavior Own Definition: A trigger for exertion of strong energy for the eventual completion of a task or  goal  Indicators Of Motivation Examples: ­Choice­ choosing to do something or go a certain direction ­ willingness or eagerness to engage ­ effort and persistence to do something ­ Quality of cognitive engagement  Importance of Motivation to Teachers ­ Motivated students get involved in instructional activities (they don’t just show up) ­ Cognitively engaged ­ Don’t cause management problems in the classroom EIPT 3483- Fall 2017 Motivation and Classroom Management for Teachers Section 002 Tuesday & Thursday 1:30 to 2:45 Collings Hall 325 Instructor: Benjamin Heddy, Ph.D.  Collings Hall 309 Email: heddy@ou.edu (best way to reach me) Office Hours: 12:15am-to-1:15am Tuesdays and Thursdays; or by appointment (I am  around a lot from Monday through Thursday) Texts: Course materials on Canvas and an online open-source text; no book to purchase. Please check  out the Canvas site before each class. If you have an iPad, please bring it to class.  Course Overview Professional Sequence for Teacher Education This course is part of what is called the "professional studies for teacher education." Teacher education  faculty members from across the University work together to determine what future teachers need to  know and how that knowledge can be provided in different classes. These courses are coordinated. The  two educational psychology classes (this course and the learning, development, and assessment for  teachers class) encourage you to develop knowledge of the different types of students you will encounter  as a teacher from a psychological perspective. In this class, you will be presented with the general  principles of motivation and classroom management, and how those principles relate to instruction. In  your future education classes, you can expect to be held accountable for the ideas presented this  semester (so hang onto those notes!!).  Course Content The course will examine current motivation theories and perspectives on classroom management. We  focus on their relevance to teaching and learning in school settings. The content of the course will be  divided into two units. In the first unit we learn about motivation, which will be organized around Self Determination Theory. We will cover such topics as self-efficacy, attribution theory, and goal  orientation. We will also discuss the importance of motivation to student learning and several  approaches to increasing student motivation when there are problems. At the end of this portion of the  unit we will discuss the socio-cultural factors that influence learning and teaching. In the second unit, we  will focus on classroom management. We will examine different approaches to classroom management.  The major goal of this portion of the unit is to help you develop management strategies that keep  students engaged in learning and prevent problems from occurring. In addition, you will learn about  tactics for dealing with classroom management problems when they occur. (CAEP Standards 1.1,  Diversity; InTASC Standards 2, 3, 5, 7, 8) iPads As most of you know, most JRCoE students have been given iPads. Together, we will be learning how  to use them. If you have one, please bring it to class. We will be using them in multiple ways and you  can use them for taking notes in Notability. Finally, if you do not have an iPad, please borrow one from  the JRCoE lab (second floor of Collings Hall) when I tell you we will be using them. Course Requirements and Grading Evaluation will be based on points earned on the following course requirements: 2 exams; a final; a Unit  1 Scenario Project and a Unit 2 paper; 2 research activities; and class participation. An explanation of  each requirement follows. Two Examinations - 100 points total- There will be two examinations, one for each of the two units. The exams will be based on instructional objectives for each unit. Exams will be a mixture of objective  (i.e., multiple-choice and matching), short answer, and essay items. Each unit exam will be worth 45  points. The final exam (2nd exam) will focus on the last unit, but it is still our final exam, will include  information from both units, and will be taken during final’s week. Please read the university’s policy on  final exams. Instructors cannot change the date of a final exam for a student without the dean’s approval.  