Positive Psychology in the Classroom | –by Sherri Fisher Do you ever wish you were more creative? New research has shown that adults can be primed to become more creative simply by being asked to think like children. There are many kinds of creativity, including flexible thinking, elaboration of existing ideas, fluency of ideas, and originality. For the purposes of the study conducted at North Dakota State University, college students were asked to imagine and write about what they would do if school was canceled for the day. What Happens to Creativity as We Grow? There are numerous benefits to being more creative. Since both ways of thinking are important (imagine if we were all child-like all the time), it is intriguing to think about interventions that would enable you to be more creative at least some of the time. Mastery Goals versus Performance Goals Most schools are structured around performance goals. Are We Discouraging Love of Learning in Students? Can you nurture your creativity? References Dweck, C. (2007).
Applying Positive Psychology in the classroom « adolescent toolbox blog In a recent lecture by Dr Toni Noble she stated that 8 out of top 11 factors affecting academic performance & learning relate to social-emotional factors, such as; School Culture Classroom climate Classroom management Quality of Student-teacher interactions Peer support Student’s social & behavioural skills Student motivation Parental support (Wang, Haertel & Walberg, 1997 As a result, Positive Psychology has a definite place in the curriculum and in the promoting of Quality Teaching. 1. Caring, kindness Acceptance of difference Respect Friendliness cooperation 2. Show flexibility Highlight stories of others who demonstrate resilience 3. See Dr Noble’s BOUNCE BACK program to highlight key words and skills to build resilience 4. Optimistic thinking Positive tracking When exploring negative experiences, highlight positive outcomes as well 5. Everyday courage Appropriate risk taking Courage requires action, action can lead to mistakes, mistakes can lead to learning 6 Relationships Making & keeping friends 7. 8.
frederick herzberg motivational theory, motivators and hygiene factors, free herzberg diagrams home » leadership/management » frederick herzberg motivational theory Frederick Herzberg's motivation and hygiene factors Frederick Herzberg (1923-2000), clinical psychologist and pioneer of 'job enrichment', is regarded as one of the great original thinkers in management and motivational theory. Frederick Herzberg's book 'The Motivation to Work', written with research colleagues Bernard Mausner and Barbara Bloch Snyderman in 1959, first established his theories about motivation in the workplace. Herzberg's research used a pioneering approach, based on open questioning and very few assumptions, to gather and analyse details of 'critical incidents' as recalled by the survey respondents. Herzberg also prepared intensively prior to his 1959 study - not least by scrutinizing and comparing the results and methodologies of all 155 previous research studies into job attitudes carried out between 1920 and 1954. herzberg's main theory and its significance N.B. to what extent is money a motivator?
douglas mcgregor's motivational theory x theory y Douglas McGregor's XY Theory, managing an X Theory boss, and William Ouchi's Theory Z Douglas McGregor, an American social psychologist, proposed his famous X-Y theory in his 1960 book 'The Human Side Of Enterprise'. Theory x and theory y are still referred to commonly in the field of management and motivation, and whilst more recent studies have questioned the rigidity of the model, Mcgregor's X-Y Theory remains a valid basic principle from which to develop positive management style and techniques. McGregor's XY Theory remains central to organizational development, and to improving organizational culture. McGregor's X-Y theory is a salutary and simple reminder of the natural rules for managing people, which under the pressure of day-to-day business are all too easily forgotten. McGregor's ideas suggest that there are two fundamental approaches to managing people. theory x ('authoritarian management' style) The average person dislikes work and will avoid it he/she can. see also
adams equity theory - workplace motivational theory - how individuals measure inputs and outcomes in relation to market norms and 'referents' home » leadership/management » adams' equity theory j stacey adams - equity theory on job motivation John Stacey Adams, a workplace and behavioural psychologist, put forward his Equity Theory on job motivation in 1963. There are similarities with Charles Handy's extension and interpretation of previous simpler theories of Maslow, Herzberg and other pioneers of workplace psychology, in that the theory acknowledges that subtle and variable factors affect each individual's assessment and perception of their relationship with their work, and thereby their employer. However, awareness and cognizance of the wider situation - and crucially comparison - feature more strongly in Equity Theory than in many other earlier motivational models. When people feel fairly or advantageously treated they are more likely to be motivated; when they feel unfairly treated they are highly prone to feelings of disaffection and demotivation. Inputs are logically what we give or put into our work. click to enlarge
UK pupils 'among least likely to overcome tough start' By Sean Coughlan BBC News education correspondent The UK performs poorly in an international league table showing how many disadvantaged pupils succeed "against the odds" at school. The Organisation for Economic Co-operation and Development (OECD) has studied how pupils from poor backgrounds can succeed academically. It says that "self-confidence" is a key factor in whether such pupils succeed. The UK comes behind Mexico and Tunisia in the table - with the top places taken by Asian countries. Social mobility The study comes amid concerns in the UK about a lack of social mobility. The study from the international economic organisation looks at whether there is an inevitable link between disadvantaged backgrounds and a cycle of poor school results and limited job prospects. The OECD study says that this is not the case for many pupils from poor homes - with an international average of 31% secondary school pupils succeeding even though the "odds are stacked against them". 'Inner drive'