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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...

Giving makes young children happy If it is indeed nobler to give than to receive, it may also make you happier -- even if you're a toddler, according to a new study co-authored by three psychologists at the University of British Columbia. The study, published in PLoS One, an on-line journal from the Public Library of Science, finds that toddlers under the age of two are happier when giving treats to others than receiving treats themselves. Furthermore, children are happier when they give their own treats away than when they give an identical treat that doesn't belong to them. These findings support recent research showing that adults feel good when they help others and may help explain why people act pro-socially, even when doing so involves personal cost. This is the first study to show that giving to others makes young children happy. "People tend to assume that toddlers are naturally selfish," said Dr. During the study, each toddler received some treats, such as Goldfish crackers.

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.

Burning Man :: Welcome Home 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 ?

In rich and poor nations, giving makes people feel better than getting, research finds Feeling good about spending money on someone else rather than for personal benefit may be a universal response among people in both impoverished countries and rich nations, according to new research published by the American Psychological Association. "Our findings suggest that the psychological reward experienced from helping others may be deeply ingrained in human nature, emerging in diverse cultural and economic contexts," said lead author Lara Aknin, PhD, of Simon Fraser University in Canada. The findings provide the first empirical evidence that "the warm glow" of spending on someone else rather than on oneself may be a widespread component of human psychology, the authors reported in the study published online in APA's Journal of Personality and Social Psychology. Researchers found a positive relationship between personal well-being and spending on others in 120 of 136 countries covered in the 2006-2008 Gallup World Poll.

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.

How Do You Design For Creativity? 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.

What motivates us at work? 7 fascinating studies that give insights “When we think about how people work, the naïve intuition we have is that people are like rats in a maze,” says behavioral economist Dan Ariely in today’s talk, given at TEDxRiodelaPlata. “We really have this incredibly simplistic view of why people work and what the labor market looks like.” Dan Ariely: What makes us feel good about our work?When you look carefully at the way people work, he says, you find out there’s a lot more at play—and a lot more at stake—than money. During the Industrial Revolution, Ariely points out, Adam Smith’s efficiency-oriented, assembly-line approach made sense. “When we think about labor, we usually think about motivation and payment as the same thing, but the reality is that we should probably add all kinds of things to it: meaning, creation, challenges, ownership, identity, pride, etc.,” Ariely explains. To hear more on Ariely’s thoughts about what makes people more productive – and happier – at work, watch this fascinating talk.

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.

-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:

Survival of the ... Nicest? Check Out the Other Theory of Evolution by Eric Michael Johnson A new theory of human origins says cooperation—not competition—is instinctive. posted May 03, 2013 A century ago, industrialists like Andrew Carnegie believed that Darwin’s theories justified an economy of vicious competition and inequality. They left us with an ideological legacy that says the corporate economy, in which wealth concentrates in the hands of a few, produces the best for humanity. Nearly 150 years later, modern science has verified Darwin’s early insights with direct implications for how we do business in our society. Tomasello holds that there were two key steps that led to humans’ unique form of interdependence. However, this survival strategy brought an entirely new set of challenges: Individuals now had to coordinate their behaviors, work together, and learn how to share. Like what you’re reading? This evolutionary legacy can be seen in our behavior today, particularly among children who are too young to have been taught such notions of fairness. Interested?