text:
Mr. Danoff's FWE 8A Lesson 11

Lesson

 * 1) identify: opinion / fact and argument / conversation
 * 2) Briefly review context.

Focuses

 * 1) Listening Set Skill = 6. Listen for gist in passages and conversations.
 * 2) Listening Curriculum Statement = c) Follow discussion to identify fact/opinion.
 * 3) Speaking Set Skill = A. Awareness of context.

Definition

 * 1) Opinion = What a person thinks.
 * 2) Fact = What a person knows.
 * 3) Context = What a person or people is/are talking about.

Why?

 * Because knowing the difference between fact and opinion is important for making decisions.

Example

 * Hold up a book. Say this book is terrible. fact or opinion? this book is great! fact or opinion? this book is [color of the book]. fact or opinion?

Lesson Question

 * Is this fact or opinion?

Word(s) of the Day

 * 1) endangered
 * 2) * Small number of a type of animal. Near extinction.
 * 3) * Any animal that could possibly disappear for ever is ENDANGERED.
 * 4) extinct [page 117 of Wordlist]
 * 5) * All the animals of that type are extinct.
 * 6) * An group of animals that was once living and is now dead has become EXTINCT.
 * 7) pollute
 * 8) * When people put bad things into the air and water. [Draw smoke stacks & trash in rivers].

Contact Information

 * QQ ID 867996874
 * QQ Name Danoff
 * e-mail danoff.charles@gmail.com

Teaching Materials

 * 1) FUN WITH ENGLISH 8A Textbook
 * 2) Lessons Notebook
 * 3) Stopwatch

Chinese English

 * If the following things are said by a student, address the whole class.
 * No why.
 * Give me!
 * I know! I know!

0) Before the Bell

 * 1) In classroom at least 30 minutes before my first class of the day.
 * 2) Before class, make sure chairs are set up correctly
 * 3) Write Lesson plan, Lesson, Definitions, my contact info, words of the day and that it's OK to say I don't know or No reason on the board.
 * 4) Ask if everyone has their textbooks and pens. If they don't tell them to go get them.
 * 5) Stopwatch ready to go before class.

1) Coversation
6 Minutes
 * If the kids don't respond, ask them the questions directly.
 * 1) Are you tired?
 * 2) Are you hungry?
 * 3) Are you cold?
 * 4) What is happening in the news these days?
 * 5) What did you do in your clubs after school yesterday?
 * 6) Have you watched any good [movies, cartoons, tv shows, ....] recently?
 * 7) Have you read any good [books, comics, articles ....] recently?
 * 8) What class did you just have? What did you learn? Do you like it?
 * 9) what club did you have yesterday? what will you do in your club today?
 * 10) Is it anyone's birthday today in class?
 * 11) Any questions for me? Add that the longer we talk here, the less time we have to spend on the textbook.
 * 12) Do you know why this Thursday is special? A: Thanksgiving!

====2) Thanksgiving Speech ==== 5 Minutes
 * Vocab Words on Board
 * 1) parade
 * 2) * In China, on National Day thousands of people walk.
 * 3) mashed potatoes
 * 4) * You boil potatoes, then stir them in a bowl to make them soft and fluffy.

Thanksgiving is a holiday celebrated in America and Canada. In America it is celebrated every year on the 4th thursday in November. It is called Thanksgiving, because people say thank you or give thanks. You give thanks on thanksgiving for the food you have to eat and your family. In the morning people watch the Thanksgiving Day parade in New York City. Usually at lunch people party where they invite all of their friends and family: brothers, sisters, parents, aunts, uncles, cousins, and grandparents.

Some traditional foods for Thanksgiving is turkey, mashed potatoes and pumpkin pie for desert. After they eat, many people sleep or sit down and watch American football on TV. The day after Thanksgiving is Black Friday, and many shops have big sales with very cheap prices, so many people go shopping.

 * Notes about Delivering the Speech
 * Ask more difficult questions for higher level classes.
 * Don't ask the questions in sequential order. Ask the easy ones first to give lesser ability students a chance to answer.
 * Questions - Ask in a Row and Columns Game
 * 1) Where do they celebrate Thanksgiving?
 * 2) * America & Canada.
 * 3) When is Thanksgiving in America?
 * 4) * The 4th Thursday in November.
 * 5) Why is it called Thanksgiving?
 * 6) * Because people give thanks.
 * 7) Who comes to the Thanksgiving party?
 * 8) * Friends and family.
 * 9) What do people watch on Thanksgiving morning?
 * 10) * The parade.
 * 11) What are three foods people usually eat on Thanksgiving?
 * 12) * Turkey, mashed potatoes and pumpkin pie.
 * 13) What do many people do after they finish eating on Thanksgiving?
 * 14) * They sleep or watch American football on TV.
 * 15) What is the day after Thanksgiving called?
 * 16) * Black Friday.
 * 17) What do people do on Black Friday?
 * 18) * Go shopping.

3) Joke
2 Minutes
 * Piano joke.

4) Introduction
2 Minutes
 * 1) Point out the Lesson Plan, mention if we move fast, we can get to the game quicker.
 * 2) Tell them my contact info, and say that I am busy. I want to talk to you, but if I can't it is not because I don't like them, it is because I am busy. I like all of you. Please say hello again or e-mail me. E-mail is much better.
 * 3) Mention that if ask a question and they don't know the answer, it's fine to say I don't know. Write No why and No reason ask which is correct if I ask Why? cross out No reason explain that it is Chinese, not English.
 * 4) Words of the Day
 * 5) Homework: Students are to bring something from home to class to talk about. Instruct them to write this down. At the end of the class stand at the door and have the students repeat this or show they have written it down before they are allowed to leave.

5) Page 42 Let's get ready A & B
5 Min
 * 1) Walk around the class, help the students who are struggling.
 * 2) Try to get a dialogue going, ask What do you think about endangered animals? What endangered animals do you like? Is it important to help endangered animals? ... Why? Do you want these? [Point to the products]. Say Well I think ..... Do you think I'm right?

