tag:blogger.com,1999:blog-61918240221198284722024-02-19T16:24:56.837-08:00Medals of Successchildren, teachers, parentsOvidiu Panisoarahttp://www.blogger.com/profile/07047807236247174245noreply@blogger.comBlogger13125tag:blogger.com,1999:blog-6191824022119828472.post-62682063990616091632016-03-14T06:38:00.007-07:002016-03-14T06:39:39.629-07:00The secrets of motivation: fear or enthusiasm?<div class="MsoNormal" style="text-align: justify;">
<span lang="RO" style="clear: right; float: right; font-family: "times new roman" , serif; font-size: 12pt; line-height: 115%; margin-bottom: 1em; margin-left: 1em;"><img alt="Empatia" src="http://performante.ro/wp-content/uploads/2013/03/Empatia.jpg" /></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span lang="RO" style="font-family: "times new roman" , serif; font-size: 12.0pt; line-height: 115%;">An element which
appears to be recurrently used in education (both at school and by parents, at
home) is fear. Many a time, this is not necessarily a problematic element, but
the specter of negative consequences for innapropriate behavior is rather
common for the educational praxis. For instance, the student is told at school:
ʽIf you don't study now, you will face the consequences later!ʼ. Then, at home,
parents emphasize this with: ʽIf you don't do this, I will punish you!ʼ Is
motivation by fear really efficient? We can indeed use fear as a motivator, but
how can we do this concretely? Where and what are the risks of using it?<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span lang="RO" style="font-family: "times new roman" , serif; font-size: 12.0pt; line-height: 115%;">Let us see what
the specialized literature has to say about this. Janis and Feshback issued a
hypothesis according to which the audience of a speaker becomes more motivated
to accept his statements if he uses a default level of fear (the induction of
emotional tension). In order to test their hypothesis, the two authors
conducted an experiment in which they were recommending the appropriate dental
care. There were three situations where each message contained a few pieces of
information on the effects of dental damage and some recommandations for a
better dental care.</span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 0px;">
<span style="font-family: "times new roman" , serif; font-size: 12pt; line-height: 115%; text-indent: -18pt;">1. The message that intended
to induce a high level of fear described to the subjects how dental infections
can cause secondary infections that can lead to arthritic paralysis or complete
blindness.</span><br />
<span style="font-family: "times new roman" , serif; font-size: 12pt; line-height: 115%; text-indent: -18pt;">2. </span><span style="font-family: "times new roman" , serif; font-size: 12pt; line-height: 115%; text-indent: -18pt;">The message with a moderate
level of fear was based on describing the common dangers of a poor dental
hygiene.</span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 0px;">
<span style="font-family: "times new roman" , serif; font-size: 12pt; line-height: 115%; text-indent: -18pt;">3. Finally, the message with
a low level of fear was centered on basic information about dental growth and
functioning.</span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 0px;">
<span style="font-family: "times new roman" , serif; font-size: 12pt; line-height: 115%;">The
authors noted that the most effective way to induce a proper dental hygiene to
the subjects belonged to the message with a low level of fear. They argued that
the message with a high level of fear irritated the subjects, who switched to a
defensive behavior of avoidance. They became so frightened after listening to
the message that they would rather avoid thinking about the whole issue.</span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 0px;">
<span style="font-family: "times new roman" , serif; font-size: 12pt; line-height: 115%;">What
is the conclusion of this experiment? High levels of fear can cause inhibition.</span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 0px;">
<span style="font-family: "times new roman" , serif; font-size: 12pt; line-height: 115%;">Is
fear nonetheless a powerful motivator?</span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 0px;">
<span style="font-family: "times new roman" , serif; font-size: 12pt; line-height: 115%;">Coon
asks us to answer the following question: how can we learn to enjoy the
activities that seem unpleasant or even ʽfrighteningʼ at the beginning? Why do
some people jump with a parachute and others bathe in frozen lakes in winter?
Fear should have motivated us to choose the exact opposite behavior. What
internal spring is triggered – through learning – so that we can overcome this
initial inhibition? Are there any other elements that can provide a positive
emotional motivation?</span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 0px;">
<span style="font-family: "times new roman" , serif; font-size: 12pt; line-height: 115%;">The
answer is quite simple and can be implemented right away. It is all about
developing enthusiasm. (Strong) enthusiasm can be considered a highly intense
emotional motivator with an extremely fast level of activation. </span></div>
Ovidiu Panisoarahttp://www.blogger.com/profile/07047807236247174245noreply@blogger.com2tag:blogger.com,1999:blog-6191824022119828472.post-74169931282191611922016-03-04T11:49:00.000-08:002016-03-04T11:49:28.961-08:00Effective Motivation: a Candy or a Word?<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhgoXqg5z_bzMO0kA3OdBkP8UYcvR3HD0I5WCeKuRN7iGqmtf26qnkf_1lcvNM7yUoFnc0YjwuVKvuulgRsOarQbgfevJiHb9y_i52MeH5lsxqtmOLQZnY7JAzW-HZ8zKk_IKM3UOSKXgU/s1600/motivation.JPG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhgoXqg5z_bzMO0kA3OdBkP8UYcvR3HD0I5WCeKuRN7iGqmtf26qnkf_1lcvNM7yUoFnc0YjwuVKvuulgRsOarQbgfevJiHb9y_i52MeH5lsxqtmOLQZnY7JAzW-HZ8zKk_IKM3UOSKXgU/s320/motivation.JPG" width="237" /></a></div>
<div class="MsoNormal" style="text-align: justify;">
<span lang="RO" style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 115%;">Throughtout the
past few years, extrinsic motivation has been approached from two different
perspectives: on the one hand, it has been used by parents and teachers with
the only purpose of "controlling" their children and on the other
hand, it was regarded as entirely useless, since the student must come to learn
just "for the pleasure of it". <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span lang="RO" style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 115%;">Both perspectives
are probably correct</span><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 115%; mso-ansi-language: EN-US;"> as long as we
approach them from the right angle. It is not advisable for a parent to
condition learning by an extrinsic motivator ("I will buy you X if you get
an A). For that matter, research has shown the inefficiency of such a
perspective in various areas (not only the educational one). <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 115%; mso-ansi-language: EN-US;">Many
a time, external rewards earned by an individual tend to weaken his personal
interests, his joy and his satisfaction, since the person in question does
something for purposes other than the thing itself (Huffman, Vernoy, Williams
and Vernoy). For instance, the companies that offer substantial discounts on
purchasing their products during a promotional campaign (extrinsic motivation)
sometimes notice that after withdrawing the promotion, many buyers who had
purchased their product at a lower price do not remain loyal to that product.<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 115%; mso-ansi-language: EN-US;">We
were stating though that the truth is much more complex than that. The
specialized literature, through the perspective of several researchers (Ryan
Deci on the one hand and Manderlink Harackiewicz on the other hand) pointed up
that external rewards do not invariably reduce the intrinsic interest for an
activity. A positive extrinsic motivation occurs when the reward is based on
competence and comes after achieving an outstanding performance; in this case, the
reward is not a prize for simply engaging in an activity. A reward for
competence produces a strong feeling of pride and can support the individual in
his desire to have a similar future performance. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 115%; mso-ansi-language: EN-US;">Furthermore,
as noted by another researcher (Carlson), many of the reinforcements / rewards
we receive are not direct, but they are related to our behavior. Thus, if a
child tells a story properly, he can be extrinsically motivated by receiving a
candy. However, a form of positive external motivation can indeed occur in this
activity (although it can no longer fall so easily into extrinsic motivation)
if the child is rewarded based on his audience's interest in his story. <o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="text-align: justify;">
<span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 115%; mso-ansi-language: EN-US;">To
conclude, although a "candy" is easy to buy, it does not have such a
high efficiency. Not even a whole bag of candies or the bike most wanted by
your child. However, if you show interest in what he does, praise him for his
success and show joy whenever he reaches a success (even a small one), then
there are chances for you to be on the right track. <o:p></o:p></span></div>
Ovidiu Panisoarahttp://www.blogger.com/profile/07047807236247174245noreply@blogger.com0tag:blogger.com,1999:blog-6191824022119828472.post-47543441369962609932016-02-14T07:21:00.002-08:002016-02-14T07:21:40.193-08:00How to develop an emotional connection with our students<div class="MsoNormal" style="text-align: justify;">
<span lang="RO" style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 115%;">The first days of
