The Battle Of Wills Between Rainey And Sturdyvant, The...

When it comes to themes, the main question in the play is whether the band will complete the recording session despite conflicts among various band members and the power struggles between Rainey and Sturdyvant, the white owner of the recording studio. The battle of wills between Rainey and Sturdyvant echoes the historical battle between capitalists and workers; only in this case, Rainey holds on to the goods (her music) that she produces until she gets what she wants from the white producer. It is only after her demands are met and she and her band members are paid that Rainey signs off on the contract. The power struggle between Levee and the other band members over whose version of Ma Rainey s Black Bottom is recorded reflects a generational conflict defined by different attitudes towards music. Rainey and the band represent the older generation, preferring to play the song as they always have. Levee, the youngest band member, represents the new and ever changing generation of musi cians who seeks a more improvisatory and jazz like version. The theme of power is also established through the examination of the relationship between black artists and the world of mass communications in the early twentieth century. This relationship mirrors the position of black people in the society at large—a society dominated by white racism. Wilson establishes this early in the play through a series of musical imagery and idiomatic language, in which he uses both the style

Education Psychology for Humanist Approaches- myassignmenthelp

Question: Discuss about theEducation Psychology for Humanist Approaches. Answer: Humanist Approaches to Education and Psychology Published research on rewards Rewarding is regarded as an effective behaviour modification technique that helps to motivate students to achieve success in their academics. Intrinsic and extrinsic rewards are being employed in classroom for the promotion of appropriate behaviour and motivate them to complete their homework and projects. One identifying advantage of rewards in learning and teaching is that it promotes motivation among students for full effort on homework and classroom tasks (Hidi, 2016). Rewards drive intrinsic motivation where it arises from within the individual and satisfying for the students. In psychology, internal and external rewards are defined where a person just enjoys the task or activity and view them as an opportunity for the exploration, learning and actualization of their inner potentials. The offering of rewards or reinforcements is a way to motivate learning and teachers develop learning environments where students could give full effort for attempting the class assignments, projec ts and tasks. Through this rewarding system in learning and teaching, students show enhanced interests and greater participation in the classroom tasks. Students are also motivated to understand their roles and responsibilities and give their best efforts in achieving them. Teachers and instructors find it difficult to make students learn the teaching content and so, rewards as a behaviour modifying mechanism to motivate the students to learn and take up challenges that teachers assign them. When students receive rewards from teachers, they give more effort in their learning process (Petty, 2014). Therefore, from the psychological perspective, rewards act as motivating factors in learning and teaching. One identified disadvantage of rewards in learning and teachings is that they are short-term goals that deviate students from actual learning or understanding of the subject. These rewards are not consistent and do not increase in certain types of work. Rewards lack consistency and teachers often find that when rewards are removed from the system, students start losing their interests and motivation to perform the work. This rewarding system requires time to develop as each student is different and finding methods that intrinsically motivate him or her can be different as well as tricky. This involves knowing the interests of the students and figuring out how this connects to the material and this acts as the limiting factor in the learning and teaching process (Csikszentmihalyi, 2014). From the above discussion involving the pros and cons of rewarding system, I think that rewards are necessary for the students as it helps them to achieve their goals, however, it should be consistent, correct and effective. This rewards system could be beneficial for the teachers if they understand them as short-term goal and students would not be interested in some temporary motivating technique. I think rewards make students happy and they are encouraged to become productive in their learning process and better accomplishment of the academic goals. It also creates a sense of pride and achievement and makes them more productive in their academics. Therefore, it can be concluded that rewards acts as positive reinforcement that help students to perform better and understand that they deserve praise in their learning. References Csikszentmihalyi, M. (2014). Intrinsic motivation and effective teaching. InApplications of flow in human development and education(pp. 173-187). Springer Netherlands. Hidi, S. (2016). Revisiting the role of rewards in motivation and learning: implications of neuroscientific research.Educational Psychology Review,28(1), 61-93. Petty, T. (2014). Motivating first-generation students to academic success and college completion.College Student Journal,48(2), 257-264. Behaviourist Approaches of learning Comments not grades Professor, Dylan Wiliam is a reputed educator in United Kingdom and his ideas are consistently being mentioned in the reform of education circles. The Classroom Experiment by Dylan illustrates that teacher is the most essential factor in student learning and it can be improved with continuous persistence and willingness to work better. After watching the videos of the experiments 1 and 2, I believe that this experiment increase engagement of students and advancement in the learning process. The video features that teachers should embrace change, however, honest reflection, hard work, adaptation and teamwork are also needed for the growth and productivity. This experiment is not an intervention for the students to enhance learning; however, it is about helping teachers in decision-making that is based on the understanding level of all students. He explains that in this way the achievement gap is closed promoting excellence. Among the innovation techniques, the comment not grades experiment by Dylan explains how grades and marks affect a students motivation to engage in learning. He demonstrates that a big gap exists between the top and bottom graders and