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So this video is my final work and explain more or less the stuff I have read from the book: Educational Psychology by Kelvin Seiferd. Apologize for the mistakes, but enjoy the least entertaining video I made. lol have a good day.

Motivation can be described as an associated energizing and directing effects. Somehow or other, teachers must persuade students to want to do what students have to do anyway. There are 6 major theories about motives and their sources, here they are: Motives as behavior Behaviorism focuses almost completely on what can be directly seen or heard about a person’s behavior, and has relatively few comments about what may lie behind (or “underneath” or “inside”) the behavior. When it comes to motivation, this perspective means minimizing or even ignoring the distinction between the inner drive or energy of students, and the outward behaviors that express the drive or energy. The most common version of the behavioral perspective on motivation is the theory of operant conditioning associated with B. F. Skinner (1938, 1957). Imagine, for example, that a student learns by operant conditioning to answer questions during class discussions: each time the student answers a questi

A learning disability (or LD ) is a specific impairment of academic learning that interferes with a specific aspect of schoolwork and that reduces a student’s academic performance significantly. An LD shows itself as a major incompatibility between a student’s ability and some feature of achievement: the student may be delayed in reading, writing, listening, speaking, or doing mathematics, but not in all of these at once. A learning problem is not considered a learning disability if it stems from physical, sensory, or motor handicaps, or from generalized intellectual impairment (or mental retardation). It is also not an LD if the learning problem really reflects the challenges of learning English as a second language. Assisting students with learning disabilities There are various ways to assist students with learning disabilities, depending not only on the nature of the disability, of course, but also on the concepts or theory of learning guiding you. Behaviorism:

Hello folks. Oh well, it's been very quiet lately and I haven't really post anything in a week but here I am.. posting another summary from another chapter of the book. But enjoy it guys!  Student Diversity What is student diversity actually? Well there is evidence that every students are different in how they habitually think. These differences are more specific than learning styles or preferences, and psychologists sometimes call them cognitive styles, meaning typical ways of perceiving and remembering information, and typical ways of solving problems and making decisions (Zhang & Sternberg, 2006). These differences are more specific than learning styles or preferences, and psychologists sometimes call them cognitive styles, meaning typical ways of perceiving and remembering information, and typical ways of solving problems and making decisions (Zhang & Sternberg, 2006). Howard Gardner proposes that there are eight different forms of intelligence, ea

Development refers to long-term personal changes that have multiple sources and multiple effects. Some human developments are especially broad and take years to unfold fully; a person's ever-evolving ability to “read” other's moods, for example, may take a lifetime to develop fully. Other developments are faster and more focused, like a person's increasing skill at solving crossword puzzles. The faster and simpler is the change, the more likely we are to call the change “learning” instead of development. The difference between learning and development is a matter of degree. Students’ development matters for teachers, but the way it matters depends partly on how schooling is organized. In teaching a single, “self-contained” grade-level, the benefits of knowing about development will be less explicit, but just as real, as if you teach many grade levels. If you teach multiple grade levels, as often is true of specialists or teachers in middle school or high school,

Hello people! Welcome back to the blog! So after my previous post about the contents of the book called "Educational Psychology" by Kelvin Seiferd and Rosemary Sutton, here is the resume or summary of the first and second chapter. Chapter 1: The Changing Teaching Profession and You. So, there's a very common question about teaching. It's mostly "What's so good in teaching? What's the Joy?" Well the answer will be quite simple. As it was described in the book, there are many answer for that question but here's some of the answer from the book: To witness the diversity of growth in young people, and their joy in learning. To encourage lifelong learning - both for yourself or for others. To experience the challenge of devising and doing interesting, exciting activities for the young. Every students have their own diversity, whether it's their ethnic background, their financial, their first or second language and so on. Bu

Hello people! How are you doing? I hope nothing is bad happening to you right now. Otherwise, if you are having a very bad day, don't worry.. there will be rainbows after the rain. So stay positive and endure everything with a positive mind. 😉💕 xx So, it has been a very long time since I do this kind of thing. I don't really remember how to actually write a blog, so pardon me if there are some mistakes I accidentally make. This post is going to be a review about the book I read, also to fulfill my work for one of the course I have. In this post I will write the Content of the book. Here it is: Book Title : Educational Psychology Author       : Kelvin Seiferd and Rosemary Sutton Table of Content : The Changing Teaching Profession and you The Learning Process Student Development Student Diversity Students with the Special Education Needs Student Motivation Classroom Management and The Learning Environtment The Nature of Classroom Communication Facilitat