school bring along a resumption of relationships within the
parent-child-teacher </span></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiCiOD0GjjDJVe5ynPX79ERO_G7eNkonWwRyH9ZwHNXqwdGtm5O3ltIBR822JUtiepGYsKwmU5bOmBl4IMyEUUCwtcKKEamj0smXwY2NqPPY6cLA51tNE68dJqN1w2ANUaQNC0Ibm-aWuc/s1600/emotional.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="226" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiCiOD0GjjDJVe5ynPX79ERO_G7eNkonWwRyH9ZwHNXqwdGtm5O3ltIBR822JUtiepGYsKwmU5bOmBl4IMyEUUCwtcKKEamj0smXwY2NqPPY6cLA51tNE68dJqN1w2ANUaQNC0Ibm-aWuc/s320/emotional.jpg" width="320" /></a></div>
triangle. Many a time, regardless of what the law
provides, classes continue to be crowded. This is one of the first impediments
in developing a profound emotional bond between teachers and students. What can
you do when you have too many students in your class? How can you divide your
attention to multiple activities and how can you provide support (both
instructive – for the subject you teach, and emotional – whenever the student
needs it)? <o:p></o:p><br />
<div class="MsoNormal" style="text-align: justify;">
<span lang="RO" style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 115%;">The large number
of students in class is only an objective factor. There are however other
factors, for instance, the mindset of some teachers according to which being
ʽtoo closeʼ to a student may disrupt the natural relationship between teachers
and students. To put it bluntly, if a teacher opens himself to his students and
allows them to share their problems, he will then be perceived as a ʽsoftʼ
person and the students will try to ʽhobnobʼ with him. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span lang="RO" style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 115%;">We don't deny that
such a result is possible, but if it turns to be so, it is only the teacher's
fault. Developing an emotional connection with students doesn't make a dent in
the teacher's authority. On the contrary, he will gain even more credibility
from his students. Nonetheless, he must always pay attention to the message he
sends to his students: he is not their friend and he never hangs his ʽschool
coatʼ in a rack; he continues to be a teacher, but a friendly one, who cares
for his students. Such an attitude will definitely be properly perceived and
appraised by students. Everything is based on a viewpoint that belongs not only
to an educational environment, but to all human beings. A stunning example,
that can be found in the specialized literature, will convince you of this. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span lang="RO" style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 115%;">George Kohlrieser
(2007), a researcher with an extensive practical experience in hostage
negotiations, cites a story from J. C. Pearce's book, <i>Magical Child</i>. The main character in the story is a grandmother
from Kansas. One day, when she is home alone with her nine year old granddaughter,
she finds herself in the room with a man armed with a bat. The grandmother
doesn't lose her temper and behaves as gently as possible. She offers the man
food, dry clothes and a place to sleep. Then she goes to bed with her
granddaughter. The next morning, she realizes the man has already disappeared.
The police officers who arrive at her doorstep tell the grandmother how the man
is actually a psychopathic killer who has murdered a family from a nearby
house. What was the behaviour that led to saving the grandmother and her
granddaughter? The answer lies within customizing a relationship: developing an
emotional connection with the intruder. For that matter, Kohlrieser concludes:
people do not kill other people, but things and objects. <o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="text-align: justify;">
<span lang="RO" style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 115%;"><i>Conclusion:</i> It is
difficult to react negatively to a known person. The more we know someone, the
harder it gets to show an inappropriate behaviour on his part. A fair teacher
will open himself to his students just as much as he considers necessary for
teaching his subject successfully. Then again, a successfull teacher will not
be afraid of developing an emotional connection with his students. <o:p></o:p></span></div>
Ovidiu Panisoarahttp://www.blogger.com/profile/07047807236247174245noreply@blogger.com0tag:blogger.com,1999:blog-6191824022119828472.post-69947944973668968572016-01-10T07:08:00.001-08:002019-04-02T08:34:49.889-07:00Too much self-esteem? <div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgZ2AeJlaEP5K_68wr8FWkQxiZU0jopHdr13JvoA2SmTrvsEkGAHuOcJlpx6IYEVObktQAKsJG4jIH1ziMdKvGRNGdYVfy32Jom5kShKdlHOf24MW_Mu0REef4Q6yMbAmrfiVTphQvzi58/s1600/20150505_150818.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="168" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgZ2AeJlaEP5K_68wr8FWkQxiZU0jopHdr13JvoA2SmTrvsEkGAHuOcJlpx6IYEVObktQAKsJG4jIH1ziMdKvGRNGdYVfy32Jom5kShKdlHOf24MW_Mu0REef4Q6yMbAmrfiVTphQvzi58/s320/20150505_150818.jpg" width="320" /></a></div>
<div class="MsoNormal" style="text-align: justify;">
<span lang="RO" style="font-family: "times new roman" , serif; font-size: 12.0pt; line-height: 115%;">We have often
talked about the major role that self-esteem plays in our children's education.
Children with high self-esteem are more ready to overcome difficult situations
and are constantly prepared for success. Sometimes however, too much
self-esteem...hurts. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span lang="RO" style="font-family: "times new roman" , serif; font-size: 12.0pt; line-height: 115%;">It has been noted
as a general human bias that every individual sees the world in relation to himself,
invests himself with more qualities that he actually possesses and tries to
build up a comfortable self-image. Dave Barry observes this phenomenon in a
variety of situations: <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span lang="RO" style="font-family: "symbol"; font-size: 12pt; line-height: 115%; text-indent: -18pt;">·<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal; line-height: normal;">
</span></span><span lang="RO" style="font-family: "times new roman" , serif; font-size: 12pt; line-height: 115%; text-indent: -18pt;">nine out of ten managers
consider themselves better than the other managers' average</span></div>
<div class="MsoNormal" style="text-align: justify;">
<span lang="RO" style="font-family: "symbol"; font-size: 12pt; line-height: 115%; text-indent: -18pt;">·<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal; line-height: normal;">
</span></span><span lang="RO" style="font-family: "times new roman" , serif; font-size: 12pt; line-height: 115%; text-indent: -18pt;">nine out of ten teachers
assess themselves as being better than their peers' average</span></div>
<div class="MsoNormal" style="text-align: justify;">
<span lang="RO" style="font-family: "symbol"; font-size: 12pt; line-height: 115%; text-indent: -18pt;">·<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal; line-height: normal;">
</span></span><span lang="RO" style="font-family: "times new roman" , serif; font-size: 12pt; line-height: 115%; text-indent: -18pt;">most of the drivers –
even those who were hospitalized after an accident – consider they have better
driving skills than the drivers' average.</span></div>
<div class="MsoNormal" style="text-align: justify;">
<span lang="RO" style="font-family: "times new roman" , serif; font-size: 12.0pt; line-height: 115%;">This phenomenon
occurs in a whole range of situations (as Smith and Mackie point out, 2007):
thus, 70% of the students who were questionned for a study considered
themselves to have better leading skills than average and 60% of the students
stated the same thing about their athletic skills. But this is impossible to be
true! The authors appeal to a metaphor to emphasize this issue we are currently
facing; quoting the humorist Garrison Keillor, they state: „All the children
are above average!”<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
</div>
<span lang="RO" style="font-family: "times new roman" , serif; font-size: 12.0pt; line-height: 115%;"><span lang="RO" style="font-family: "times new roman" , serif; font-size: 12pt; line-height: 115%; text-align: justify;"><br />1. </span><span lang="RO" style="font-family: "times new roman" , serif; font-size: 12pt; line-height: 115%; text-align: justify; text-indent: -18pt;"><span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal; line-height: normal;"> </span></span><span lang="RO" style="font-family: "times new roman" , serif; font-size: 12pt; line-height: 115%; text-align: justify; text-indent: -18pt;">for some of the subjects
the feedback was positive; they were told that the ʽpartner'sʼ appreciation was
ʽAn excellent essay!ʼ</span>There are also
other researches that have highlighted the importance of a high self-esteem
based on overrated self (called ʽthe narcissism effectʼ). It was noted that if
attacked, a person with this type of self-esteem tends to develop a much more
agressive response than people with low self-esteem. Bushman and Baumeister
asked the participants in their study to write an essay which would later be
shown to another participant (in fact, there was no such participant and the
feedback was provided by the researchers themselves): <o:p></o:p></span><br />
<div class="MsoNormal" style="text-align: justify;">
<span lang="RO" style="font-family: "times new roman" , serif; font-size: 12pt; line-height: 115%; text-indent: -18pt;">2. </span><span lang="RO" style="font-family: "times new roman" , serif; font-size: 12pt; line-height: 115%; text-indent: -18pt;"><span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal; line-height: normal;"> </span></span><span lang="RO" style="font-family: "times new roman" , serif; font-size: 12pt; line-height: 115%; text-indent: -18pt;">the other subjects