6) Page page 43 Let's listen 1 A - Tapescript Page 90
3 Min
 * 1) Check if they know the meaning of the words guest and speaker.
 * 2) I read it through.
 * 3) Though the answers at the back of the book only say 2, 3, and 4, I think 5 is also an acceptable answer.

7) Page 43 Let's listen 1 B - Tapescript Page 91
4 Min
 * 1) I read it through.
 * 2) Ask if what the speaker is saying are facts or opinions?
 * 3) Ask what is the context of what the speaker is saying?

8) Question Game
Remaining Time
 * 1) Have the students stay in their seats.
 * 2) Write answer and question on the board. Put a question mark below question.
 * 3) As an example write America under answer. Explain that I will give them the answer and they are supposed to come up with the question. For this example they could ask Mr. Danoff where are you from? or What is Barack Obama's country? or In what country do they play the NBA?
 * Note, adapted from “What's the Question” from the Internet Teach English as Second Language Journal.

Extra Time

 * Blue Whale Speech (7 Minutes)

Blue Whales are a type of whale. They are the largest animal humans have ever found. The biggest ones are over thirty meters long, and weigh over 172,000 kilograms. Their tongue weighs about 2,700 kg.

They eat mostly krill, which are like shrimp. They eat about 3,600 kg of krill every day.

Scientists think whales can live for up to 80 years.

About one hundred years ago, there were maybe two to three hundred thousand Blue Whales in one Ocean. But, many people have hunted them. Now they are endangered. Today there are only five to twelve thousand left.

 * Notes about Delivering the Speech
 * Write certain numbers or words on the board after reading it one time if they don't understand.
 * Questions - Ask in a Row and Columns Game
 * What color are Blue Whales?
 * Are Blue Whales big?
 * How long are Blue Whales?
 * How much do Blue Whales weigh?
 * Are Blue Whales bigger than elephants?
 * What do Blue Whales eat?
 * How long can Blue Whales live?
 * Are Blue Whales endangered?
 * How many Blue Whales are left?
 * Competitive Hangman
 * Rows & Columns
 * 20 Questions
 * Ball Self-Introduction Game
 * “How high can you clap?“ Game
 * Simon Says
 * Telephone

g8 c5

 * Notes in AFLS Teaching Journal 3 Back of the Front Cover
 * 1) I was not ready to teach this class and they took full advantadge
 * 2) Was good I kept my cool, didn't lose my temper nor send anoyone around the room and I apologized to that kid
 * 3) again, it is worth trying an alternative with this class. it can't get much worse.

g8 c4

 * Notes in AFLS TJ4 Page 1
 * class was basically perfectly behaved. didn't have a very strong female student, which was too bad.
 * only 2 to 3 kids talked.

g8 c6

 * AFLS TJ4 Page 1
 * class was gobby as ever, but also got through everything
 * boy with glasses's level is higher than I realized, but he's too easily distracted
 * even though only a few kids were involved, i'd say the discussion went quite well

Materials Used Whose Copyright is Owned by Others

 * I used these because it was allowed within the rights given by the people who made the materials.
 * The copyright of this lesson plan does not reflect the copyright of these materials.
 * Please contact the creators to see how it is OK to use their materials.
 * Focuses come from the curriculum section of the 2009/2010 East Meets West China Information Booklet.
 * Joke is from the ITESLJ http://iteslj.org/c/jokes.html
 * Question Game Adapted from “What's the Question” from the ITESLJ. http://iteslj.org/games/9868.html
 * ITESLJ Copyright Notice: http://iteslj.org/copyright.html
 * ITESLJ Contact Information: http://iteslj.org/mail/

Materials Used Which I Made

 * I will likely only use materials I created which I entered into the Public Domain, but read carefully in case I licensed one thing different which may be what you want to re-use.
 * Thanksgiving Speech, which I entered into the Public Domain.
 * Blue Whale Speech, which I entered into the Public Domain.

Acknowledgments
I would like to thank all the 8th grade classes at Anqing Foreign Language School who had this lesson for their participation and feedback. I would also like to thank the Anqing Foreign Language School for allowing me to teach.

Page 44 Let's listen 2 B - Tapescript Page 91
6 Min
 * 1) Ask for student volunteers.
 * 2) Ask the students if the statements are facts or opinions.
 * 3) If they don't know what a fact or opinion is, go over the example.

Page 45 Let's listen 3 A - Tapescript Page 92
4 Min
 * 1) I read it through.
 * 2) Ask the students “What is the context of this conversation?”
 * 3) If they don't remember context, say it is “what people are talking about” and “for example, in Jessica and her Uncle's conversation in 2B, the context was whales.”

Version 0.1 Nov 11, 2009

 * 1) Chose the textbook questions to use in a meeting with Mr. Brown.

Version 0.2 November 22, 2009 2:30 PM

 * 1) Added the lesson plan format from 7A Lesson 8 ver 0.2.
 * 2) Added a Blue Whale speech.

