freedom. Can increase responsible behavior. Problem-Solving and Inquiry-Based Learning Can promote greater resourcefulness. Can promote an emphasis on process. Motivational to students when they solve the problem/reach the goal. Can be messy. Potentially less teacher control of outcome. Requires a great deal of intention and planning. Needs Satisfying Environment Allows students to experience inner sources of satisfaction. Activities feel inherently meaningful and as though they are “going somewhere” psychologically; as a result there is little experience of boredom. Promotes student creativity and sets the stage for communal bonds among students. Requires the teacher to be of students’ needs. Requires teacher to be purposeful and skilled at instructional design and classroom management. Teacher cannot entirely control other students who may undermine the quality of the environment.
Exercise 6-2 Option 1 Divide the class into six groups. Each group will take a separate topic and create a separate list. One group will take the topic “things that teachers do to promote an internal LOC,” another group the topic “things that teachers do to undermine a student’s internal LOC.” In the same way, divide into pros and cons the ideas “acceptance and belonging,” and “mastery orientation,” so that all six groups have one side or other of a topic. Have each group brainstorm as many items as they can and then share them with the whole class. It can be useful to provide each group with an overhead transparency and a pen. Alternately, this could be done in a graffiti cooperative model where each group gets one sheet of paper labeled with one of each of the six topics. Groups move together around the room, adding elements to each list. Using different colored pens is optional. Set a time limit. At the end of the time, groups present on their original topic, incorporating the items that have been added. Option 2 Generate a list of 2 teacher practices that either promote or undermine each of the three areas of success psychology. Figure 6.4 Teaching Practices that Promote Either A Mastery-Orientation or Helpless Orientation in Students Promoting a Mastery-Oriented Pattern Promoting a Helpless Pattern Give learning goals (i.e., goals related to how much one is going to learn). Give performance (i.e., goals related to measuring the ability of the participant). Focus on means/processes. Focus on ends/products. Focus on effort/application. Focus on ability/intelligence. Challenge stereotypical beliefs about various groups’ typical ability/intelligence. Reinforce stereotypical beliefs various groups’ typical ability/intelligence. Encourage students to make mistakes and take risks. Project trust while challenging students to stretch beyond their comfort zones. Encourage students to avoid mistakes. Model mistakes as deserving of self-criticism. Project a lack of trust in their resources. Help the students stay in the moment as they work. Don’t encourage them to interpret their past as failure but only as opportunities to learn and grow, and help them not to define themselves by past failures or successes. Help them focus on what they are doing and enjoy the process and allow the outcomes to work out, reducing stress and promoting creativity Remind students constantly about what and how they have failed in the past and how they need to worry about the future. Speak only about the end result of the work as being important.