Dynamic Assertive vs. Dynamic Aggressive

¶ … Virtue of Being a Dynamic Assertive Personality in an Educational Setting Dynamic assertive personalities represent a small percent of the population but have many positive qualities which can make them an asset to an educational organization. At their best, such leaders are dynamic and assertive. They act as change agents because they can win people over to their sides with genuinely motivational qualities. Dynamic assertives, unlike dynamic aggressives, can get along with a wide variety of people.

Their enthusiasm is infectious and because they can intuitively sense the needs of others, they can encourage their colleagues to exceed existing expectations. However, even dynamic assertives can exhibit some negative qualities, such as being impatient with people who are not as quick-witted and committed as themselves. Framing realistic goals that reflect organizational realities are essential before dynamic assertives get carried away by their own enthusiasm.

When appropriately channeled, dynamic assertives are essential components of making change happen, subverting organizational change resistance, and ensuring that changes 'stick.' It is very unusual to find a workplace entirely made up of dynamic aggressives, so managers must know how to use these people in a strategic fashion to act as opinion leaders.

Student 1 I think that is a very important idea: if the teacher is not motivated by the material, how can he or she expect the students to be motivated? Even for material that is not, on its surface, particularly scintillating, the teacher must find some sort of hook to make it relevant and meaningful for listeners. Very often low-performing students have a very negative self-image in regards to their ability as learners and thus a very negative attitude about learning in general.

It can be difficult to overcome this psychological hurdle as well as the obstacles generated by poor preparation in the subject. Student 2 Although all students face challenges, of course some seem to face more than most. When students have internalized a perception of themselves as a low performer, they are much less likely to challenge themselves and to seek to exceed current low expectations. This creates a corresponding lack of motivation. Your experience suggests that addressing motivational issues may be equally as important as addressing academic ones.

Students' psychological needs must be catered to so that they can fully benefit from the learning environment. Simply disseminating information is not enough to engage low-performing students. Student 3 Groupthink in terms of motivation can be either an.