received a negative feedback: ʽThe worst essay I have ever read!ʼ</span></div>
<div class="MsoNormal" style="text-align: justify;">
<span lang="RO" style="font-family: "times new roman" , serif; font-size: 12.0pt; line-height: 115%;">Subsequently the
participants were given the chance to punish their partners, within a
competitive game, by giving forth an unpleasant noise whose level they were
free to establish according to their own will: conclusions showed that the
participants with a high level of narcissism (even those who had received a
positive feedback) proved themselves even more agressive than those with a low
level of narcissism who had received a negative feedback. <o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="text-align: justify;">
<span lang="RO" style="font-family: "times new roman" , serif; font-size: 12.0pt; line-height: 115%;">One final comment:
the first time you tell your child / student that he is the best, remember to
do so only after an appropriate behaviour. If such a praise occurs too often
and is unjustified, you risk doing more harm than good!<o:p></o:p></span></div>
Ovidiu Panisoarahttp://www.blogger.com/profile/07047807236247174245noreply@blogger.com1tag:blogger.com,1999:blog-6191824022119828472.post-86513069404335711052015-12-25T08:29:00.003-08:002019-04-02T08:34:32.283-07:00How to criticize – 3 rules on the art of persuasion <div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi7aiZLXlV7NHM5urTR7RixJ7s5LQlAfrH7OdTAf05StGHHdZyXxi_nQjke1bLDY0W9kFNnOuS7pxYn8LI_SvB54pNrcQY0mj_rJVX6VdyYrNzSXhtgscXj6YmnEqEOM-NWQsn_pG1K2l0/s1600/criticize.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi7aiZLXlV7NHM5urTR7RixJ7s5LQlAfrH7OdTAf05StGHHdZyXxi_nQjke1bLDY0W9kFNnOuS7pxYn8LI_SvB54pNrcQY0mj_rJVX6VdyYrNzSXhtgscXj6YmnEqEOM-NWQsn_pG1K2l0/s200/criticize.jpg" width="131" /></a></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-family: "times new roman" , serif; font-size: 12.0pt; line-height: 115%;">Many a time, criticism
turns out to be the most accessible tool for an educator (whether he is a
parent or a teacher) whenever he wants to change the student's behavior. When
we criticize, we touch somebody on a raw spot and most of the times the outcome
may be the opposite of what we wanted. Perhaps it's better to focus on praising
people, on the way we can make people feel better whenever their behavior is
satisfactory, rather than repeatedly penalizing their negative conduct. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-family: "times new roman" , serif; font-size: 12.0pt; line-height: 115%;">Nonetheless criticism
sometimes appears to be the only handy solution. But if we still need to
criticize, it is advisable to identify a series of elements that should be
taken into consideration. We must not forget that people don't like being
criticized and that is why we ought to consider those undertones, those elements
that can help us not step into a situation worse than the one before. <o:p></o:p></span></div>
<div class="MsoListParagraphCxSpFirst" style="mso-list: l1 level1 lfo1; text-align: justify; text-indent: -18.0pt;">
<!--[if !supportLists]--><span style="font-family: "times new roman" , serif; font-size: 12.0pt; line-height: 115%;">1.<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal; line-height: normal;">
</span></span><!--[endif]--><span style="font-family: "times new roman" , serif; font-size: 12.0pt; line-height: 115%;">It is useful to criticize the behavior and
not the person. Don't say "You are mean!", but "This thing you
are doing is wrong." A man can indeed change his behavior if he is driven
enough to do so, but he can't change completely!<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l1 level1 lfo1; text-align: justify; text-indent: -18.0pt;">
<!--[if !supportLists]--><span style="font-family: "times new roman" , serif; font-size: 12.0pt; line-height: 115%;">2.<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal; line-height: normal;">
</span></span><!--[endif]--><span style="font-family: "times new roman" , serif; font-size: 12.0pt; line-height: 115%;">Criticism must be confidential. Other
people should not witness criticism and the person in question should not be
pointed at as the "negative example". A man will accept criticism
more easily if he doesn't bear the weight of being watched, which can make him
feel a negative sensation of pressure. <o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l1 level1 lfo1; text-align: justify; text-indent: -18.0pt;">
<!--[if !supportLists]--><span style="font-family: "times new roman" , serif; font-size: 12.0pt; line-height: 115%;">3.<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal; line-height: normal;">
</span></span><!--[endif]--><span style="font-family: "times new roman" , serif; font-size: 12.0pt; line-height: 115%;">When we criticize we must control our
nonverbal behavior. There is no need to emphasize the negative elements using a
cold and contentious tone. We shouldn't frown or take an aggressive stance
(such as standing with arms akimbo). On the contrary, we should have a positive
attitude (pay attention however not to smile, as you could confuse your child:
he won't know anymore if you are upset with him or you just pretend to be).
There are though other elements that can be used successfully when criticizing:
for instance, a friendly touch on the arm can be helpful. This gesture will
improve communication and will make criticism more easily to be accepted and
dealt with. Here are three probative experiments:<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 54.0pt; mso-add-space: auto; mso-list: l0 level1 lfo2; text-align: justify; text-indent: -18.0pt;">
<!--[if !supportLists]--><span style="font-family: "times new roman" , serif; font-size: 12.0pt; line-height: 115%;">a)<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal; line-height: normal;"> </span></span><!--[endif]--><span style="font-family: "times new roman" , serif; font-size: 12.0pt; line-height: 115%;">As
a human rule, touching provides a fertile framework for developing a positive
attitude. R. V. Joule and L. Beavois conducted an experiment for that purpose.
Inside a campus, an experimenter asked different students to give him
directions to a certain destination. Some of them were "accidentally"
touched on the arm and some of them not. All the students in question showed
him the way to his destination. A little further, another experimenter asked
the same students for a similar favor. It was noted that 40% of the students
who had been touched on the arm agreed to guide the latter experimenter,
compared to only 5% of those who hadn't been touched. <o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 54.0pt; mso-add-space: auto; mso-list: l0 level1 lfo2; text-align: justify; text-indent: -18.0pt;">
<!--[if !supportLists]--><span style="font-family: "times new roman" , serif; font-size: 12.0pt; line-height: 115%;">b)<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal; line-height: normal;"> </span></span><!--[endif]--><span style="font-family: "times new roman" , serif; font-size: 12.0pt; line-height: 115%;">In
another experiment, Whitcher and Fisher noted that out of a number of patients
who had been explained how their surgery would come off, the ones who had been
lightly touched on their arm by the nurse showed beneficial effects like: they
understood the given information better, they were less stressed and they
perceived the entire hospitalization more positively than those who hadn't been
touched.</span><br />
<div style="text-align: right;">
<span style="font-family: "times new roman" , serif; font-size: 12.0pt; line-height: 115%;"></span><br />
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<span style="font-family: "times new roman" , serif; font-size: 12.0pt; line-height: 115%;"><span style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"></span></span></div>
<span style="font-family: "times new roman" , serif; font-size: 12.0pt; line-height: 115%;">
<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 54.0pt; mso-add-space: auto; mso-list: l0 level1 lfo2; text-align: justify; text-indent: -18.0pt;">
<!--[if !supportLists]--><span style="font-family: "times new roman" , serif; font-size: 12.0pt; line-height: 115%;">c)<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal; line-height: normal;"> </span></span><!--[endif]--><span style="font-family: "times new roman" , serif; font-size: 12.0pt; line-height: 115%;">At
last, Wheldall, Bevan and Shortall conducted an experiment of great pedagogical
significance. These researchers noted that the students who were lightly
touched on the arm by the teacher while they were being praised showed 60% less
undisciplined behavior and 20% more involvement in the given tasks than the
students who were praised without being touched. <o:p></o:p></span></div>
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<br /></div>
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<span style="font-family: "times new roman" , serif; font-size: 12.0pt; line-height: 115%;">Above all, we must always remember the purpose of our
criticism, which is to change a certain behavior in our child / student and not
to feel satisfied after he has done something that hurt or annoyed us. <o:p></o:p></span></div>
Ovidiu Panisoarahttp://www.blogger.com/profile/07047807236247174245noreply@blogger.com0tag:blogger.com,1999:blog-6191824022119828472.post-74155770994718770552015-10-03T08:49:00.001-07:002015-10-03T08:50:55.397-07:00My thoughts (2)<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEifUjcz1OJbdaY6ahqA4ZsG-XFOokYMROrI9l20elhLYUxAO_DuEnoa4imn_VRvtRgab_SkxRtSIQFpkhTgUjOsvgWigat9pBkDiKZgEL-VeEVqCAWtKs2dYk80fO0Nl24wWrqqtZDYMJY/s1600/Thoughts.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="331" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEifUjcz1OJbdaY6ahqA4ZsG-XFOokYMROrI9l20elhLYUxAO_DuEnoa4imn_VRvtRgab_SkxRtSIQFpkhTgUjOsvgWigat9pBkDiKZgEL-VeEVqCAWtKs2dYk80fO0Nl24wWrqqtZDYMJY/s640/Thoughts.jpg" width="640" /></a></div>
