Course Introduction and Student Introductions – Motivation and Personality Theories (Fall 2025)

Course Overview and Objectives

Welcome message from the instructor for returning students and newcomers: Olgaleya Rahabi/Ogalee Rahabi (spelling varies in transcript) will teach the 2025 semesters of Motivation and Personality Theories.
Course purpose: provide a foundational survey of multiple psychological perspectives on personality development and traits.
Perspectives to be covered (in order): psychodynamic, neo-analytical, psychoanalytic, humanistic, cognitive-behavioral, behaviors, and person-centered perspectives; focus on theory and concepts rather than in-depth therapeutic techniques.
A separate course for therapy and counseling: Introduction to Counseling and Therapy and Interviewing (taught on Wednesdays) for students interested in therapeutic perspectives and sessions.
Outcome: by the end, students will have a clear foundation across major psychological perspectives and related concepts; some students may develop a personal perspective through research for assignments.
Instructor’s enthusiasm: course is creative with a variety of psychological perspectives; opportunities to discover which perspective resonates with each student.
Practical takeaway: students may identify their own preferred perspective and pursue related scholarly or practical work.

Instructor Credentials and Practice

Master of Science in Education.
New York State certified school psychologist.
Scope of practice: psychoeducational evaluations for ages 0–21; individual and group counseling; school-wide interventions; supervision for APBA therapy in multiple districts.
Experience with New York State Department of Education and the NYS Early Intervention program; advocate for early intervention to maximize outcomes (emphasizes early assessment and support).
Teaching experience: ~18 years across two-year colleges and undergraduate psychology departments; currently teaching in graduate and undergraduate programs; eight-year teaching tenure in this specific course context.
Emphasis on student introductions to build community and professional connections.

Course Logistics and Expectations

Course delivery: via Zoom; course materials and interactions on Canvas.
Introduction activity (Introduce Yourself): a graded discussion (5 points) requiring students to share academic background, future goals, and other personal/professional information; students are encouraged to add thoughtful content rather than copy/paste.
First assignment focus: introduction sets the stage for class community; will be complemented by a syllabus review.
syllabus review: conducted after the introductions; covers course expectations, content, goals, and assignments; early thinking for topics such as the research paper and presentation.
Early planning: students should begin considering potential research paper topics and presentation ideas; textbooks will be involved in following class sessions.

Introduction Session: Volunteers and Highlights

General tone: highly engaged and well-prepared group; several students volunteered to introduce themselves.
Key notes across introductions include: professional background, academic goals, strengths, hobbies, favorite media, stress management strategies, and personal interests.

Sophie

Role/identity: student in the Motivation and Personality course; expresses excitement and personal connection to human behavior and personality.
Academic and professional goals: deepen knowledge in psychology and human development; apply concepts to real-life situations; pursue growth and continuous learning.
Strengths and approaches: highly dedicated, perseverant under challenges.
Hobbies/creative outlets: journaling, writing, emotional motivational quotes, poetry.
Personal interests: enjoys Cambodian culture; cooking (calming chicken soup with lemongrass, ginger, garlic, vegetables).
Favorite movie: not stated.
Favorite food: Cambodian dishes.
Stress management: meditation and music.
Observations by instructor: Sophie demonstrates strong motivation and resilience; potential to bridge theory with personal growth.

Austin Lemboye

Background: paraprofessional at Tompkins Square middle school; Lower East Side upbringing; Puerto Rican heritage; two dogs; two brothers and two sisters.
Career goals: become a PE teacher; currently pursuing a bachelor’s at Touro University with plans for a master’s.
Why course: fascination with motivation and personality; course requirement.
Strengths: mathematics; disciplined and analytical.
Hobbies: sports, music; artist; stage name “thank you”; released a single “I Got It.”
Stress management: exercise and creating music.
Favorite foods: Spanish cuisine; dishes like steak, white rice, and beans.
Additional notes: instructor mentions possible Honors Teacher Preparation Pathway program details for teacher certification and graduate study (shared in chat).

Kumar Knight

Background: year-one of undergrad; has a son, first birthday recently celebrated; previously had a known connection with the professor.
Academic/Professional goals: pursuing an undergraduate degree in psychology with a minor in education; paraprofessional and RBT by practice.
Teaching goals: interested in understanding people; believes in individualized approaches rather than one-size-fits-all.
Strengths: strong emphasis on understanding individuals; adaptive thinking.
Hobbies/Interests: watching movies and traveling; enjoys 80s/90s cinema; stress relief through sleep, walks, and breathing exercises.
Media preferences: Game of Thrones (favorite show); movie interests include Goodfellas, The Notebook, classic horror; manga and Bible among books; music loves Michael Jackson and Luis Miguel.
Favorite food: ackee and sawfish (Jamaican national dish).
Stress management: reading, art, gym; breathing exercises.
Additional notes: expresses interest in continuing education alongside professional work; instructor highlights possible bilingual certification considerations.

Shannon Wavaz

Background: pursuing a degree with intent to become a special education teacher; balancing motherhood and studies; lives in Brooklyn area with children.
Academic goals: earn a degree with a strong GPA; aim to become a special education teacher to help students with learning challenges.
Strengths: time management; organizational skills; able to balance study, work, and family life.
Hobbies/Family: enjoys adventures with her children; Brooklyn Bridge Park as a favorite travel/relaxation spot.
Favorite media: TV series Dexter; song “Blackbird” by Beyonce; book The Four Agreements.
Favorite food: pasta; easy recipe: grilled chicken with garlic butter noodles.
Stress management: motivational affirmations; seeking new ways to stay calm and centered.
Instructor notes: reinforces the value of graduate pathways for certification, and ongoing support for students pursuing special education credentials.