students who get bottom grades starts losing motivation and give up learning. The comments made by the tutors are important in this context and not the grades. The feedback from the teachers is of paramount importance as compared to the grades that students receive (bbc.co.uk, 2017). If the feedback received by the student evokes emotional reaction, I think the half battle is lost. Students hook on their and feeling demotivated to engage in learning. According to Dylan, feedback (positive and constructive) is important rather than grades or marks. Intoxicated grades affect students and this interferes with their ability and motivation to be engaged in learning process. I think teachers should make comments on the work and suggest strategies so that they are engaged in learning. Comments should also provide them opportunity for improvement and in this way, student transit towards self-evaluation, peer-review and reflection. Grades and marks have implications in the teaching and learning process. When students receive constructive grades, it aid in motivating them and encourage them to get engaged in learning process. Constructive and descriptive feedback works for the individual students that act as a critical factor to improvement. Positive feedback conveys the information on the performance of the student and details suggestions that help them to overcome difficulties and be engaged in effective learning. It also affects learning in a way that detailed comments received by students channelize their attention towards specific and relevant information, stimulate their mental elaboration and finally, boost performance (Van den Bergh, Ros Beijaard, 2014). Similarly, comments have implications on teaching as when teachers make positive comments, it encourage students to become engaged in continuous learning by being focused on the specific areas that need improvement. As a result, teachers can promote bet ter classroom practice when they support constructive and positive feedback. In this way, comments from teachers can strengthen student learning by providing ample support acting as facilitator as well a direct transmitter of education and knowledge (Freeman et al., 2014). References Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics.Proceedings of the National Academy of Sciences,111(23), 8410-8415. https://www.bbc.co.uk, (2017) The Classroom Experiment - Episode guide - BBC Two. (2017).BBC. Retrieved 13 October 2017, from https://www.bbc.co.uk/programmes/b00txzwp/episodes/guide Van den Bergh, L., Ros, A., Beijaard, D. (2014). Improving teacher feedback during active learning: Effects of a professional development program.American educational research journal,51(4), 772-809. Assessment of development and learning How do you manage your motivation and engagement? Motivation and Engagement wheel developed by Andrew Martin is a practical multi-factorial approach for the students to understand the relationship between motivation and engagement. According to this wheel, motivation is the energy that drives students to learn effectively and work towards achievement. Engagement is the behaviour that follows the energy and drives them towards effectively learning and achievement. The scale comprise of eleven factors that are grouped under four themes. Positive thoughts offer positive motivation through learning focus, valuing and self-belief. Positive behaviour offers positive engagement through persistence, task management and planning. Similarly, negative thoughts drive negative motivation through failure avoidance, anxiety and uncertain control. Negative behaviour results in negative engagement through disengagement and self-sabotage (Liem Martin, 2017). After undertaking the test, I analysed that I fit under positive behaviour that drives me towards positive engagement. When I receive positive behaviour from others, I become motivated and engaged towards effective learning and work. I am able to perform better as I become persistent, take an active part in task planning and management. When my confidence is boosted, I feel motivated to work, be engaged that finally boost my learning and work towards achievement. When there is positive engagement or emotional commitment, people get motivated to work and thrive for success. When I have positive attitude or behaviour, I feel enjoyed to take an active part in the work and ensure continuous engagement. My strength is positive behaviour that helps me to be positively engaged with others and work towards a common goal. When I am engaged in literacy tasks, my willingness to accept instruction is enhanced and improve my task performance. This helps me to be persistent towards my work and take an active part in learning, planning and management. I believe that motivation leads to engagement and positive behaviour can help me to be engaged in active learning process. I am understandably persistent towards positive behaviour and this helps me to become competent towards my learning process and work. After analysis, I also reflected on my weakness and areas for improvement. I need to develop confidence that inculcates positive thoughts in me like learning focus, valuing and self-belief. Positive thoughts are directly proportional to positive motivation, I lack confidence, and as a result, I dwell in negative thoughts. This gives rise to negative motivation like uncertain control, failure avoidance and anxiety. Whenever I am assigned any task or assignment, I do not feel confident to take the challenge due to my low-esteem and dwelling negative thoughts. This is the reason I do not feel motivated to take up the task that is directly proportional to negative motivation. This provides area for improvement where I have to boost my confidence level so that I feel motivated to work towards the accomplishment of the assigned task. This can be achieved through affirmation and by questioning my inner critic (Martin, Ginns Papworth, 2017). I need to focus on my strengths and forget about failures and negativities in life that would help me to develop positivity to gain confidence to work towards achievement (Neff, 2016). References Liem, G., Martin, A. (2017).The Motivation and Engagement Scale: Theoretical Framework, Psychometric Properties, and Applied Yields. Retrieved 13 October 2017, from https://onlinelibrary.wiley.com/doi/10.1111/j.1742-9544.2011.00049.x/abstract Martin, A. J., Ginns, P., Papworth, B. (2017). Motivation and engagement: Same or different? Does it matter?.Learning and Individual Differences,55, 150-162. Neff, K. D. (2016). Self-compassion.Mindfulness in Positive Psychology: The Science of Meditation and Wellbeing, 37.

AP Human Geography Paper About Hotdogs and Amish Essay Samples

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