<br />Ovidiu Panisoarahttp://www.blogger.com/profile/07047807236247174245noreply@blogger.com0tag:blogger.com,1999:blog-6191824022119828472.post-28308553887448612432015-06-28T03:10:00.002-07:002019-04-02T08:33:38.758-07:00My thoughts...<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhKbfwkjf2XpFrtzk83Hom8XxnkHqpawcO6-K8du-y8Zj7UQAbqzpQrJdASgbFvBkkXnNB-KxaGigOyO3vGVeTwIVH1mCna1wBtj8XpUtsDcSW47rmmg43lQGSHjC8CH5KXA6RquLgSV_U/s1600/FB+eng+1.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="508" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhKbfwkjf2XpFrtzk83Hom8XxnkHqpawcO6-K8du-y8Zj7UQAbqzpQrJdASgbFvBkkXnNB-KxaGigOyO3vGVeTwIVH1mCna1wBtj8XpUtsDcSW47rmmg43lQGSHjC8CH5KXA6RquLgSV_U/s640/FB+eng+1.png" width="640" /></a></div>
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<span style="background-color: white; font-family: "arial" , "tahoma" , "helvetica" , "freesans" , sans-serif; font-size: 18.6666660308838px; line-height: 19.9733333587647px;"><br /></span>Ovidiu Panisoarahttp://www.blogger.com/profile/07047807236247174245noreply@blogger.com0tag:blogger.com,1999:blog-6191824022119828472.post-84271197394068354552015-02-07T10:13:00.003-08:002019-04-02T08:33:07.199-07:00Humour in Education<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; tab-stops: 3.0cm; text-align: justify; text-indent: 1.0cm;">
<div style="text-align: justify;">
<a href="http://performante.ro/wp-content/uploads/2014/05/Dia-site-296x340.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em; text-align: justify;"><img border="0" src="https://performante.ro/wp-content/uploads/2014/05/Dia-site-296x340.jpg" height="320" width="278"></a><span lang="RO" style="font-family: "times new roman" , serif; font-size: 12pt; line-height: 150%;">The
issue of humor in education is as old as Adam, nevertheless it is permanently
re-examined </span>and updated.</div>
<div style="text-align: justify;">
Beyond the principles of a modern and student-centred
school, for several educators (and even for some parents), the classical image
of school is one that embodies absolute seriousness (while the image of the
learning effort doesn’t seem to have much in common with a class that laughs or
with students that always keep a smile on their faces).<br />
Many a time, humour in
a school activity is confounded with superficiality (I even heard at some point
how a parent, being revolted against the laughing sounds that came from his
child’s class, pointed out: ʽIs this school or amusement?ʼ)<br />
<a name='more'></a><br />
<span style="font-family: "times new roman" , serif; font-size: 12pt; line-height: 150%;">Then
again, Roger Dawson (2006) regards humour as one of the instruments of
persuasion. Equally, we believe that humour and the seriousness of learning not
only do they not exclude each other, but also they overlap and complete one
another. When children cheer, laugh and are happy, time passes by faster, the effort
in learning doesn’t seem so difficult and the wish for staying at school
becomes natural (and not required by compulsoriness). This is why today it’s
worth taking a brief closer look into the impact of humour in education. </span><br />
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<span style="font-family: "times new roman" , serif; font-size: 12pt; line-height: 150%;">First
of all, humour supports the development of self-esteem. A child feels good when
he laughs at a clown, because he feels smarter than him. Usually, a child
confronts with a great pressure arisen from the fact that all the adults
surrounding him know much more things than him and he is the only one that
always knows less. In this context, humour becomes a source in developing the
self-esteem. Jokes sprung by a teacher can humanize the relationship between his
students and him. Klein (2003) provides two examples that we will take over as
such: a primary school teacher enters the classroom, pretends he doesn’t see
the students in front of him and says to himself: ʽWhat shall we do? Nobody
came at school today!ʼ and a therapeutist, who wants a child not to be afraid
to talk to him, asks the child how old he is in a funny way: ʽLet me guess, I
think you’re 21!ʼ</span></div>
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<span lang="RO" style="font-family: "times new roman" , serif; font-size: 12.0pt; line-height: 150%;">For
Klein, the humour used by adults during a class is a technique that helps
drawing the student’s attention, increasing his interest for a certain subject
and motivating him to get involved into a difficult and challenging task or to
look for solutions in a creative manner. <o:p></o:p></span></div>
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<span lang="RO" style="font-family: "times new roman" , serif; font-size: 12.0pt; line-height: 150%;">For
that matter, Sobel and Ornstein (apud Weber, 1998) note the following: ʽwhen
confronted with a threatening situation, animals have two alternatives: they
can either run or stay and fight. We, the people, have a third alternative: we
can laugh.ʼ And it becomes the teacher’s duty not just to create an
entertaining atmoshpere in his class, but also to pass down his ability for
creating humour. As a matter of fact, for reducing the effects of stress, some
authors (Newman, Stone, 1996) consider that a person must not only be capable
of aprreciating somebody else’s humour, but also he himself must be capable of
producing humour.</span></div>
</div>
<div style="text-align: justify;">
<span style="font-family: "times new roman" , serif; font-size: 12pt; line-height: 150%;">Therefore,
we must not be afraid of humour. Nevertheless, school must not be all about
having fun. What we are strongly stating though is that amusement must not miss
from any educational activity, as it is an important ʽingredientʼ which
develops and provides a nice ʽflavourʼ to everybody’s motivation: students’,
teacher’s and...why not...parents’. </span><br />
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Ovidiu Panisoarahttp://www.blogger.com/profile/07047807236247174245noreply@blogger.com1tag:blogger.com,1999:blog-6191824022119828472.post-69934803302421779912015-01-25T07:43:00.002-08:002019-04-02T08:32:41.373-07:00When is happening a crisis situation in teacher`s career?This is a comparative analysis regarding teacher`s needs for training. One item is related to the period when a crisis may occur.<br />
<br />
<i>Which was the period of time during your career when most frequent crisis situation happened/occurred?</i><br />
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Research 2000 Research 2010</div>
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a. In the first year: 33,23% 49%</div>
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b. Between 1 and 3 years 26,00% 27,9%</div>
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c. Between 4 and 8 years 11, 35% 10%</div>
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d. Between 9 and 15 years 12,45% 5%</div>
<div class="MsoNormal" style="text-align: justify; text-indent: 35.45pt;">
e. Between 16 and 20 years 6,59% 2,7%</div>
<div class="MsoNormal" style="text-align: justify; text-indent: 35.45pt;">
f. Over 20 years 11,38% 5,4%</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhOFLrY_RYOoyliG_r-H1nuyCzuVaOtwQxjqRngOoEJmlSBsLUOzWfKnbP3ETZZMVJwyNJyRN01vtQRHYWT8ol_XN0jKQ9QKpqiWQSaoydjRTlKR9hejPFABc2tz6E-0qAniud53i0QpKU/s1600/success.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="212" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhOFLrY_RYOoyliG_r-H1nuyCzuVaOtwQxjqRngOoEJmlSBsLUOzWfKnbP3ETZZMVJwyNJyRN01vtQRHYWT8ol_XN0jKQ9QKpqiWQSaoydjRTlKR9hejPFABc2tz6E-0qAniud53i0QpKU/s1600/success.png" width="640" /></a></div>
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We can see both in the 2000 research and 2010 research the same model of evolution of the frequency of the career crisis situation: very numerous at the beginning of career (“in the first year”), constantly decreasing in the next intervals (“between 1 and 3 years”, “between 4 and 8 years”, “between 9 and 15 years”, “between 16 and 20 years” reaching the lowest value) so that it grows back at the level of the value related to the interval “between 9 and 15 years” for the option “over 20 years”. This pattern is preserved in the 2010 research where another item regarding the evolution interval in the teaching career during which teachers appreciated that continuous training has the most important role, the interval “between 16 and 20 years” has still the lowest value (with 6.2%), while the intervals “between 9 and 15 years” and “over 20 years” are equivalent (with 13.2% and respectively 11.5%). <br />
<br />
<br />
Thus, teachers appreciate that until 20 years the frequency of the crisis situations decreases (as a consequence the continuous training registers the same descendent trend) while over 20 years the number of crisis situations register a slight increase (which leads to the recommendation of a specific continuous training and re-motivating process). Such a model is useful for the way in which are conceived training programs depending on teachers’ evolution in career. </div>
Ovidiu Panisoarahttp://www.blogger.com/profile/07047807236247174245noreply@blogger.com0tag:blogger.com,1999:blog-6191824022119828472.post-1956314808198874322015-01-10T02:52:00.004-08:002019-04-02T08:31:38.709-07:00Do colors influence us? What a teacher / a parent must know<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify; text-indent: 1.0cm;">
<span lang="RO" style="font-family: "times new roman" , serif; font-size: 12.0pt; line-height: 150%;">An educator
(either a parent or a teacher) must take into consideration several elements of
the environment surrounding his child. Some of these can have a great impact on
