Motivating The Unmotivated

Practical Strategies for Teaching the Hard-to-Reach Student

By Chick Moorman

3 focus areasPower

Models

Connectiveness

Mental ModelsOne must be able to refer to

adequate examples in order to establish meaningful values, ideals, and personal standards.

These strategies are for students lacking in mental models.

See page 52-54

You see a student running down the hall and you want that behavior to stop, so you yell…A. “Don’t run in the hall!”B. “Stop! Next time, please

walk down the hall.”C. “Hey, get back here! Don’t

let me catch you running again. Now go back and walk.”

Mental Model Strategy #1

NEXT TIME, please …Using next time helps students

understand how to change their behavior to meet your expectations.

When you say “Don’t run” they only hear “Run”

Using this strategy will plant a positive mental picture in their head

Page 55

You want your students to stay seated when you are teaching a lesson to the whole class. A. Yell, “Sit down while I am talking!”

whenever a student gets up.B. Stop and stare down any student

who dares to get up while you are talking.

C. Make a poster showing all students seated and listening while a teacher is talking .

Mental Model Strategy #2“If you want a behavior you have to

teach a behavior.”Teach how to do things in class.Invest time in training students to work

effectively in the classroom.Focus “how to” on different learning

stylesThis fits in with Fred Jones’ Tools for

Teaching chapter 7 Visual Instructional Plan (VIP) see page 77 moving chair

Page 55-56

If you expect a quality piece of work to be turned in…A. Tell students what you wantB. Have them read directions

for what you wantC. Show them an example of a

quality piece of work so they can see it and touch it

D. All of the above

Mental Model Strategy #3Make expectations clear and

simple.Let students know what you

expect of them.Make standards of performance

clear.Let them know what “quality”

work looks like and sounds like in terms of productivity, behavior, relationships, and self-responsibility.

Page 56

Can you change a behavior in one minute?

A. YesB. No

Mental Model Strategy #4 One Minute Behavior ModifierPrepare: choose one behavior and name

it. Examples: whining, backtalk, put downs, name calling, side conversations

1. Identify the offending person and behavior

2. Say why you don’t like it and give a reason

3. Teach the new appropriate replacement behavior

You have to persist longer then they resistPractice so it flows naturally.

Page 57-59

Do you feel your students should know why they need to learn what you are teaching them?A. YesB. No

Mental Model Strategy #5

“Because…”Students become more

motivated when they understand why it will help them.

Teach the “why” of a lesson as well as the “how to.”

Page 62

You are giving directions and you notice some of your students are not paying attention.

A. You move the offending students

B. Take the distraction away from the students

C. Model how to listen during oral directions

Mental Model Strategy #6Give constructive examples of

how students can improve.Students need specific,

descriptive feedback. Refrain from making evaluative

comments; instead, tell them what needs to be done academically and behaviorally.

Model how you want something done.

Page 62

Teaching a concept helps students understand it better.

A. TrueB. False

Mental Model Strategy # 7See one, do one, teach one.Students need to see the model,

then they need to perform the skill, then they need to teach it.

Teaching a skill makes it stick in long-term memory.

This is true for all students, not just the high achievers.

Page 63

Which would you rather run?A. 10 feetB. 100 feetC. 1000 feet

Mental Model Strategy # 8Divide and limit informationDivide information into small bits.Presenting smaller units of

information increases the number of closure points.

This allows students to stop, check, and take stock.

Closure happens sooner, which motivates them to keep going.

Page 63

When exercising, when should you drink water?A. When you are finished working

out.B. Before you work out.C. Early and often.

Mental Model Strategy # 9When students are exercising

their brains, we must check on them early and often.

If you identify the students who are lacking mental models, you can get to them early and often.

Sometimes they don’t even know what they do not understand.

When you walk into a bank, what does the teller usually ask you?

A. “May I have all of your money?”B. “How may I help you today?”C. “Would you like to see a menu?”

Mental Model Strategy #10We know how the structure of a

bank works so we feel comfortable walking in and doing what we need to. By making our classroom structured we make students feel comfortable to come in and do what they need to.

Structure reduces ambiguity.Reducing ambiguity lowers

anxiety.Lowering anxiety increases

learning.

How many ways did Thomas Edison successfully discover ways to NOT make a light bulb?

A. 1000B. 100C. 473

Mental Model Strategy #11Try, try, try again. You have to

try different ways to reach students who are low in mental models.

Use different learning styles with these students

They usually respond to adult or peer tutoring (crave and need the one on one)

They derive pleasure from completion of simple tasks.

Who is currently 14th in line for the presidency of the United States of America?

A. Secretary of Labor – Hilda SolisB. Secretary of Health and Human

Services – Kathleen SebeliusC. Secretary of Transportation- Ray

LaHood

Mental Model Strategy #12Just like our country has an

organization to it, students need to be organized. They need to know what to do and where to go.

Student PlannersChecklistsCheckpoints on long-term

projectsKeeping records of completed

assignments.

1, 4, 9, 16, 25, What is the next number in the sequence?A. 31B. 50C. 36

Mental Model Strategy #13Just like numbers have patterns,

students need patterns to feel comfortable.

Patterns are very important to low model students.

Their creativity suffers, due to their need for structure.

Need heavy use of graphic organizers to help them develop mental models.

My goal is to lose 10 pounds. To do this I will…A. Sit back and wait for it to

happenB. Walk one mile a nightC. Get a new scale

Mental Model Strategy #14I can’t do nothing and lose ten

pounds. I can however, do activities that will help me lose weight.

Teach students they cannot “do” a goal.

They can only “do” activities that will help them move closer to their goal.

When picking a good role model from history I should choose….

A. Joseph StalinB. Mother TeresaC. Adolf Hitler

Mental Model Strategy #15Students need good role models. Not

Hitler. Bring positive role models to your

classroom.Read about people with good character

in textbooks and magazines.Bring in community leaders such as

police officers, doctors, and other respected members of the community for interviews.

Because I touched the very hot tea kettle I…A. Win the big prizeB. Get to have cookies with my teaC. Have a burnt hand

Mental Model Strategy #16Cause and effect happens.Students need to have cause and

effect for their behavior. If they do something wrong in

class they need to understand there will be a consequence for this.

You must follow through on this.

Johnny and Bobby both are chewing gum. You gave Johnny an warning and told him to spit his gum out. What will you do with Bobby?

A. Ask him for a piece of his gum.B. Give him a warning and tell him

to spit his gum out.C. Office referral

Mental Model Strategy #17Be consistentStudents need disciplined

discipline.Say what you will do, and then do

what you say.

What are you visualizing right now?A. New ZealandB. A kittenC. Going homeD. Working in the classroomE. World SeriesF. Winning LotteryG. Implementing these strategies

in my classroom

Mental Model Strategy #18Use visualizationVisualization is an incredibly

powerful learning tool.If you can see it in your mind,

you have a better chance of accomplishing it

What children can imagine, hold in their minds and see themselves doing they can achieve.

Connectiveness Strategies:Student to student interaction

timeAsk 3 before meUse pronouns Us, We, OurCreate an “Our Classroom”

feelingCreate an “Our School” feelingReach outI noticed… (page 93)Use students names

Apply these strategies to your classroom You have the book to refer back

to Being aware of these students

who need these mental models, and connectivness will help you motivate them

Practice the teacher talk until it sounds natural