Version 0.3 Finished: November 24, 2009 6:28 PM

 * 1) added “# What did you do in your clubs after school yesterday?
 * 2) Have you watched any good [movies, cartoons, tv shows, ....] recently?
 * 3) Have you read any good [books, comics, articles ....] recently?“ to the conversation questions.
 * 4) updated the Thanksgiving speech and questions to ver 0.21
 * 5) added “Try to get a dialogue going, ask “What do you think about endangered animals?” “What endangered animals do you like?” “Is it important to help endangered animals? ... Why?” “Do you want these?” [Point to the products].“ to “Page 42 Let's get ready A & B“.
 * 6) Added note “[Skip #8 for classes of lesser ability]“ because it's difficult and without it is probably just enough textbook for those classes. For higher level classes, keep it because it is challenging and won't vex their patience, too much.
 * 7) Added “Homework: Students are to bring something from home to class to talk about.“ to the Introduction.
 * 8) Edited the language of the Blue Whale speech slightly.
 * 9) Added “Ask in a Row and Columns Game“ to the questions sections following the speeches.
 * 10) Added “Notes about Delivering the Speech“.
 * 11) Added “# Write certain numbers or words on the board after reading it one time if they don't understand. Then read it again. # Ask more difficult questions for higher level classes. # Don't ask the questions in sequential order. Ask the easy ones first to give lesser ability students a chance to answer.“ to “Notes about Delivering the Speech“.
 * 12) Added “# How long are Blue Whales?
 * 13) How much do Blue Whales weigh?“ to the Blue Whale Speech questions.
 * 14) Changed “Acknowledgments & Notes“ to “Materials Used Whose Copyright is Owned by Others“, “Materials Used Whose Copyright I Control“, “Acknowledgments“ and “Notes“
 * 15) Added details to “Materials Used Whose Copyright is Owned by Others“ “### I used these because it was allowed within the rights given by the people who made the materials.
 * 16) The copyright of this lesson plan does not reflect the copyright of these materials.
 * 17) Please contact the creators to see how it is OK to use their materials.“
 * 18) Added details to “### I will likely only use materials I created which I entered into the Public Domain, but read carefully in case I licensed one thing different which may be what you want to re-use.“
 * 19) Added “I would like to thank all the 8th grade classes at Anqing Foreign Language School who had this lesson for their participation and feedback. I would also like to thank the Anqing Foreign Language School for allowing me to teach.“ to “Acknowledgements
 * 20) Changed the name of “Versions“ section to “Changelog“ and added Version to the beginning of each Version name. Previously it'd just been 0.1 or 0.2.
 * 21) Moved “Additional Questions & Instructions for This Lesson“ above “Changelog“.
 * 22) Added spaces between the different versions in the Changelog for clarity of reading.
 * 23) Added “Chinese English“ section with “ # If the following things are said by a student, address the whole class. ## “No why.” ## “Give me!” ## “I know! I know!”“
 * 24) Changes below done on 23 Nov after editing 7A Lesson 9.
 * 25) Changed “Materials Used Whose Copyright I Control“ to “Materials Used Which I Made“ because after I enter things into the Public Domain I no longer control their copyright, I believe..
 * 26) Changed Copyright to “As the writer and copyright holder of this document, I, Charles Jeffrey Danoff, enter it into the Public Domain.”
 * 27) Added “### If I used something created by you and you would like me to not or change the attribution, please let me know.” to “Materials Used Whose Copyright is Owned by Others”.

Version 0.4 November 25, 2009
12:23 - 25 PM & 7:17 - 7:36 PM
 * 1) added additional definitions to endangered & extinct that I got from Mr. Brown, as alternative ways to explain the words to the kids.
 * 2) added What class did you just have? What did you learn? Do you like it? what club did you have yesterday? what will you do in your club today? to the Conversation.
 * 3) improved the Thanksgiving speech
 * 4) added new answers for the joke.
 * 5) clarified the introduction instructions
 * 6) took out Page 44 Let's listen 2 B and Page 45 Let's listen 3 A because the classes today were not getting to these.
 * 7) moved the “Blue Whale“ speech to extra time, because i haven't had time to cover it in class.
 * 8) added Ask if what the speaker is saying are facts or opinions? Ask what is the context of what the speaker is saying?
 * 9) added Copyright Owners of Materials section.

Version 0.41 24 & 25 Aug 2010

 * Made it Mediawiki formatting friendly.
 * Removed selected extraneous information for the sake of brevity.
 * Removed the copyright notice, because those implications are more clear depending on where the document is published online.

Contact Information
I am actively seeking feedback on how to improve this lesson, please edit it, leave a note in the talk pages or email me at, danoff.charles@gmail.com

title: Mr. Danoff's FWE 8A Lesson 11


text:
Motivation and emotion/Questions

Tutorial 4

 * 1) What motivates retention of staff in lifestyle aversive occupations (e.g. chef apprenticeships etc).
 * 2) What motivates somebody to complete boring tasks? e.g. phone surveys. How to promote the social conscience.
 * 3) What motivates achievement orientation in sports and good vs bad behaviour?
 * 4) What creates a good supportive team environment in the sporting context?
 * 5) What motivates socially active groups to focus on group goal vs individual goals?
 * 6) What motivates people to seek a lot of social interaction as opposed to a little?

2010
These are some interesting questions about motivation and emotion that students generated in 2010.

Tutorial 1

 * 1) Why do people self-sabotage?
 * 2) What are the motivations behind group formation and social interaction?
 * 3) What motivates behaviour in the workplace?
 * 4) To what extent can you read emotions through non-verbal cues?
 * 5) What motivates someone to commit adultery?
 * 6) What drives someone to jealousy?
 * 7) How to sustain motivation when working towards a goal?
 * 8) What motivates high achievement and performance (e.g., education, sport)?
 * 9) To what extent are emotions controllable? (Emotional regulation, Emotional control)
 * 10) What is the difference in emotional responses between males and females when engaged in sexual activity?
 * 11) Why do people engage in risk-taking behaviours?

Tutorial 2

 * 1) How do you think our fatigue affects our motivation?
 * 2) What are the emotional motivators of gambling?
 * 3) What are the biological drivers of sexual motivation?
 * 4) What motivates an individual to think positively?
 * 5) Why do people commit crimes?
 * 6) Why do some people over-eat and why some people under-eat?
 * 7) How do people manage emotions?
 * 8) What are the influencers behind social loafing and group cooperation?
 * 9) What motivates people to commit adultery?