him, even though they might be harder to seize upon. I remember an episode that
I saw last summer in a park. </span><br />
<div class="separator" style="clear: both; text-align: center;">
<a href="http://performante.ro/wp-content/uploads/2014/03/p%C4%83rintele.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://performante.ro/wp-content/uploads/2014/03/p%C4%83rintele.jpg" height="320" width="240"></a></div>
<span lang="RO" style="font-family: "times new roman" , serif; font-size: 12.0pt; line-height: 150%;">Two children were running down an alley (it was a
race, they wanted to know who was faster). The child who won didn</span><span style="font-family: "times new roman" , serif; font-size: 12.0pt; line-height: 150%;">’t seem neither stronger nor more athletic than the
one who lost. I noticed him though due to his glowing red T-shirt (for that
matter, his face was also quite red at the end of the race). I then remembered
an interesting experiment which showed that nothing happens by chance and that
colors have a serious influence upon our lives. Hill and Barton studied the
Olympics playoffs and noticed that those who were wearing the red T-shirt
during the game (boxing, wrestling etc.) had 50% more wins than those wearing
the blue T-shirt. Then again, the T-shirts were balloted before every
confrontation. Red (the color of blood and aggressiveness) worked both as an
activator for the one wearing it and as an inhibitor for the opponent. The opposite
happened with blue, the color of relaxation, which also symbolizes calmness,
unity and leisure.</span><br />
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<o:p></o:p><br />
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<span style="font-family: "times new roman" , serif; font-size: 12.0pt; line-height: 150%;">How
can we interpret the information above? A quick explanation is that if we want
our little ones to be peaceful, we dress them in blue and if we want them to be
combative and dynamic, we dress them in red. However, things are not that
simple. Experiments of other researchers
(Kim and Tokura) showed there are also other factors involved which might shatter
our initial plan. The authors asked some women to dip into a bathtub with very
hot water; when they got out, they were given the possibility to choose a bath
robe with a certain color (from 41 chromatic alternatives). The favored colors
turned out to be the cold ones (blue, green), while the warm ones (yellow, red)
were rejected. By contrast, other people who were exposed to a cold air stream
for a long time, when they had to choose the color of their clothes, they
picked red. Moreover, another researcher (Gueguen) noticed that people prefer
to drink a refresher from a green or a blue glass, rather than a red one. The last
one arises a contradiction – the beverage is cold, but the color of the glass
indicates heat, thus a contradiction that displeases the consumer. <o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify; text-indent: 1.0cm;">
<br /></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify; text-indent: 1.0cm;">
<span style="font-family: "times new roman" , serif; font-size: 12.0pt; line-height: 150%;">Finally,
another author (Elliot, 2007) was interested in finding out the role of the
color red in those circumstances when a goal is to be reached. The author
started from an interesting hypothesis: red symbolizes the psychological danger
of failing. Why is that? During a long period of the students’ scholar life,
teachers used the color red for correcting their papers and the simple sight of
“the red pen” meant the presence of several mistakes in the student’s work.
There is an association between the color red and danger – for instance, the
stop signs and the warning signs. Authors claim there is also a biological
evidence according to which red is associated with danger. <o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify; text-indent: 1.0cm;">
<br /></div>
<br />
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<span style="font-family: "times new roman" , serif; font-size: 12.0pt; line-height: 150%;">As
we can see, there are various implications regarding this subject.
Nevertheless, don’t forget we are surrounded by a very colorful world where
colors have a major impact on us. A good educator must act as an attentive
observer: he must know how to use the force of colors and of all those elements
that surround us in order to support a successful development of our children. <o:p></o:p></span></div>
Ovidiu Panisoarahttp://www.blogger.com/profile/07047807236247174245noreply@blogger.com1tag:blogger.com,1999:blog-6191824022119828472.post-42395120669836295702015-01-04T02:01:00.001-08:002019-04-02T08:41:11.801-07:00Guide for motivating teachers (II)<div class="MsoNormal" style="text-align: justify;">
<b style="background-color: white; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 15px; line-height: 21.5599994659424px; text-indent: 48px;">* </b><b style="background-color: white; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 15px; line-height: 21.5599994659424px; text-indent: 36pt;"><i><span style="color: #4c1130;">Excerpt from my book - Motivation for teaching career, Bucharest University Publishing House, 2010 (</span><span style="color: #0b5394;">see entire book in the right column of site</span><span style="color: #4c1130;">)</span></i></b></div>
<div class="MsoNormal" style="text-align: justify;">
<b><span lang="EN-GB"><br /></span></b></div>
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<b><span lang="EN-GB"><br /></span></b></div>
<div class="MsoNormal" style="text-align: justify;">
<b><span lang="EN-GB">Exercise 5<o:p></o:p></span></b></div>
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<br /></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 36.0pt;">
<span lang="EN-GB">What do I need to be
more motivated?<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 36.0pt;">
<span lang="EN-GB">Some things are obvious
and there can be said that each of us knows very well the things necessary to
feel motivated. Generally that is true but this thing happens only at the level
of fundamental motives. But your motivation profile is far from being made up
only by two-three aspects. We are rather talking about a complex network of
elements; the main ones are more difficult to be dealt with because their
position in the conscious zone proves the fact that even if you knew what leads
in a decrease in your motivation, you have not had the opportunity so far to
overcome this state of the art.<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 36.0pt;">
<div class="separator" style="clear: both; text-align: center;">
<a href="http://performante.ro/wp-content/uploads/2013/12/juc%C4%83ria.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://performante.ro/wp-content/uploads/2013/12/juc%C4%83ria.jpg" height="320" width="240"></a></div>
<span lang="EN-GB">In return, the less
obvious reasons, which were unconscious as such, have more chances to be
solved. Think about the following analogy: the case of shareholders’ general
meeting in a firm. You want to convince the meeting, but you have few chances
to do so at the level of the main shareholders. However, the “small”
shareholders, with little power by themselves can influence the balance of
votes for your proposal if they are individually convinced. In the same way,
even if the main motivators cannot be solved there is still a chance to support
your motivation by listing a more extended enumeration of attractive elements
for the teacher career. <o:p></o:p></span></div>
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<b><span lang="EN-GB">10 things
that motivate me to be a teacher:<o:p></o:p></span></b></div>
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<br />
<a name='more'></a><br /></div>
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<span lang="EN-GB">The second step is to
choose among these 10 elements the first three ones that you can change (it is
in your power to make a difference):<o:p></o:p></span></div>
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<td style="border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 446.4pt;" valign="top" width="595"><div align="center" class="MsoNormal" style="text-align: center;">
<b><span lang="EN-GB">3 things that motivate me to be a teacher and they
re in my power to solve<o:p></o:p></span></b></div>
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<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 446.4pt;" valign="top" width="595"><div class="MsoNormal" style="text-align: justify;">
<span lang="EN-GB">1<o:p></o:p></span></div>
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<span lang="EN-GB">2<o:p></o:p></span></div>
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<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 446.4pt;" valign="top" width="595"><div class="MsoNormal" style="text-align: justify;">
<span lang="EN-GB">3<o:p></o:p></span></div>
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<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 36.0pt;">
<span lang="EN-GB">Finally you have to choose
among the three only one you can change today! Describe shortly how you would
do that and go for it!<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 36.0pt;">
<span lang="EN-GB">Do not forget, it is
essential that your action should start right now. Do not postpone this process
because as time goes by the opportunities to start doing something for your
career are decreasing.<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div class="MsoNormal" style="text-align: justify;">
<b><span lang="EN-GB">Exercise 6<o:p></o:p></span></b></div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 36.0pt;">
<span lang="EN-GB">Start a journal with all
positive experiences from the life of teacher. Do not forget to write
everything down; do not consider things as being too unimportant to be noted.
