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Dossier sur la Motivation scolaire Principe 1: La motivation a besoin de sécurité et d'espace de liberté Principe 2: La motivation s'installe si le thème étudié a un rapport plus ou moins direct avec certains des intérêts de l'élève. Le métier d'enseignant ne consiste pas à appliquer de "bonnes pratiques" définies une fois pour toutes mais relève davantage d'un art qui se travaille et se cultive, d'une capacité d'écoute du groupe et des élèves qui permet, par expérience, de poser l'hypothèse que pour cet élève ou cette classe il est préférable de pratiquer ainsi. Principe 3: La motivation peut être aidée par la mise en place d'un cadre construit autour d' un "objectif commun" Il faut qu'ils puissent mettre en acte, sous une forme sublimée, ces désirs à la base de leur motivation interne, (on peut retrouver, par exemple, Jean Pierre qui a l'impression de détruire un mur quand il fait un problème ( voir: Jean Pierre ). Principe 4: La motivation peut être suscitée par certaines techniques: le jeu, la compétition...

Lean into the pain This post is part four of the series Raw Nerve. When you first begin to exercise, it’s somewhat painful. Not wildly painful, like touching a hot stove, but enough that if your only goal was to avoid pain, you certainly would stop doing it. But if you keep exercising… well, it just keeps getting more painful. When you’re done, if you’ve really pushed yourself, you often feel exhausted and sore. If that was all that happened, you’d probably never do it. And knowing this makes all the difference. Few people realize it, but psychological pain works the same way. The problem is that the topics that are most painful also tend to be the topics that are most important for us: they’re the projects we most want to do, the relationships we care most about, the decisions that have the biggest consequences for our future, the most dangerous risks that we run. Ray Dalio writes: Yes it’s painful, but the trick is to make that mental shift. And I don’t think it’s limited to software. OK, take a break.

How Do You Get Sexual Orientation and Gender in Humans? : Greg Laden's Blog Humans appear to have a reasonable amount of diversity in their sexual orientations, in what is often referred to as “gender” and in adult behavior generally. When convenient, people will point to “genes” as the “cause” of any particular subset of th is diversity (or all of it). When convenient, people will point to “culture” as the “cause” of … whatever. The “real” story is more complicated, less clear, and very interesting. And, starting now, I promise to stop using so many “scare” quotes. Prior to birth there are a number of factors than can influence things like gender or sexuality in a human. Then there is the stuff that happens after birth. And so it goes throughout development; At numerous stages along the way, a human is affected by hormones, bathed in gendered behavior, and eventually, starts to observe her or his own environment and act accordingly. There are many factors that would determine a person’s gender over a lifetime. And I could go on. Self-Help Books)

SITUATIONS MOTIVANTES » Blog Archive » INNOVER, UNE ACTIVITÉ ORDINAIRE ? De retour des journées de l’innovation à l’UNESCO, j’ai eu envie de publier ce travail réalisé l’an dernier dans le cadre du cours de Georges-Louis Baron que j’ai suivi en Master 2 sciences de l’éducation : Aujourd’hui des enseignants innovent notamment en utilisant les nouvelles technologies en classe. Certains font tweeter leurs élèves dès le CP, d’autres autorisent (voire incitent) des collégiens et des lycéens à utiliser en cours les ressources de leurs téléphones mobiles, des classes travaillent en réseaux à l’aide d’ordinateurs reliés entre eux et à Internet, d’autres encore s’aventurent à utiliser les réseaux sociaux pour communiquer avec leurs élèves ou investissent des mondes virtuels avec leurs étudiants. Des forums des enseignants innovants sont organisés chaque année en France, en Europe et même au niveau mondial pour faire connaître et valoriser ces innovations. Mais qu’est-ce qu’exactement l’innovation ? Quels liens peut-il y avoir entre la recherche et l’innovation ?

Douglas LaBier: 5 Steps That Reveal Your Life's Purpose Like many of us, you might feel that there's a true purpose to your life but you haven't yet found or discovered it, especially when trapped within a life that's unfulfilling or feels out of synch with your true purpose for being. Teachings of Eastern mystics say each of us have a particular purpose in life, though we might not know how to recognize it. Interestingly, some new research suggests ways to discover and pursue your true purpose. Moreover, having a purpose in life is found to help you protect yourself from mental decline -- not a bad byproduct. Some are awakened to it from an event or moment of illumination that opens the way. "The fact that it was in a different place in the sky at night when I returned home from playing a gig ... Most of us, though, have to work at discovering our purpose. Here are five steps that can help activate your life's purpose: 1. The 12th-century Japanese poet Hakuin wrote, "Not knowing how near the truth is, we seek it far away." 2. 3. 4. 5.