Tutorial 3

 * 1) What are the motivational and emotional contributors to addiction and self-sabotaging?
 * 2) How much of emotion and motivation is influenced by genes vs. life experience?
 * 3) Why does one goal seem so strong and prevailing in one minute and become unimportant or less salient in the next minute?
 * 4) What makes some people high achievers?
 * 5) What motivates a suicide bomber?

license: Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/

title: Motivation and emotion/Questions


text:
User:JennyJ

About Me
Hi, my name is Jenny, and I am a student studying a Psychology/Arts Degree at the University of Canberra. This semester is my 6th, and I am taking units in Spanish, Social Psychology, Photography and this one, Motivation and Emotion. This is my E-Portfolio for this unit, where I will share my reflections and thoughts about what I learn.

= E-Portfolio =

Week One
So the first week we attended our first lecture, and covered a brief introduction to the unit Motivation and Emotion. Motivation and emotion can be defined in many different ways, but here is my personal definition: Motivation is the study of what drives us to do what we do, and emotion is the physiological reaction to internal and external cues, such as our thoughts, memories or experiences. It will be interesting to see how my ideas and views change as the unit progresses.

The textbook for this unit is called Understanding Motivation and Emotion, by Johnmarshall Reeve. Chapter One of the textbook informed us that there are many different sources of motivation, such as intrinsic motivation, extrinsic motivation, flow and perceived competence.

The chapter also posed questions such as why behaviour varies in its intensity, for example why is a person super motivated to study one week, but the next week lacks energy, is unfocused and seemingly uninterested in the material? We learned the difference between internal motives which are based upon emotional regulation, needs and wants inside a person, and external motives, environmental, social and cultural sources of motivation that drive our behaviour, such as rewards and punishments.

After reading this chapter and attending the lecture, I actually think this unit will be quite fun and interesting. I am particularly interested in learning about well-being, and ways to increase well-being and happiness for people. Studying motivation and emotion also includes studying what people truly desire, our wants, needs, fears and hopes for the future. Motivation study also examines questions as to whether we are innately good or evil, co-operative or aggressive, and whether people are intrinsically designed just to survive or to grow and self-actualize. After reading this first chapter, I became a lot more interested in the unit, and am keen to continue learning to see what we uncover.

Week Two
This week the lecture focused on teaching us the basics of Wikiversity, on which we will be submitting our major assignment (a textbook chapter), and recording this E-Portfolio on. Wikiversity is similar to Wikipedia, in that any member of the public can create and edit any page. However, Wikiversity is a sister project to Wikipedia and has been created for university-level pages and information.

Week Three
This week focused on the different chemicals and parts of the brain that relate to motivation, and also the physiological needs we experience as humans. I'll break this reflection down into these two parts, to make it easier to follow.

Neurotransmitters and Parts of the Brain
The first half of the lecture covered a bit of what I'd previously studied in Physiological Psychology about neurotransmitters and the different parts of the brain and what each is responsible for. However, this time it was directed towards motivation. Reading the chapter, I found it particularly interesting that we do not simply have one way of finding pleasure or happiness, but many different paths. For example, we can feel good by getting something we want (activating the neucleus accumbens), but also feel happy and rewarded when we socialize (activating the septal area of the brain), or when we eat when we are hungry (communicating through the hypothalamus). I guess I had always through there was one area of the brain responsible for reward or positive emotions, not many different ones activated by different actions. Also I found it interesting that dopamine (a neurotransmitter responsible for producing feelings of well-being) release is highest when an unexpected event happens that is rewarding, which explains why I feel happier when I hear my favourite song unexpectedly come on on the radio than when I listen to it on a CD. This function is to allow people to learn a particular event's motivational significance.

Physiological Needs
Physiological needs are all the things we need to function. Food, water, sleep, air and sex are included. We are motivated to regulate these states from impulses from our body. These needs basically take over our motivation when they are unmet. I have had times in the past when I am so tired all I want to do is sleep, and am not interested in relating to other people, exercising, or learning to ride a bike. Maslow's hierarcy of needs sums up this chapter and the next couple. For more info go to the wikipedia link here, or take a look at the diagram.

Psychological Needs
In week 4 we were introduced to the three psychological needs of human beings - autonomy, competence and relatedness. Psychological needs can be thought of as growth needs - they produce positive emotions and well-being when addressed (learning how to swim), but are not deficits like physiological needs (e.g. eating to relieve hunger). This organismic approach to motivation relies on two key points: that people and animals are inherently active, and that a person has an inherent desire to interact with the environment which the environment sometimes supports and sometimes frustrates. The opposite of an organismic approach is a mechanistic one, where the environment acts on the person, and the person reacts.

Autonomy
Autonomy is the need to act freely, and choose what we want to do and how to behave, without being controlled by others. Essentially, we want to follow our own interests, preferences, wants and desires, and decide how and how long we will do these things for. Three qualities determine whether or not we satisfy our need for autonomy: Particularly with autonomy, it is interesting to note that providing choices to people doesn’t necessarily satisfy their need for autonomy. For example, when I am given the choice between doing my Spanish homework or Motivation homework, but instead want to do something else, my autonomy is not supported. However, if I am freely asked the question ‘Do I want to do homework now or something else?’ then my autonomy need is engaged.
 * Internal Perceived Locus of Causality (our behaviour is initiated by an internal want or desire, rather than an external one)
 * Volition (feeling free)
 * Perceived Choice over One’s Actions

Supporting Autonomy
When autonomy is supported, people engage in their chosen task with much higher effort, more creativity, positive emotion, persistence, and better overall grades or task performance. To support autonomy in someone you can nurture their inner motivational resources (such as asking the person what they would like to do), use informational language (find out why a person is unmotivated and help them to solve the problem rather than pressuring them to get on with the task), provide explanatory rationales (explain the value or meaning behind a boring action such as brushing teeth), and acknowledge and support negative affect (acknowledge attitude or resistance, and then work with the person to solve the underlying cause of the resistance). In contrast to autonomy supporting motivational style, a controlling motivational style uses techniques such as pressuring, forcing or commanding a person into doing something, which can reduce their inner motivational resources. I found this really useful to learn about, and have tried to put it into practise a bit while working (I work at a childcare centre). I now understand and better appreciate the importance of nurturing a child's inner motivational resources to help them become a more capable and better person.