Catherine

Background: from the Dominican Republic; Spanish speaker; aims to learn motivation and personality in childhood education.
Academic goals: understand child development and teaching methods; become an elementary school teacher focused on engaging learning.
Strengths: creativity in explaining concepts and making learning engaging.
Hobbies/Media: video games; enjoys The Originals (TV series with fantasy elements) and witches/vampires themes; favorite book: The Diary of Anne Frank; favorite music: not specified; favorite food: gocho (Dominican stew).
Stress management: yoga, deep breathing, music, and playing video games.
Language and culture: bilingual considerations; notes on bilingual teaching certifications and the importance of cultural and language competencies.
Additional notes: anticipates pursuing bilingual certification and general teaching certification.

Andrew Molotillo

Background: pre-K lead teacher in a DOE program; education program participant; aims to continue in K–5 teaching after certification.
Academic/Professional goals: maintain a high GPA (target ~3.8); obtain DOE public school certification.
Strengths: strong writing ability; enjoys writing papers; makes comic books; working on publishing a children’s book.
Hobbies/Interests: learning Italian; playing piano and guitar; singing; reading (Bible) and Japanese mangas; favorite films include Goodfellas, The Notebook, classic horror; anime as TV interest; music includes Michael Jackson and Luis Miguel.
Favorite foods: Chinese, Italian, and Spanish cuisines; Bronx resident.
Stress management: reading, practicing an art, gym.
Quick recipe: post-workout acai bowl (frozen fruit puree with kale, though kale was not preferred, better with strawberries, blueberries, mango; bananas and honey added).
Professional notes: discusses protein supplementation and natural protein choices; instructor provides guidance about common nutrition questions.
Additional notes: acknowledges role as a pre-K teacher with substantial professional experience; highlights opportunities for accelerated graduate pathways and NYS certification discussion; suggests contacting Dr. Jo Ortizenas for program questions.

Phil

Background: Harlem-born paraprofessional; also the school technology coordinator (SPOC) in The Bronx.
Academic/Professional goals: become a STEM technology teacher specializing in special education in elementary school.
Strengths: visual thinker; filmmaker by training (cinematography, postproduction, audio).
Favorite cinema: Inception and Eternal Sunshine of the Spotless Mind.
Music and books: karaoke favorite is Kiss From a Rose by Seal; Bible as a book; Batman: The Long Halloween (graphic novel) as a favorite;
Favorite foods: chicken breast-focused dishes; enjoys Jamaican cuisine.
Stress management: prayer, time with family, watching movies.
Additional notes: instructor engages with his filmmaking background and cross-disciplinary interests; supportive of multi-hat roles in education.

Trina Tennant

Background: paraprofessional; 63 years old; mom and wife; started college at 60; curious about ABA and special education; exploring the mind.
Academic goals: develop strength in mind-related areas; pursue ABA and special education interests; currently unclear about a single academic strength as she is still exploring.
Hobbies: cooking and gardening; enjoys a wide range of music and dancing; favorite movie is The Outsiders (read in school and enjoyed since youth).
Favorite book: The Outsiders historically; currently Let Them by Mel Robbins.
Favorite foods: broad range; can enjoy well-prepared meals.
Stress management: relies on family and pets (cat and dog).
Additional notes: highlights resilience and lifelong learning; expresses openness to ABA as a future focus.

Practical Implications and Support Resources Discussed

Honors Teacher Preparation Pathway Program (informational notes circulated via chat):
- Purpose: accelerate teacher preparation and certification by allowing undergraduates to take graduate-level courses toward a Master’s in Education while finishing their bachelor’s degree.
- Collaboration: New York City-based NYSCUS (presumably NYC College of Education) in partnership with Trumper Graduate School of Education.
- Typical timeline: undergrad coursework concurrent with graduate credits; reduces overall time and cost toward certification.
- Contact for questions: Dr. Jo Ortizenas, Deputy Chair of Education at NYSCUS; professor will direct interested students to this contact for program-specific inquiries.
Important procedural notes for the class:
- Canvas is the platform for course activities, including the Introduce Yourself discussion.
- The Introduce Yourself activity is the first assignment; even if an introduction was previously posted, students should log in to Canvas and respond to the discussion prompts.
- The introduction activity is worth five points and serves to facilitate peer connection and collaboration throughout the semester.
Real-world relevance and connections:
- Course content builds a foundation for understanding how different motivational and personality theories apply in educational settings and beyond.
- Early intervention and psychoeducational considerations are highlighted by the instructor’s professional background and emphasis on early assessment and intervention for children.
Ethical and practical implications:
- Emphasis on respectful, thoughtful introductions to foster a supportive classroom community.
- Consideration of bilingual and cross-cultural competencies in education, including potential bilingual teaching certifications and the value of multilingualism in diverse classrooms.
Next steps for students:
- Review the syllabus in the upcoming class to understand course goals, content, and assessment structure.
- Begin brainstorming ideas for the research paper and presentation topics.
- If interested in accelerated graduate pathways, contact Dr. Jo Ortizenas for guidance and program details.

Summary of Key Theoretical Focus (Preview)

Psychodynamic perspective: underlying unconscious processes and early experiences shaping personality.
Neo-analytical and psychoanalytic perspectives: updated/expanded views on developmental and intrapsychic factors; relational patterns.
Humanistic perspective: self-actualization, personal growth, client-centered approaches.
Cognitive-behavioral perspective: how thoughts influence behaviors and emotions; mechanisms for change.
Behaviorism and other related perspectives: observable behavior and environmental influences as drivers of personality.
Application scope: while therapy is not deeply covered in this course, students will gain a broad understanding of foundational theories that inform therapeutic approaches in Counseling and Therapy courses.