The-Emotions-Map.lg Les 101 théories de la motivation Fredrickson (2001) estime que les différentes définitions de l’émotion, bien que très diverses au niveau de leur contenu, s’accordent pour dire que l’émotion peut être conceptualisée comme réponse composée d’une multitude de tendances qui se déploient en un temps relativement court. L’émotion se distingue de l’affect, qui est un concept plus général faisant référence à des sensations accessibles consciemment. L’affect est l’une des composantes de l’émotion mais est aussi présent dans les sensations physiques, les attitudes, l’humeur ou les traits affectifs. L’émotion serait liée à des circonstances qui sont personnellement signifiantes pour l’individu (elle se réfère à un objet), alors que les affects sont flottants et avec des objets plus ou moins bien définis. La théorie Fredrickson (2001, 1998) s’inscrit en droite ligne des perspectives évolutionnistes et psychophysiologiques de cette tendance à l’action qui seraient inhérentes aux émotions positives.

50 Life Secrets and Tips Memorize something everyday.Not only will this leave your brain sharp and your memory functioning, you will also have a huge library of quotes to bust out at any moment. Poetry, sayings and philosophies are your best options.Constantly try to reduce your attachment to possessions.Those who are heavy-set with material desires will have a lot of trouble when their things are taken away from them or lost. Possessions do end up owning you, not the other way around. Become a person of minimal needs and you will be much more content.Develop an endless curiosity about this world.Become an explorer and view the world as your jungle. Stop and observe all of the little things as completely unique events. Try new things. Read “Zen and the Art of Happiness” by Chris Prentiss.This book will give you the knowledge and instruction to be happy at all times regardless of the circumstances.

emotions map -Philippe MEIRIEU: "Désir d'apprendre"- - TROMMENSCHLAGER FRANCK -PSYCHANALYSTE ET PSYCHOSOCIOLOGUE SECTEUR LUXEUIL-LES-BAINS, LURE, SAULX, HAUTE SAONE 70 ET BESANÇON 25. Dimanche 13 janvier 2013 7 13 /01 /Jan /2013 14:07 La modernité exaspère la contradiction entre le désir de savoir - tout et tout de suite - et le projet d'apprendre qui impose de tâtonner, d'assumer l'ignorance et d'apprivoiser le temps. « Savoir » et « apprendre » ne sont pas synonymes. Le goût d'apprendre s'est effondré chez beaucoup d'élèves dans la volonté de savoir. C'est parce qu'ils veulent « savoir tout de suite » qu'ils ne comprennent pas la nécessité d'apprendre. De la même manière, la modernité exaspère une contradiction entre « le primat du réussir » et « le primat du comprendre ». Pour faire primer le comprendre sur le réussir, il faut être capable de trouver de la satisfaction dans l'intelligibilité de soi et du monde, et non pas seulement dans l'efficacité. À contre-voie, Philippe Meirieu pédagogue: Voir le film en entier:

Empathy Recently, I read an article about the (ab)use of railways in the nazi genocide. Now, there is a lot to say about that, but I would like to focus on one specific half-sentence that spoke of the jews "...whose biographies didn't count in that murderous nazi system". I think that there is more wisdom in these few words than, probably, even their own writer was aware of. When we start to listen to what other people have to say about their own lives, this creates empathy. It does so automatically, perhaps by way of our mirror neurons firing away. Have you ever noticed how people will sometimes say, "I'm NOT AT ALL INTERESTED in your problems!" My guess is that, when we do that, we fight with all our power, in order to avoid that empathy. Now, I'm not saying that empathy with others is always, at any time, the best option. But empathy is what keeps us from becoming monsters, our fellow men's wolves, genocidal True Believers. And there is yet another good news: Empathy is like a muscle.

Where is The Mind?: Science gets puzzled and almost admits a non-local mentalscape. This will be the last "home-produced" blog entry for a while [save the short "Everyday Spirituality" which will follow it as a sign-off] . West Virginia beckons tomorrow morning and off I will go to whatever that entails. As I said in one of the commentary responses the other day, I hope that reading two journal runs "cover-to-cover" will bring up a few thoughts worth sharing. This day's entry was inspired by two articles bumped into coincidentally which had scientists puzzling about a holographic universe and a non-local mind. The first of these articles [both from the New Scientist] was "Where in the World is the Mind?" That brings in the second serendipitous article. It reminded me then, also, of a moment when I was able to spend a [too short] time with David Bohm, the famous theoretical physicist. I am happy to be [in body] a holographic projection of force dimensions--not from the "edge" of the universe but its core reality.

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