Many times we live positive experiences which we forget while the negative ones
(which can be highly de-motivating) have more chances to be kept in our memory.<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 36.0pt;">
<span lang="EN-GB">Try to write this
journal as if you are writing a book: explain things in detail, try to describe
feelings you experienced in that occasion, etc.<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 36.0pt;">
<span lang="EN-GB">Then, from time to time read
it again! Remembering all those experiences and reliving those feelings offer
you the opportunity to “recharge your batteries” in order to go on and to
appreciate even what you are doing in the most difficult moments of your
career. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 36.0pt;">
<br /></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 36.0pt;">
<br /></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 36.0pt;">
<br /></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 36.0pt;">
<br /></div>
<div class="MsoNormal" style="text-align: justify;">
<b><span lang="EN-GB">Exercise 7<o:p></o:p></span></b></div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 36.0pt;">
<span lang="EN-GB">Based on your experience
as a teacher (but also on the one of beneficiary of the teaching activity –
student) try to develop a Decalogue of the efficient teacher and of the inefficient
teacher. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
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<b><span lang="EN-GB">The 10 laws of a successful teacher<o:p></o:p></span></b></div>
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<span lang="EN-GB">1<o:p></o:p></span></div>
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<span lang="EN-GB">2<o:p></o:p></span></div>
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<span lang="EN-GB">3<o:p></o:p></span></div>
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<span lang="EN-GB">4<o:p></o:p></span></div>
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<span lang="EN-GB">5<o:p></o:p></span></div>
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<span lang="EN-GB">6<o:p></o:p></span></div>
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<span lang="EN-GB">7<o:p></o:p></span></div>
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<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 437.4pt;" valign="top" width="583"><div class="MsoNormal" style="text-align: justify;">
<span lang="EN-GB">8<o:p></o:p></span></div>
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<span lang="EN-GB">9<o:p></o:p></span></div>
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<span lang="EN-GB">10<o:p></o:p></span></div>
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<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
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<b><span lang="EN-GB">The 10 characteristics/features of an ineffective
teacher<o:p></o:p></span></b></div>
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<span lang="EN-GB">1<o:p></o:p></span></div>
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<span lang="EN-GB">2<o:p></o:p></span></div>
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<span lang="EN-GB">3<o:p></o:p></span></div>
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<span lang="EN-GB">4<o:p></o:p></span></div>
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<span lang="EN-GB">5<o:p></o:p></span></div>
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<span lang="EN-GB">6<o:p></o:p></span></div>
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<span lang="EN-GB">7<o:p></o:p></span></div>
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<span lang="EN-GB">8<o:p></o:p></span></div>
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<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 437.4pt;" valign="top" width="583"><div class="MsoNormal" style="text-align: justify;">
<span lang="EN-GB">9<o:p></o:p></span></div>
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<span lang="EN-GB">10<o:p></o:p></span></div>
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<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 36.0pt;">
<span lang="EN-GB">Try to fill in the
rubrics without thinking of you as a teacher. When you have finished filling in
the grids, place them somewhere in your office/room and permanently up-date
them. When you think you have found a new law or a characteristic write it down
(but eliminate another one which seems less important). After you consider that
you have found a consistent and correct form for both tables place between them
an indicator which concerns you as a teacher. Notice how many of them define
you as a teacher. Try to eliminate the elements from the area specific to the
inefficient teacher and to consolidate those of the successful teacher. The
more this graphic representation of your professional evolution will underline
the positive elements the more confidence in your own power will increase and
your motivation for the career you are performing will grow as well. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div class="MsoNormal" style="text-align: justify;">
<b><span lang="EN-GB">Exercise 8<o:p></o:p></span></b></div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 36.0pt;">
<div class="separator" style="clear: both; text-align: center;">
</div>
<span style="text-indent: 36pt;"><br />Many times teachers can
experience feelings of stress and inadequacy in the moment in which they feel
that “it is not their place” in the school in which they are working. In this
situation we are dealing with an example of lack of integration and of
understanding of the organizational culture which they entered. Starting from
the ideas of Jardel and Monjaret (apud Labregere, 2007) it would be useful to
make up a list of different organizational rites, of tacit rules you are
following and of those you are not (either because of not knowing them or
because you feel a contradiction towards). Now discuss this list with a
colleague you trust and notice if he/she shares the same views or if there are
some differences. </span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 36.0pt;">
<span lang="EN-GB">Some rites necessary to
present your compatibility with the school are: those of recognition – clothes,
language, ways of communication (it is or is not used the 2<sup>nd</sup>
person), power signs and hierarchical top etc.; of poaching – present when the
activity becomes too intense or of great importance – coffee breaks, net
surfing; festive (which by repetition become elements of organizational
culture) – calendar (for instance the way of celebrating the Christmas tree),
occasional (such as presents and “surprise” parties with the occasion of
colleagues name days) etc. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 36.0pt;">
<span lang="EN-GB">After you have listed on
a paper all these aspects of the organizational life and you have compared them
with the views of a colleague notice their level of importance for you and for
the others and try in the future to adhere better to these rites. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div class="MsoNormal" style="text-align: justify;">
<b><span lang="EN-GB">Exercise 9<o:p></o:p></span></b></div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 36.0pt;">
<span lang="EN-GB">One of the important de-motivators
for the career consists in the lack of coherent planning of the person in
question. Many persons let their own career at chance which leads in time to a
lack of involvement. This is why if the lack of planning can be a de-motivator,
while establishing a set of clear and precise goals for your own professional
evolution can have a consistent motivating effect.<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 36.0pt;">
<span lang="EN-GB">For the moment, this
exercise requires setting three important objectives for your future; also, in
the same time it is important to set deadlines for their expected achievement
and to analyse the activities that should be undertaken in order to reach those
specific targets. Below you can find a structured example on the formal moments
of career progress and more: <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<table border="1" cellpadding="0" cellspacing="0" class="MsoNormalTable" style="border-collapse: collapse; border: none; mso-border-alt: solid windowtext .5pt; mso-border-insideh: .5pt solid windowtext; mso-border-insidev: .5pt solid windowtext; mso-padding-alt: 0cm 5.4pt 0cm 5.4pt; mso-yfti-tbllook: 480;">
<tbody>
<tr>
<td style="border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 176.4pt;" valign="top" width="235"><div class="MsoNormal" style="text-align: justify;">
<span lang="EN-GB">I want to have 1<sup>st</sup>
degree<o:p></o:p></span></div>
</td>
<td style="border-left: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 90.0pt;" valign="top" width="120"><div class="MsoNormal" style="text-align: justify;">
<span lang="EN-GB">In 4 years<o:p></o:p></span></div>
</td>
<td style="border-left: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 171.0pt;" valign="top" width="228"><div class="MsoNormal" style="text-align: justify;">
<span lang="EN-GB">......................<o:p></o:p></span></div>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 176.4pt;" valign="top" width="235"><div class="MsoNormal" style="text-align: justify;">
<span lang="EN-GB">I want to become a headmaster<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 90.0pt;" valign="top" width="120"><div class="MsoNormal" style="text-align: justify;">
<span lang="EN-GB">In 5 years<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 171.0pt;" valign="top" width="228"><div class="MsoNormal" style="text-align: justify;">
<span lang="EN-GB">......................<o:p></o:p></span></div>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 176.4pt;" valign="top" width="235"><div class="MsoNormal" style="text-align: justify;">
<span lang="EN-GB">I want to attend training courses
abroad<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 90.0pt;" valign="top" width="120"><div class="MsoNormal" style="text-align: justify;">
<span lang="EN-GB">In 2 years<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 171.0pt;" valign="top" width="228"><div class="MsoNormal" style="text-align: justify;">
<span lang="EN-GB">......................<o:p></o:p></span></div>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 176.4pt;" valign="top" width="235"><div class="MsoNormal" style="text-align: justify;">
<span lang="EN-GB">I want to write a book<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 90.0pt;" valign="top" width="120"><div class="MsoNormal" style="text-align: justify;">
<span lang="EN-GB">In 6 years<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 171.0pt;" valign="top" width="228"><div class="MsoNormal" style="text-align: justify;">
<span lang="EN-GB">......................<o:p></o:p></span></div>
</td>
</tr>
</tbody></table>
<br />
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
Ovidiu Panisoarahttp://www.blogger.com/profile/07047807236247174245noreply@blogger.com0tag:blogger.com,1999:blog-6191824022119828472.post-64316240038257144402014-10-17T01:19:00.002-07:002019-04-02T08:30:47.085-07:00Guide for motivating teachers (I)<div class="MsoNormal" style="text-align: justify; text-indent: 36.0pt;">
<b>* </b><b style="text-indent: 36pt;"><span style="color: #4c1130;"><i>Excerpt from my book - Motivation for teaching career, Bucharest University Publishing House, 2010</i></span></b></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 36.0pt;">
<br /></div>
<div class="MsoNormal" style="text-align: justify;">
<b><span lang="EN-GB">Exercise
1:<o:p></o:p></span></b></div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 36.0pt;">
<span lang="EN-GB">Evaluate your own
motivation for being a teacher on a scale from 1 to 10 (where 1 is the</span><span style="text-indent: 36pt;"> lowest
level of motivation and 10 the highest). Where are you at this moment in time?
