1. Jere Edward Brophy 1940-2009 “The motivation of all students even the most extreme cases of learned helplessness, is open to reshaping”

2. Origin Jere Brophy born in the city of Chicago in 1940. He received a BA from Loyola in 1962 and a PHD from the University of Chicago in 1967. His studies were in human development and clinical psychology. He tackled tough problem children. Brophy was considered a “intellectual giant to the field of education”.

3. Educational Training Brophy’s earlier training in psychology and human development help him understand student behavior and motivation. He tried to change the traditional way of motivation ( theory & research ) to daily practice in the classroom.

4. Publications Well Known Books * Motivating Students to Learn * Teaching Problem Students “Jere was a prolific author having written over 300 articles, chapters, and books.”

5. The teacher expectation of the student effects the academic achievement performance. Student’s have to find a sense of “purpose” for the curriculum to be motivational. Teachers should provide supportive relationships and collaborative learning arrangements. Theories

6. In order for students to be self determined they have a need for love, confidence, self expression, curiosity, and acceptance. Without these components students feel controlled rather than motivated. Students should not be dominated by negative emotions such as fear of failure or humiliation. Students should use self evaluation by previous work or set goals.

7. Theories Teachers should be knowledgeable, enthusiastic, and educators should be good role models for self determination. When teachers teach the right way motivation takes care of itself. The teachers role is to help set appropriate goals. Assessments are used for planning the appropriate curriculum an effective feedback. Goals should be attainable but challenging.

8. Positive Views on Theory A need for a motivation to learn (intrinsic and external) Belief in positive reinforcements Uses assessment as a guide for the curriculum rather than as a success for failure of the assessment. Students have a need or a “purpose”.

9. Negatives Views with Theory Brophy believes there is too much over emphasis is on trying to made education fun. His theory is that instead of making learning fun the teacher should tell the student the purpose and worth of an assignment.

10. Bibliography Ames, C. (2009, October 16). Jere Brophy, note from the Dean | Punya Mishra's Web. Punya Mishra's Web Home. Retrieved August 29, 2011, from http://punya.educ.msu.edu/2009/10/16/jere-brophy-note-from-the-dean/ http://punya.educ.msu.edu/2009/10/16/jere-brophy-note-from-the-dean/ Brophy, J. (2004). Motivating Students to Learn. Hoboken: Lawrence Erlbaum Associates. Jere Brophy | International Academy of Education. (n.d.). Home | International Academy of Education. Retrieved August 29, 2011, from http://www.iaoed.org/node/10 http://www.iaoed.org/node/10 Untitled Document. (n.d.). College of Education - Michigan State University. Retrieved August 29, 2011, from http://www.educ.msu.edu/neweducatorhttp://www.educ.msu.edu/neweducator are, o. p. (n.d.). Notes From Motivating Students to Learn by Jere Brophy. The University of North Carolina at Greensboro. Retrieved August 29, 2011, from http://www.uncg.edu/cui/courses