One Application paper – Motivating positive behaviors 75 total points- The paper will be an  application of the class content related to both motivation (10 concepts) and classroom management (10  concepts). You will first describe your classroom environment including your rules, organization of the  classroom, and how your classroom is designed to encourage positive engagement. This can be based on  an actual observation of a classroom, an imagined classroom, or an elaboration of a scenario you saw in  this class. Note that there needs to be enough detail for you to be able to analyze the situation. You will  show motivation ideas are implemented in your classroom to encourage positive behaviors. For  example, how does your design facilitates mastery goals, positive academic emotions, and principles of  SDT. You will then describe and analyze a behavior challenge. It might be a single student or a group of  students. You will create a behavior change intervention plan to address the classroom management  challenge you are focusing on. See the information and directions on Canvas. There will be a rubric  posted on our Canvas site for you to use. A 5 point introduction to your field experience that will be due  a couple weeks before the final paper. You will discuss this introduction with a partner in class and help  each other outline the remainder of your papers. See the schedule below for due dates of these two  components. Research Activities - 10 points- Students have a choice of two types of research activities for this requirement. Students can participate in up to TWO studies that are taking place in the College of Education (5 points for each or one extensive study for 10). Students can summarize two related  research articles. Think about what you might like to do, and then discuss your plan with your instructor  before you begin. You will earn up to 10 points for this requirement. Class Attendance/Participation/Reading Assignments/Professional Demeanor - 30 points- This  class has been designed such that a lot of learning will go on during class time. Therefore, attendance  and active involvement are expected. Additionally, you are now in a professional education program and  so you are expected to demonstrate the demeanor of a professional. By professional demeanor we mean coming to class prepared, participating in the activities and discussions, and treating others with respect  in the classroom. Professional Demeanor also includes not playing on your device during class to the point that  others are distracted. We are not going to make a big deal out of this during class, as that would be bad  classroom management, but we will know who does this on this type of thing on a regular basis. It is  distracting to the person teaching and that is why we know who does it.  Attendance We also know that students cannot always attend class, however it is your  responsibility to contact us when you are unable to attend AND your responsibility to get notes from  other classmates. Please do not ask us if you missed anything. You missed class, so the answer will be  yes. Find a buddy in the class to ask about what you missed. We will be happy to supply any handouts  or explain concepts after you have read the notes from that day. Making arrangements prior to absences is preferred; however we recognize that emergencies do occur. Prompt notification following an  emergency is expected. Extended absences (i.e., more than two classes) without documented cause  and/or habitual inappropriate behavior in class will result in zero points. Clearly, some subjectivity  goes into the assignment of these points--that is intentional. Our expectation is that most students will  get most of these points. Assignments. Most classes will be based on readings and/or activities. To encourage you to  prepare in advance we are going to ask you to complete short homework assignments that you will put  on Canvas before class. Class will be more interesting and lively if students are prepared, so it should be  a win-win situation. Also, points for those reading assignments that are to prepare you for class will  not be given if you hand it in late – that misses the point of the assignment which is to have it read  before class! Missing Exams and Late Assignments: Students are expected to take exams on the scheduled  date and turn in all work on time. If something comes up that precludes attendance on an exam date or meeting a deadline, you must let the instructor know in advance of that class period. We will attempt to work out an arrangement for completion of the work. Unexcused absences from exams or unexcused late papers will result in zero (0) points. See note bolded above, too. Students with Disabilities: The following is the University's Reasonable Accommodation Policy: The University of Oklahoma is committed to providing reasonable accommodation for all students with disabilities. Students with disabilities who require accommodations in this course are requested to speak with the professor