Competence
The need for competence comes from interacting effectively with our surroundings. Everyone desires to be competent in all aspects of their lives. People seek out new challenges to test their skills, and to build upon old skills. In this section of the book I am most interested in flow – a state of being in which the person is deeply engaged in an activity. However, the right conditions must be present for flow to occur – i.e. high to very high challenge, and high to very high skill level. Low skill and low challenge presents apathy, low skill and high challenge creates anxiety and worry, and high skill and low challenge facilitates boredom. It is interesting how people regulate an activity to increase enjoyment or the chance of flow, for example by increasing their skill level, decreasing their skills level (by handicapping), or increasing or decreasing the challenge. However, to feel that need-satisfying feeling of being competent at something however, a person must also receive positive feedback and view mistakes as opportunities to learn more rather than failures (high failure tolerance). I was trying to think of times when I have experienced flow, however I'm not so sure I have. This may be because I have only recently heard of the concept and therefore was not aware of it while I experienced it, however I am also not super-talented at skiing, or at playing a musical instrument, or anything like that. I suppose I have experienced flow to some degree, but never a lot, as I have heard of incredible flow experiences where people lose track of the whole day as they are so engaged with their activity.

Relatedness
People have a need for quality social interaction and a need to belong. Relatedness is the need to form close emotional bonds with other people, and be connected to others in warm, loving relationships. Relationships which are most satisfying to us are those in which we feel we have revealed our true or authentic selves, and have been shown and deemed important, and which the other person has also revealed themselves. Relationships form easily, simply through proximity and spending time together, and are hard to break (when people more away, we cry and exchange phone numbers to stay in contact). There are two types of relationships people have with each other: Naturally, I have experienced both, however being friendly I often try to move exchange relationships into communal ones, or at least break past that initial barrier and learn a little bit about the person personally. When conducting business (at the checkout counter, at the dentist), I will often ask the person how they are and how their day has been, to get a bit of a glimpse into their lives and not just interact on a business level.
 * Exchange relationships: based on business or not involving emotional sharing
 * Communal relationship: relationships involving caring and supporting the well-being of each other

Social Needs
Social needs are needs learned and acquired through our culture. No-one is born with these needs, but we learn through experience that having these needs met leads to more positive emotion, and they are prized by society and culture.

Quasi Needs: essentially wants that change when the situation changes i.e. needing a bus ticket ot get on the bus. However, once the bus ticket is bought, the need disappears indicating it is not needed for growth or healthy functioning.

These are the social needs we are taught are prized and important:
 * Achievement - desire to do things well to a standard of excellence
 * Affiliation - desire to be liked and approved of
 * Intimacy - desire for close intimate connections with others
 * Power - desire to make one's physical and social world move and change to one's own plan for it

Intrinsic and Extrinsic Motivation
Intrinsic motivation is being motivated from your inner desires, being in tune with what you want and need, and using this to motivate yourself. Extrinsic motivation is being motivated by outside forces, such as pressure, money or outward success. Of the two of these intrinsic motivation is more healthy, and is linked to greater health and creativity than extrinsic motivation. In addition, when someone is intrinsically motivated they are more likely to persist at the task longer, will experience higher quality learning, generate more creative solutions and have higher well-being. I know personally that when I do things for intrinsic reasons I feel better, have better health and generally outperform than when I do things for an outward reason. For example, I will compare studying photography to studying statistics in my degree. Stats is something I don’t particularly enjoy, however studying stats is part of the units to get a psych degree. When studying stats, I do it mostly for the outward goal of getting a degree (succeeding), therefore I force myself to learn it, struggle a bit, and instantly forget most of what I have learned as soon as the unit is over. When I chose to study photography as a unit however, it was because I love it, not because I had to. When completing a photography unit this year I was extremely intrinsically motivated, put many hours into the unit, it enhanced my creativity and I wound up with a HD. Where possible, it is much better to try to be motivated intrinsically rather than extrinsically.

Goal Setting
Goal setting is one of the best things you can do to increase your motivation. I know this is definitely true for me, when I have a task to finish (such as reading a textbook chapter for an exam), if I make a time to finish it by I will get it done a lot quicker than if I simply read ‘as fast as I can’ or ‘when I am motivated’. Clear, specific goals are the best at motivating behaviour. However, if someone is giving you a goal, ti is also important that you agree with it, otherwise motivation will decrease dramatically. For example, I know personally that if someone I didn’t like told me to do 50 push-ups I would either do 0 or would do a few with half-effort, however if I wanted to get fit and sought out a personal trainer who then asked me to do 50 push-ups I would agree with this goal.

Personal Control Beliefs
The amount of control people exert over their circumstances depends on their belief in having the resources to have an effect on their circumstances (self-efficacy), and their expectation that a particular outcome will be achieved (outcome expectancy). Self-efficacy is the belief that you can do well on a particular task. People's self-efficacy varies depending on the task (I have a high self-efficacy about taking an exam, whereas a low self-efficacy about skiing down a mountain for example). However, some people have a general higher self-efficacy than others and will approach more challenges, and generally face tasks with enthusiasm, optimism and interest. People with low self-efficacy, however, tend to focus on personal deficiencies and tend to feel emotions like anxiety, pessimism and depression. The main question I had while reading the chapter this week was 'Can you teach self-efficacy to someone?' In fact, you can, empowering someone by giving them the skills, knowledge and beliefs that they can do something raises their self-efficacy, for example teaching someone basic self-defense skills. Self-efficacy is based on the person's knowledge of their previous behaviour history in the circumstance, vicarious experience (watching another person perform the challenge), influences of verbal persuasion by themselves or others, and their physiological state.