Do not try to justify your choice. Go for the first choice you can think of.
This intuitive option represents your START point.</span></div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<table border="1" cellpadding="0" cellspacing="0" class="MsoNormalTable" style="border-collapse: collapse; border: none; mso-border-alt: solid windowtext .5pt; mso-border-insideh: .5pt solid windowtext; mso-border-insidev: .5pt solid windowtext; mso-padding-alt: 0cm 5.4pt 0cm 5.4pt; mso-yfti-tbllook: 480;">
<tbody>
<tr>
<td colspan="10" style="border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 428.4pt;" valign="top" width="571"><div align="center" class="MsoNormal" style="text-align: center;">
<span lang="EN-GB">Motivation for teaching career<o:p></o:p></span></div>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 25.05pt;" valign="top" width="33"><div class="MsoNormal" style="text-align: justify;">
<span lang="EN-GB">1<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 25.05pt;" valign="top" width="33"><div class="MsoNormal" style="text-align: justify;">
<span lang="EN-GB">2<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 25.05pt;" valign="top" width="33"><div class="MsoNormal" style="text-align: justify;">
<span lang="EN-GB">3<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 25.05pt;" valign="top" width="33"><div class="MsoNormal" style="text-align: justify;">
<span lang="EN-GB">4<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 25.05pt;" valign="top" width="33"><div class="MsoNormal" style="text-align: justify;">
<span lang="EN-GB">5<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 25.05pt;" valign="top" width="33"><div class="MsoNormal" style="text-align: justify;">
<span lang="EN-GB">6<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 25.1pt;" valign="top" width="33"><div class="MsoNormal" style="text-align: justify;">
<span lang="EN-GB">7<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 25.1pt;" valign="top" width="33"><div class="MsoNormal" style="text-align: justify;">
<span lang="EN-GB">8<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 25.1pt;" valign="top" width="33"><div class="MsoNormal" style="text-align: justify;">
<span lang="EN-GB">9<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 202.8pt;" valign="top" width="270"><div class="MsoNormal" style="text-align: justify;">
<span lang="EN-GB">10<o:p></o:p></span></div>
</td>
</tr>
</tbody></table>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div class="MsoNormal" style="text-align: justify;">
<a href="http://performante.ro/wp-content/uploads/2013/07/cadru-didactic.jpg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img alt="cadru didactic Adolescența o perioadă dificilă" class="alignleft size-full wp-image-4662" src="https://performante.ro/wp-content/uploads/2013/07/cadru-didactic.jpg" height="255" title="Adolescența o perioadă dificilă" width="340"></a></div>
<div class="MsoNormal" style="text-align: justify;">
<b><span lang="EN-GB">Exercise 2<o:p></o:p></span></b></div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div class="MsoNormal" style="text-align: justify;">
<span lang="EN-GB">What motivates you?<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div class="MsoNormal" style="text-align: justify;">
<i><span lang="EN-GB">Initial
stage/phase<o:p></o:p></span></i></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 36.0pt;">
<span lang="EN-GB">Think about the
motivation typology described above. Analyse your own motivation for the
teaching career. To what type of motivation it is related? <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<table border="1" cellpadding="0" cellspacing="0" class="MsoNormalTable" style="border-collapse: collapse; border: none; mso-border-alt: solid windowtext .5pt; mso-border-insideh: .5pt solid windowtext; mso-border-insidev: .5pt solid windowtext; mso-padding-alt: 0cm 5.4pt 0cm 5.4pt; mso-yfti-tbllook: 480;">
<tbody>
<tr>
<td style="border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 149.4pt;" valign="top" width="199"><div class="MsoNormal" style="text-align: justify;">
<b><span lang="EN-GB">Types of
motives<o:p></o:p></span></b></div>
</td>
<td style="border-left: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 171.0pt;" valign="top" width="228"><div class="MsoNormal" style="text-align: justify;">
<b><span lang="EN-GB">Rank (1
minimum/lowest rank minim, ... maximum/highest rank)<o:p></o:p></span></b></div>
</td>
<td style="border-left: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 108.0pt;" valign="top" width="144"><div class="MsoNormal" style="text-align: justify;">
<b><span lang="EN-GB">Justification<o:p></o:p></span></b></div>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 149.4pt;" valign="top" width="199"><div class="MsoNormal" style="text-align: justify;">
<span lang="EN-GB">Motivation of power<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 171.0pt;" valign="top" width="228"><div class="MsoNormal" style="text-align: justify;">
<br /></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 108.0pt;" valign="top" width="144"><div class="MsoNormal" style="text-align: justify;">
<br /></div>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 149.4pt;" valign="top" width="199"><div class="MsoNormal" style="text-align: justify;">
<span lang="EN-GB">Motivation of achievement<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 171.0pt;" valign="top" width="228"><div class="MsoNormal" style="text-align: justify;">
<br /></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 108.0pt;" valign="top" width="144"><div class="MsoNormal" style="text-align: justify;">
<br /></div>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 149.4pt;" valign="top" width="199"><div class="MsoNormal" style="text-align: justify;">
<span lang="EN-GB">Motivation of affectivity<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 171.0pt;" valign="top" width="228"><div class="MsoNormal" style="text-align: justify;">
<br /></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 108.0pt;" valign="top" width="144"><div class="MsoNormal" style="text-align: justify;">
<br /></div>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 149.4pt;" valign="top" width="199"><div class="MsoNormal" style="text-align: justify;">
<span lang="EN-GB">Motivation of approval<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 171.0pt;" valign="top" width="228"><div class="MsoNormal" style="text-align: justify;">
<br /></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 108.0pt;" valign="top" width="144"><div class="MsoNormal" style="text-align: justify;">
<br /></div>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 149.4pt;" valign="top" width="199"><div class="MsoNormal" style="text-align: justify;">
<span lang="EN-GB">Motivation of curiosity<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 171.0pt;" valign="top" width="228"><div class="MsoNormal" style="text-align: justify;">
<br /></div>
</td>
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<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 36.0pt;">
<span lang="EN-GB"></span><br />
<a name='more'></a><span lang="EN-GB">Try now to describe it in
one phrase which shares a personal experience for the choice you made (e.g. I
feel good when I have the power – as a teacher – because students are listening
to me and do not contradict me).<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 36.0pt;">
<span lang="EN-GB">Offer such a description
for each one of the motives above, regardless the rank it occupies is a low or
a high one.<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div class="MsoNormal" style="text-align: justify;">
<i><span lang="EN-GB">Final
stage/phase<o:p></o:p></span></i></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 36.0pt;">
<span lang="EN-GB">Now gather the different
elements from above in a <i>motivation
profile</i>. Start with those which posses the highest rank and end with those
with the lowest rank.<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div align="center">
<table border="1" cellpadding="0" cellspacing="0" class="MsoNormalTable" style="border-collapse: collapse; border: none; mso-border-alt: solid windowtext .5pt; mso-border-insideh: .5pt solid windowtext; mso-border-insidev: .5pt solid windowtext; mso-padding-alt: 0cm 5.4pt 0cm 5.4pt; mso-yfti-tbllook: 480;">
<tbody>
<tr>
<td colspan="2" style="border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 428.4pt;" valign="top" width="571"><div align="center" class="MsoNormal" style="text-align: center;">
<b><span lang="EN-GB">I am motivated when:<o:p></o:p></span></b></div>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 125.35pt;" valign="top" width="167"><div class="MsoNormal" style="text-align: justify;">
<span lang="EN-GB">I am powerful and the others
listen to me <o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 303.05pt;" valign="top" width="404"><div class="MsoNormal" style="text-align: justify;">
<br /></div>
</td>
</tr>
<tr>
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<span lang="EN-GB">...........<o:p></o:p></span></div>
</td>
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<br /></div>
</td>
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<span lang="EN-GB">...........<o:p></o:p></span></div>
</td>
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<br /></div>
</td>
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<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 36.0pt;">
<span lang="EN-GB">Put in practice the two
stages/phases of the exercise each month out of three, evaluating then the
motivation on a scale from 1 to 10 (1 minimum level, 10 maximum level).