as early in the semester as possible. Students with disabilities must be registered with the Disability Resource Center prior to receiving accommodations in this course. The Center is located  in Goddard Health Center, Suite 166, phone 405/325-3852 or TDD only 405/325-4173. Issues Related to Academic Dishonesty: Acts of academic dishonesty such as cheating and plagiarism  will result in a zero on the assignment and the filing of either an admonition report or an academic  misconduct charge (see http://integrity.ou.edu/students_guide.html for more details). According to The  American Heritage Dictionary, Second College Edition to plagiarize is "to steal and use the ideas or  writings of another as one's own" (p. 946). Please see your instructor if you are unclear about this  definition. I also want to highlight at this point that academic misconduct, according to the OU standards  includes “all other actions that may improperly affect the evaluation of a student’s academic  performance or achievement.” This means that in all your classes you must be very clear with professors  concerning what is acceptable collaboration versus cheating. Please be aware that the University of  Oklahoma has purchased a plagiarism detection service called Turnitin.com. All professors and  instructors are being encouraged to use it. Please note that recently the use of cell phone cameras in  class has resulted in allegations of cheating. Please be careful to not use or play with your phone in  class such that your intent might be construed as rude or worse (cheating). Assignment of Grades will be based on points earned Requirement Points: Two Unit exams  1 @ 50 2 @ 50 Paper – Apply motivation and  Classroom Management 75 Research Activities 10 Attendance/Participation 30 ____ 215 ptsGrades in the course will be assigned on the following basis. A student who has earned 90% of the total possible will get an A. A student who has earned 80% of the 215 possible will get a B. A student who has earned 70% of that total will get a C. A student who has earned 60% of that total will get a D. And, a student who has earned less than 60% of the total will get an F. Please note that you have to hit the  minimum number of points to get the grade.  A = 193 – 215 C = 150 – 171 F = below 129 B = 172 – 192 D = 129 – 159 PLEASE NOTE THAT SNOW DAYS, OR OTHER INCLEMENT WEATHER DAYS, WILL BE  ONLINE DAYS. WE HAVE ENOUGH MATERIAL ON CANVAS THAT WE DO NOT NEED  TO LOSE DAYS  See Schedule Below Class Schedule Fall 2017* EIPT 3483  *Subject to modest changes Below you will find the schedule for each class. In order to gain the most from a class, the “Readings”  should be done before class and there will be a summary form on Canvas for many of the readings. You  are expected to read all weekly readings before your Tuesday class. Reading assignments (summary  form) will be due on Monday night 11:59pm. To reiterate, please post the reading assignments to  Canvas by Monday 11:59pm (unless otherwise specified). For some readings, we are not asking for  a summary, but the material will be used in class so we still want you to have read it. There will be  points for the reading assignments and activities that will be part of the Class Attendance/Participation  etc points. Bring copies of assigned readings, models or diagrams to class for discussion (you can have  them ready on your iPads). Please note that sometimes what is labeled a “reading” is just an elaboration  of some key points from the notes. If there is ambiguity about any assignment or what to bring to class,  please ask me for clarification. UNIT I: Motivation August 8/22 TOPIC: Introduction to Content of Class – Group work on what we already know about  motivation and classroom management  8/24 TOPIC: Introduction to People and Course overview;  Reading: Syllabus on Canvas! 8/29 TOPIC: Motivation--Overview of Self-determination theory, intrinsic and extrinsic motivation,  and basic human needs. Variations in extrinsic motivation in SDT; the need for competence and  self-efficacy (including attributions). Reading: Ryan & Deci (2000), Self-determination theory and the facilitation of intrinsic  motivation, social development, and well-being. American Psychologist, 55, 68-78. (on Canvas) DUE: Reading Summary & Reflection for (1) Ryan & Deci (2000)Check it Out: Continuum of Motivation  8/31 TOPIC: Factors influencing self-efficacy Reading: Margolis & McCabe Check it Out: Self-efficacy webpage: http://p20motivationlab.org/ September 9/5 TOPIC: Attribution Theory Reading: Schunk, Pintrich, & Meece, Chapter 3 DUE: Reading Summary & Reflection for (1) Schunk, Pintrich, & Meece, Chapter 3 9/7 TOPIC: Goal Theory Reading: Summary on goals from Maehr 9/12 TOPIC: Supporting students' need for competence DUE: Reading Summary & Reflection for (1) Reeve (2006)  9/14 TOPIC: Supporting students' need for autonomy Reading: Reeve (2006). Teachers as facilitators: What autonomy-supportive teachers do and  why their students benefit. The Elementary Education Journal, 106, 225-236. (on Canvas) 9/19 TOPIC: Supporting students' need for relatedness; Culturally relevant pedagogy and motivation  Readings: “Cooperative Learning” on Canvas. 