On the other half of the continuum, outcome expectancies are related to a phenomenon called learned helplessness. When people are originally put in circumstances that are stressful or they do not like, they thrash around and try to change or get out of the circumstances. Once all options and ideas are exhausted however, the person will literally give up and will not make any more effort even when circumstances change. This theory is thought to be at the root of anxiety and depression, people initially try to change the circumstances, when they cannot, anxiety and fear emotions set in, however when these too are depleted depression and other energy depleting emotions set in, and the person feels lethargic and drained. In fact, some theorists go so far as to say the root of all anxiety and depression is low self-efficacy. This is very interesting, as it works quite logically if the person is facing an actual threat. Initially, the body pumps adrenalin and creates anxiety and action to remove the blockage, attack the threat or escape the danger. If none of these work the body will stop using expending energy and instead conserve energy, to stay alive longer in the hope someone will come and help out, or your circumstances will change. However, this type of emotional reaction is not usually useful when there is no physical threat, such as in many cases of depression.

Week Seven
This week we had no lecture or readings (which was good because I had two Spanish exams), but there were a couple of things we covered in the tute that I wanted to add. We completed an Optimism questionnaire which linked to Seligman's research on Learned Optimism, which I found extremely interesting. I love that the tutes are so practical. I like Seligman's work, as he is one of the first contributors to the field of Positive Psychology, a field I am interested in and would consider working in. I have read Seligman's book 'Authentic Happiness' which I would recommend. The optimism quiz was very interesting, as it labeled most of the class as more pessimistic than they thought they were. After much discussion and arguing, we decided that the questions were somewhat outdated and a couple were written poorly. What intrigued me however was that you can actually change your optimism scores, and learn to be more optimistic than you previously were. I find this very interesting, and it adds to my puzzle that I have been contemplating for some time, whether you can truly change your personality or not. I do think that we are born with an underlying temperament that we cannot change, from doing the Psychopathology unit we learned of personality disorders such as Obsessive-Compulsive Personality Disorder or Narcissistic Personality Disorder, which therapists are often reluctant to try to treat because they do not have much luck, it seems to be something ingrained in the person. However, I think a person's personality is made up of their temperament, environment and also their personal choices. If this is true, some people will always be more optimistic than others, however everyone can make the choice to change their thinking in a way that makes them more optimistic.

Week Eight
This week was a class-free week to have a break and catch up on assignments and readings.

Week Nine
In the second half of the semester we began to cover emotion. This was the part I was looking forward to the most, as I don't know a lot of theory behind emotion and it intrigues me. Week 9 introduced the topic and covered briefly some theories of emotion. We learned that there are many different theories about how many emotions there are, ranging from about three basic emotions to an infinite amount. The question of How many emotions are there? split the theorists into two groups - those on the biological side (such as Gray (1994), Tomkins (1970), and Izard (1991)), stated that we have only a few basic emotions, such as fear, anger, sadness and joy, that enable us to function and survive in everyday life. According to theorists such as Stein and Trabasso (1992), fear appears when we encounter an obstacle or threat, anger is produced to clear the obstacle or fight the threat, and if these efforts are successful sadness is produced, and we learn to accept the threat or adapt to it. And joy is produced when we successfully overcome an obstacle or attain something we wanted, such as falling in love, achieving a goal, etc. The other side of the spectrum are the cognitive theorists, who argue that of course there are basic emotions, but there are a number of other emotions as well, such as interest, surprise and excitement. Some even argue that emotions are often context specific and related to environmental queues, so there are essentially an infinite number of emotions.

This week's tute was great, we were given a list of every emotion word in the dictionary, and had to cut the words into squares and form them into groups of what we thought were the basic emotions. After discarding many words we decided did not describe emotions, our group came up with happy, loving, surprise, awed/awestruck, sad, fearful, anxious and angry. As well as being lots of fun, this activity allowed us to see how many categories the other groups had formed, and reinforced the idea that there is no definite number of emotions or categories, only different theories.

Week Ten
This week we looked a little more into different aspects of emotion. For example the facial structure of each emotion, whether we can voluntarily control our emotions, and the differences between emotion and mood. I found it interesting that love in China is attributed as a negative emotion rather than a happy emotion. As Chinese culture values arranged marriage, and sees two people getting married as a joining of the two families rather than just the two people, romantic love is viewed as ‘sad love’, as acting on romantic love feelings can break apart the duty and respect a son or daughter has to their parents. Therefore, romantic love is experienced as ‘sad love’. I also found it interesting that most of the emotions we feel come from our interactions with other people, and we experience a greater number of emotions when interacting with others than when we are alone. This is definitely true for me, when I am just at home studying I do not experience many emotions, however when I am out with friends or chatting with family I experience many more emotions. I am also happier when out in the world rather than just at home, I prefer to try to be engaged in life and to interact with people a bit rather than spend a lot of time alone.

Week Eleven
We looked at personality and its relationship to happiness this week. And discovered using the Big 5 characteristics, that Extraversion can be used as a predictor of happiness, and Neuroticism can be used as a predictor of unhappiness. This is basically because extraverts have a higher capacity for positive emotion - they have a stronger approach motivation, and neurotics have a greater capacity for unhappiness or suffering, as they have a stronger avoidance motivation.

We also learned about sensation seeking, and an experiment done by Woodburn Heron (1957) which involved sensory deprivation. In this experiment, volunteer college students lay on a bed in a sensory deprived room for as long as they wanted to (while being paid) and the effects on their minds and bodies were studied. They wore visors which meant they couldn't see, an air conditioner emitted a loud hum which masked other noises and they wore cardboard gloves to restrict touch sensory information. Most participants only stayed 2 or 3 days. I would have trouble seeing myself staying at least one day! I dislike being at home for one day, let alone in a sensory deprived room. This also led me to wonder whether my generation would typically last less time in a sensory deprived room, as we are very much in the age of information-overload, and people rarely have moments of boredom, instead they will jump on Facebook, text or play games on their phone or listen to their iPod etc.