Register the differences (if they appear) from one month to another. Make this
exercise every three months and notice the way in which your motivation profile
changes.<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div class="MsoNormal" style="text-align: justify;">
<b><span lang="EN-GB">Exercise 3<o:p></o:p></span></b></div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 36.0pt;">
<span lang="EN-GB">Think that the teaching
profession does not exist anymore! Starting tomorrow there won’t be any more
teachers anywhere in the world. You have to choose a new career. Try to search
deep inside you, to remember the passions and desires to which you have given
up somewhere along your life. Choose three other professions you might
practice. Do not take into account the fact that you do not possess a specific
training in the area (for instance, if a building engineer career seems more
appealing to you but you do not have any training, this should not be a barrier
in choosing this career among the three).<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 36.0pt;">
<span lang="EN-GB">Now identify two reasons
for which each of the three careers might be attractive to you.<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody>
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<tr><td class="tr-caption" style="text-align: center;"><br /></td></tr>
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<b><i><span lang="EN-GB">Example:</span></i></b></div>
<div class="MsoNormal" style="margin-left: 36.0pt; text-align: justify;">
<i><span lang="EN-GB">I wish I were a doctor because I would like to be able
to save people.<o:p></o:p></span></i></div>
<div class="MsoNormal" style="margin-left: 36.0pt; text-align: justify;">
<i><span lang="EN-GB">I wish I were an astronaut because I would like to
discover new things, etc.<o:p></o:p></span></i></div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 36.0pt;">
<span lang="EN-GB">In this moment you have
identified motives for you would make choices. These motives are powerful
enough to make you choose sometimes a profession which you do not have any
chance to follow right away. But let’s think about it…<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 36.0pt;">
<span lang="EN-GB">Put all the six motives
in your motivation profile. Try now to bring those things in the profession you
are practicing right now – the one of a teacher. Let us take the examples
described above. You can save people as a teacher too: the lives of the
students you are working with are highly influenced by the way in which you
succeed to communicate with them. You can always discover new things if you try
to identify the best ways to make students to be attracted by the subject you
are teaching...<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 36.0pt;">
<span lang="EN-GB">Do not feel discouraged
if things do not always seem to fit. Sometimes motives for which you chose to
be a teacher seem to be completely unfit for the teaching profession. If you
insist you might find at a certain moment that exactly these reasons can
generate the most attractive elements for the teaching career! <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div class="MsoNormal" style="text-align: justify;">
<b><span lang="EN-GB">Exercise 4<o:p></o:p></span></b></div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 36.0pt;">
<span lang="EN-GB">Sometimes the routine,
stress, exhaustion – which accompany each profession are responsible in the
teaching career for the decrease in motivation process as well. How can we
fight this things whose appearance is natural, but which can lead to
inefficiency issues both at the level of the teacher-student relationship and
at the level of the teacher himself/herself. In other words the teacher starts
to work at a lower quality level, but he/she will be even unhappy and more
stressed by his/her own condition.<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 36.0pt;">
<span lang="EN-GB">One of the exercises we
can use in order to fight such depreciation in quality of educational activity
is that of <i>up-dating the initial
motivational perspective</i>. When you decided that your professional life
should unfold in this context/environment you had for sure motives which made
the selected choice a success. Try to remember this motivation (and also to
remember the state of mind that moment produced) and to bring it into the
present context. For instance, the parents who have a conflict with their children
can become more moderate when watching pictures or movies with their own family
from the time when they where children. The past happiness transposed in the
present can help them to find those inner sources to accept more easily the
present state of the art and to identify a specific way of overcoming problems.
In a similar way, this exercise can be useful in each moment when the present
situation represents a deterioration of a past one.<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 36.0pt;">
<i><span lang="EN-GB">Supplementary</span></i><span lang="EN-GB">: Try an imagination exercise: if
now you would be a fresh graduate (in case you have more experience in the
classroom) would you still choose a teaching career? If your answer is YES then
surely your motivation for the teaching career is still present but it must be
refreshed.</span><br />
<span lang="EN-GB"><br /></span>
<span lang="EN-GB"><i>(to be continued)</i></span></div>
Ovidiu Panisoarahttp://www.blogger.com/profile/07047807236247174245noreply@blogger.com0tag:blogger.com,1999:blog-6191824022119828472.post-57724402104323747482014-10-04T01:50:00.000-07:002019-04-02T08:29:48.740-07:00Digital childhood today, online family tomorrow?<div class="separator" style="clear: both; text-align: center;">
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<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 150%;"><br />When talking to parents and teachers, a
serious issue comes forth more and more often: both parents and teachers
display increased problems in understanding children/students and many of them
experience an acute feeling of helplessness when confronted with situations
that seem inextricable. The little ones seem to be building their own world,
inaccessible to their parents and educators and thus the gap between
generations becomes deeper and deeper. <o:p></o:p></span></div>
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<div class="separator" style="clear: both; text-align: center;">
<a href="http://performante.ro/wp-content/uploads/2014/05/Munca.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://performante.ro/wp-content/uploads/2014/05/Munca.jpg" height="230" width="320"></a></div>
<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 150%;">An important factor of this change is
the Internet. To children that are born in a digital world everything seems
natural, but grown-ups (parents and teachers) don't perceive this problem in
the same way. In 2001, Mark Prensky coined a major distinction: he talked about
<b>digital natives</b> (those who were born
or are born with their fingers on the keyboard and who are native speakers of this
digital language of computers, video games and the Internet) and <b>digital immigrants</b>. The latter ones,
although manage somehow to adapt to this new world, are very similar to
geographical immigrants: even if they learn a new language, they always retain
their accent and they can never be as fluent as the children born there. More
than that, some specialists have even talked about digital aliens (those who
never manage to assimilate the language of the digital world).</span></div>
<o:p></o:p><br />
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<br /></div>
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<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 150%;">What happens when children are natives
and their parents are immigrants? They don't speak the same language and children
have a different perception of the world, they disown their parents' authority
(and the authority of many other institutions, including school)! The
explanation is simple: the Internet provides an extensive freedom to its user,
or at least much more than a parent or an educator could provide. Bugeja (apud Selwyn,
2009) notes that all these could lead to a <b>culture
of disrespect</b> between young people and formal institutions (including
family and school).</span><br />
<a name='more'></a><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 150%;"> <o:p></o:p></span></div>
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<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 150%;"><br /></span></div>
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<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 150%;">But why is there such a huge difference
between natives and immigrants? Well, let's take a look at our children's
characterstics (as digital natives) and then, at our own, the parents' (as
digital immigrants). Children are exceptionally curious, contrarian, smart,
focused, able to adapt, high in self-esteem and have a global orientation. <span style="color: #0e0e0e;">(Tapscott apud Autry Jr. & Berge, 2011). Another
researcher (Ann Long, 2005) observed that, unlike digital immigrants, digital
natives don't need instructions for use, they just jump straight into a problem
and get it done. Natives no longer find a single source of information enough (even
if this is the best one); they want to hear more opinions, to take part in a
collective learning, they question any result and they are more open to change.
And neither parents, nor teachers find this easy to deal with (as they consider
themselves the only holders of accurate opinions). Nevertheless, as Mark
Prensky observes, natives have little patience for lectures and for logic,
step-by-step learning. Conversely, digital immigrants need instructions and
consider learning a serious activity, impossible to trifle with. <o:p></o:p></span></span></div>
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<span style="color: #0e0e0e; font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 150%;">Might there be two worlds?
Some studies already talk about digital childhood. What's next? What's to be
done?<o:p></o:p></span></div>
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<br /></div>
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<span style="color: #0e0e0e; font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 150%;">It's obvious that parents
have to get closer to their children's world, to experiment, to rebuild their
childhood through their eyes. Maybe this won't make them natives, but they will
surely become well-adapted immigrants. The child will continue to make a new
departure while his parent will be a few steps behind, following him. Yet you
must make sure this distance will not extend and you will not fall behind. Sooner
or later your child will grow to be a parent. When the native himself will be
an immigrant, dialogue will remain the only key to this problem. </span><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 150%;"><o:p></o:p></span></div>
Ovidiu Panisoarahttp://www.blogger.com/profile/07047807236247174245noreply@blogger.com0