1. Presented by: Angel L. Lopez, Jr. and Carrie Straub

2. Presented by: Angel L. Lopez, Jr. Doctoral Candidate University of Central Florida July 29, 2010

4. What is Personality? Personality is defined as distinctive and relatively enduring ways of thinking, feeling, and acting People differ from each other in meaningful ways People seem to show some consistency in behavior Retrieved from: http://psy2.ucsd.edu/~hflowe/Personality.pdf

5. Trait - Says that traits are relatively stable and consistent personal characteristics Psychoanalytic - as devised by Freud, attempts to explain personality on the basis of unconscious mental forces Psychoanalytic Non-Freudian - Adler said humans are motivated by social interest and Jung said a collective unconscious is represented by universal archetypes Retrieved from: http://psy2.ucsd.edu/~hflowe/Personality.pdf

6. Humanistic - reject psychoanalytic notions and view each person as basically good and that people are striving for self-fulfillment Soci0-Cognitive - each person has a unique personality because of our personal histories and interpretations shape our personalities Retrieved from: http://psy2.ucsd.edu/~hflowe/Personality.pdf

7. 10/3/2015 3:21:27 AM We are going to take 15 minutes to take a brief personality profile of ourselves using the Mental Muscle Diagram Indicator TM Please go to http://www.teamtechnology.co.uk/mmdi-extended.php http://www.teamtechnology.co.uk/mmdi-extended.php

8. Share with your neighbor what this personality test says about you – Share with group 10/3/2015 3:21:27 AM

10.  Long asserts that adolescents fall within a continuum of either aggressive or passive and independent or dependent behaviors  Dreikurs identifies four motivating factors behind adolescents misbehavior they are: attention getting, power and control, revenge, and helplessness and inadequacy Dieker, L., Hynes, M., Hughes, C. E., and Smith, E. (2008).

11.  Monique who has an Aggressive Dependent Personality Archetype

12.  Francis who has a Passive Dependent Personality Archetype

13.  Maria has a Passive Independent Personality Archetype

14.  Marcus who has an Aggressive Independent Personality Archetype

15.  Vince who has a Passive Dependent Personality Archetype

16. Aggressors are attention seekers and they enjoy the attention they gain from being aggressive. Never ignore inappropriate aggressions and do not get drawn into a power struggle with the aggressor. Be firm but gentle in your approach, the aggressor can handle the tough side of you but they will succumb to gentleness and it is really what they want - the right kind of attention. Deal one to one with the aggressor and devise a plan for him/her to take control of their own behavior. http://specialed.about.com/cs/behaviordisorders/a/aggression.htm

17. Establish a one to one relationship with the child that exhibits an aggressive personality, success will soon follow. Provide opportunities for your students to act appropriately and get Some attention, give them responsibilities and provide praise. Catch students behaving well and provide immediate, positive feedback. In time, you will see that the aggressive behaviors will start to diminish. Provide activities that bring forth leadership in a positive way, always let students know that you care, trust and respect them. Provide as many methods as you can for students to take ownership of their behavior and probe them as to how it should have been handled. http://specialed.about.com/cs/behaviordisorders/a/aggression.htm

18. Challenge students and offer them opportunities to undertake real challenges, while encouraging them to take Intellectual risks. Build on Strengths building on strengths first gives students an opportunity to use their talents to achieve success by developing their strengths. Offer Choices as offering choices develops ownership. Provide a Secure Environment and permit children to fail without penalty. Learning how to deal with failure is critical for developing motivation and successful learning. Teach students how to make tasks more manageable Retrieved from: http://www.members.shaw.ca/priscillatheroux/motivation.html

19. Help students develop an internal locus of control which is closely related to motivation. Use ambiguity occasionally brainstorming with someone else is an excellent strategy for looking for alternative interpretations of and solutions to the problem of ambiguity. Offer open-ended activities and teach students to evaluate themselves Differentiate instruction and use computers Retrieved from: http://www.members.shaw.ca/priscillatheroux/motivation.html