Week Twelve
This week we learned about unconscious motivation and all the things that motivate us that are out of our awareness. Unconscious motivation began with Sigmund Freud and the start of the Psychodynamic Perspective. Psychodynamics is interesting as it takes a very pessimistic view of human nature, and therefore allows you to take a look at all the unexplained negative behaviours of humans, such as self-defeating behaviours, suicidal thoughts, and overwhelming impulses for revenge. These are all real issues which are not looked at in all theories. Psychodynamics looks at the unconscious, and includes things such as dreams and hypnosis. One of the main criticisms of it however is that it is difficult to be empirically tested. Another criticism is that it is useful to explain after an event, but is not very predictive of human behaviour. For example, when someone has a dream you can relate it back to their previous desires and wishes, however you cannot predict that they will have that particular dream in two years, due to these circumstances.

I particularly found the table in the textbook on Defense Mechanisms interesting, and think I can find instances in my life where I have displayed all of these. Some examples are Projection, Regression, Anticipation and Rationalization. One example is in anticipation of my exams for this semester, I go through what I need to study in my head a few times before the exam, and make plans to go over the textbook and other notes etc so as to be more prepared on the day.

I also really liked the idea of 'mixed emotions' presented in this chapter, and that most people have a love-hate relationship with the things they love to do. I also think this is true, I think that people will always ahve mixed emotions about things, for example at the moment I love my job as a childcare worker, but there is always a part of me that wants to stay home and be lazy rather than going to work!

Week Thirteen
This was my favourite topic - Positive Psychology and growth. I have been fascinated with this field for a while, and reckon it would be pretty fun to work in. Positive psychology is not about faking happiness or adopting a Pollyanna attitude, but instead focuses on developing your strengths as a person and personal growth. For a list of strengths see the table:

 (From our textbook for this unit - Understanding Motivation and Emotion by JohnMarshall Reeve, page 441)
 * Happiness
 * Enjoyment
 * Resilience
 * Capacity for Flow
 * Personal Control
 * Optimism
 * Optimistic Explanatory Style
 * Hope
 * Self-Efficacy
 * Goal-Setting
 * Meaning
 * The Passion to Know
 * Wisdom
 * Authenticity
 * Toughness
 * Self-Determination
 * Forgiveness
 * Compassion
 * Empathy
 * Altruism
 * Humour
 * Spirituality

Currently, the ABC is airing a series called 'Making Australia Happy', which follows eight people who work with Positive Psychology experts to try to make their lives happier (for more information see this link []).

One question I had when reading the chapter was Is there a set-point for happiness, or by focussing on their strengths can people all really become happy? The chapter answers this by saying in general extraverts are happiest, regardless of what they are doing, however everyone can become happier and achieve their maximum happiness potential by building on their strengths and choosing personal growth situations. Also, people who follow their values and inner guidance rather than trying to obtain material wealth and possessions end up happier. The chapter also talks about self-actualization, which Abraham Maslow viewed as the growth motivation people experience after their basic needs are fulfilled (see Maslow's hierarchy of needs). I read a bit more about self-actualization on this website: []. It's a bit dodgy but mentions that self-actualized people must be free from psychopathology. Therefore, Vincent Van Gogh for example was not self-actualized. Personally I find is interesting, but also quite hard to believe. Were people like Albert Einstein and Abraham Lincoln simply blessed with low-pathology genes, or by using their strengths did they overcome these?

Summary and Goodbye
This unit was great!! I learned loads of practical and useful information that I will put into practise in my everyday life. I have found the online tasks to be very useful too - learning about wikiverisity has been fun, and also a great way to interact and see what other class members have been learning and doing. The E-Portfolio has been useful as it has encouraged me to keep up to date with the readings and coursework, and was more fun than doing an exam. Thank you James Neill for helping out with wikiveristy and teaching us this unit, and if you are a member of my class or the big wide world thank you for reading my journal entries!

title: User:JennyJ


text:
User talk:JennyJ

 Hello JennyJ, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. Jtneill - Talk - c 10:36, 26 August 2010 (UTC)

 Hi , I am Percy. Nice to meet you. I love the beach, swimming, fishing, and I am currently doing some research at Wikiversity on oceanography. I am also learning to play piano. What do you like? Can I be your mascot?

Motivation and emotion
Hi. Welcome to the unit and to Wikiversity! I look forward to learning with you and I hope you find the topic and the unit rewarding. Please feel free to let me know if you have any suggestions or would like help at any point along the way. Sincerely, James Neill, -- Jtneill - Talk - c 10:36, 26 August 2010 (UTC)

-- Jtneill - Talk - c 02:42, 15 December 2010 (UTC)

title: User talk:JennyJ


text:
Template:Show-head2

 * Arguments
 * 1) Name of authors (optional year of publication in parenthesis)
 * 2) Title of work (Italic for a book)

title: Template:Show-head2


text: Template:Show-tail

title: Template:Show-tail


text:
Motivation and emotion/Textbook/Structure

These ideas for a generic textbook chapter structure and learning features were brainstormed and discussed in the first tutorial.

Brainstorm of possible textbook chapter structure:
 * 1) Title
 * 2) Table of contents (Headings)
 * 3) Focus questions / Key questions
 * 4) Preview / Overview
 * 5) History
 * 6) Definition(s)
 * 7) Content: Theories and Research
 * 8) Summary
 * 9) Glossary
 * 10) Resources: e.g., Links to video, Wikipedia articles
 * 11) References

Brainstorm of possible learning features:
 * 1) Case study
 * 2) Images: e.g., photos, diagrams
 * 3) Stop and review
 * 4) Quiz/review questions
 * 5) Practical applications
 * 6) Interesting facts
 * 7) Internal page links
 * 8) Test your knowledge
 * 9) Try it yourself / Mini-experience


text:
Motivation and emotion/Tutorials/Introduction/Instructor notes

2013
From 2013, this tutorial was held in a computer lab, in order to provide more hands-on skill development with wiki editing.