9/21 TOPIC: Group work on motivation  9/26 TOPIC: Interest Development Readings: Renninger, 2012 DUE: Reading Summary & Reflection for (1) Renninger 2012 9/28 TOPIC: Emotion in the classroom October 10/3 TOPIC: Transformative Experience Readings: Pugh, 2011 10/5 TOPIC: In Class Motivation Group Activity 10/10 Unit 1 Exam Review 10/12 Unit 1 ExamUnit II: Classroom Management 10/17 TOPIC: Introduction to classroom management from an SDT perspective - The role of teacher  support of basic needs; the roles of effective classroom managers (authority figure and  socializer). Readings: Chapter 7 of Seifert, K. & Sutton, R. (2009) See Open source text on Canvas.  DUE: Reading Summary & Reflection for (1) Chapter 7 of Seifert & Sutton [Focus on  answering following questions: Think about yourself as the teacher in your ideal class.  How comfortable are you with being the "authority figure" in the classroom? What things  make you feel comfortable or uncomfortable with that role at this point? As you think of  yourself as the "manager" of that learning environment, do you see that role as involving  "socializing" the students? Why or why not? Write up these ideas for discussion in class.] 10/19 TOPIC: The difference between engaged and compliant Readings: Engaged not Compliant; Defining Differentiated Instruction:  https://www.edutopia.org/blog/differentiated-instruction-definition-strategies-alber 10/24 TOPIC: Building a community Readings:1) https://www.edutopia.org/blog/4-approaches-building-positive-community any-classroom-maurice-elias 2) https://www.edutopia.org/article/too-many-students-not-enough-time-john-mccarthy DUE: Reading Summary & Reflection 10/26 TOPIC: Positive Student Teacher Relationships Readings: Teen Engagement in Learning Starts With Respect  (http://www.edutopia.org/blog/teen-engagement-starts-with-respect-julie-baron) 10/31 TOPIC: Positive peer relationships  Readings: Teaching Tolerance Anti-Bias Framework  (http://www.tolerance.org/sites/default/files/general/Anti%20bias%20framework%20pamphlet.pdf) DUE: Reading Summary & Reflection 11/02 TOPIC: Parents & families  Readings: Watch - The ABCs of parent involvement (14.47)  (https://www.teachingchannel.org/videos/getting-parents-involved) November 11/7 TOPIC: Culturally inclusive classroom management Readings: Weinstein, Curran, & Clarke, 2003; Equity vs Equality:  https://www.edutopia.org/blog/equity-vs-equality-shane-safir DUE: Reading Summary & Reflection 11/9 TOPIC: SDT and the prevention of classroom management problems - planning classroom rule  and routine procedures, beginning the year effectively, Kounin's management strategies. Readings: Three Rules of Love and Logic 11/14 TOPIC: SDT and dealing with problem behavior - Teacher Effectiveness Training (TET) and  approaches to dealing with problem behavior.11/16 TOPIC: Group work related to paper DUE: Introduction to paper 11/21 TOPIC: Non-SDT approaches to dealing with classroom problems: Assertive response to  disruptions; operant conditioning and applied behavior analysis - reinforcing appropriate  behavior and punishment  Readings: Chapter 2 - section on Operant Conditioning (29-33) of Seifert, K. & Sutton, R.  (2009) See Open source text on Canvas  DUE: Reading Summary & Reflection for (1) Chapter 2 of Seifer & Sutton 11/23 Thanksgiving Break 11/28 TOPIC: Tying it all together: DUE: Reflection writing: Answer the following questions: A key to the effective use of  operant conditioning is identifying effective reinforcers and punishments. For the students in  your ideal classroom, what do you think would be the three most effective reinforcers for  appropriate behavior? Why do you think so? What do you think would be three most effective  punishments for inappropriate behavior? Why do you think so? 11/30 TOPIC: Tying it all together: Activity: Group work on analyzing classroom situations for motivation and classroom  management issues. DUE: Final Paper 12/5 TOPIC: Tying it all together: Activity: Group work on analyzing classroom situations for motivation and classroom  management issues. 12/7 Unit 2 (final) Exam Review All finals are in the same classroom where class was held Section 001 9:00 T R Friday 12/15/17 8:00 to 10:00 AM Section 002 1:30 TR Monday 12/11/17 1:30 to 3:30 PM