To make room for the hands-on wiki editing, the definitions exercise was moved into Lecture 01 and less emphasis was placed on the instructor recording/capturing work directly onto the wiki.

If possible, conduct the icebreaker in an open space outside the tutorial room. You may wish to ask participants to take pen and paper with them, so they can do the brainstorming and small group discussions etc. outside of the lab. But it is probably good to move into the computer lab for the class brainstorming about the book chapter structure and learning features.

2010-2011
These are some instructor notes and tips about running this tutorial.

This tutorial was run in 2010 for this first time, with three tutorial groups ranging in size from 14 to 26. The design of tutorial series intends to be able to accommodate large group sizes. In addition, the tutorials are intended to be hands-on, featuring small group work, experiential exercises and large group discussion.

Note that tutorials should probably take place in a largish room with moveable tables and chairs.

Overall, this tutorial worked well.

Three handouts were provided during the session:
 * 1) Schedule
 * 2) Tutorial overview
 * 3) Wikipedia cheatsheet

Phase one
Start sitting in a circle (push desks to the outside, and put chairs in a circle on the inside) - welcome and introduce the tutorials. Start off by saying something about the challenge of tutorials - staff want students to come, students don't always want to come unless there is value/return - therefore it is staff responsibility to make tutorials sufficiently interesting and rewarding for students to attend. Handout Schedule. The structure of tutorials will be approximately 1/3rd assessment-related skills to help with the preparation of the textbook chapter, e-portfolio and multimedia.

Following the Welcome and Introduction, move into the group sociometric icebreakers (this really helps to loosen up the atmostphere). The questions go from relatively benign (thumb size and time at UC) to touching into areas of motivation (favourite fast food, political voting (joke a bit for this one - keep the atmosphere light and respectful - all views are encouraged and accepted and they can always abstain if they wish), and main emotion of the day. When the formations are made, briefly ask about each of the main features. What is the relationship between thumb size and other characteristics (usually gender and height)? Who has been at UC the longest, who the shortest? What are our favourite fast foods? Who did we vote for? What are the main emotions we experienced?

Finally, invite students to form small groups (of students' own choice) - ideally 4, could be 3 or 5.

Move into small groups (rearrange chairs/tables).

Note that there was no formal name-game exercises (they can be helpful but are overdone). Instead use other people's names as much as possible simply by asking their name in any conversation and then using it, i.e., simply make asking for someone's name and using it a norm.

This ends the first phase.

Phase two
The Definitions and Questions small and large group discussion exercises worked well. Firstly, ask students to individually define each of Motivation and Emotion. Mention to students that defining motivation should be relatively straightforward (in part because it has already been covered in readings and lectures and in part because motivation is conceptually simpler) but that defining emotion could be trickier, but have a go. Once students have developed individual definitions, ask them to share their definitions with the group and for the group to come up with a joint definition - e.g., by adopting the definition they think is best or creating a new definition by combining some of the individual definitions. Groups are then invited to share their definitions with the class (share the Motivation definitions first, then the Emotion definitions).

Whilst students are discussing definitions, the instructor logs in and gets the tutorial wiki page up on the projector and ready for editing.

Ask for the definitions to be read at 30 wpm (my typing speed!). As group answers are reported about definitions and questions, type these live into wiki (helps to walk the talk and to record emerging ideas) and discuss these (e.g., look for and comment on common elements and differences). Note the definition of emotion is much trickier (in part because it hasn't been covered in lectures yet and it is arguably more complex. In discussing Emotion, refer students to the Figure by Reeve (2009, pp. 300) - it could be helpful to have a graphic of this 4-component model. It is probable that student definitions of emotion each captured some but not all of these 4 components (Feelings - Bodily Arousal - Social-Expressive - Sense of Purpose (Motivation)). This is an important discussion to help whet students' appetite for emotion.

Students were then asked to consider what curiousities and interests they have in motivation and emotion and to note these down. Explain that you want students to formulate these interests as questions. This is the next step in inquiry. Questions are important because they invitations to explore, they invite a journey of discovery and there can be answers (even if its that there is no answer). SO, it is important to develop questions and to nurture these. Developing questions is important, for example, for those aspiring to 4th year study because developing good questions is a critical part of the research process. (i.e., try to inspire students to frame their nascent curiousities into investigable questions).

''Whilst the students are discussing their curiousities the instructor should go around to each group and ask for and write down each students' name - this helps for record-keeping (if needed) but also to ensure direct contact between each participant and the instructor and to record the groups. Along the way the instructor should ask each group who and who hasn't signed up for a textbook topic. Ask people to share their topics or possible topics and help guide topic development of those who are still undecided.''

Phase three
The textbook chapter brainstorm was done on the whiteboard (turn off projector - noisy!) and later transferred to wiki. This was a very valuable session and included discussion about:
 * 1) What type of textbook structure do you expect to find? (e.g., parts and order)
 * 2) What type of textbook features do you like? (i.e., aspects which lift the text and provide a different way to think about and experience the topic)
 * 3) References (do they have to be peer-reviewed, can textbooks be referenced, how to get articles that aren't available etc.)

This discussion can then flow into the final part, where students can ask questions about how to use wiki, e.g.,:
 * How to get the | symbol (for renaming links etc.)
 * How to insert images
 * How to adjust layout for images
 * How to upload images

Depending on how much time is allowed for participants to "free talk" in small groups (there is no shortage of this - and why not? It is generally relevant to their study experiences and important for group development and social relations), the class finished up in 90 to 110 minutes. Some extra time is helpful to allow follow-up individual questions.

Note that some students are puzzled about open editing (how can it work?) - I've likened it to learning how to ride a bike - it seems illogical at first that one could balance on two wheels (just as it seems illogical that free to edit content can be 'safe') - but once one learns about how to balance and ride, one realises that it works surprisingly well.


text: Category:Motivation and emotion/Tutorials/Introduction