Understanding and Motivating Students

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Understanding and Motivating Students Responsibility in the Classroom: A Teacher’s Guide to Understanding and Motivating Students Dr. Amy Lew & Dr. Betty Betther

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How to motivate students

Transcript of Understanding and Motivating Students

Page 1: Understanding and Motivating Students

Understanding and Motivating Students

Responsibility in the Classroom: A Teacher’s Guide to Understanding

and Motivating Students

Dr. Amy Lew & Dr. Betty Betther

Page 2: Understanding and Motivating Students

Do you know a student who

seeks attention or is susceptible to peer pressure?

seeks power to control others or is defiant?

seeks revenge or hurts others? gives up easily or avoids tasks?

Responsibility in the Classroom: A Teacher’s Guide to Understanding & Motivating Students Dr. Amy Lew & Dr. Betty Betther

Page 3: Understanding and Motivating Students

Motivate Students By Giving Them What They

Need

-believing one can handle what comes

Responsibility in the Classroom: A Teacher’s Guide to Understanding & Motivating Students Dr. Amy Lew & Dr. Betty Betther

having the sense of belongingThe Four C’sThe Four C’s

Connection--having the ability to take care of oneself

Capability

Counting-having the knowledge that one can make a difference

Courage

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Motivate Students By Giving Them What They

Need

The Four C’sThe Four C’s Connection-having the sense of

belonging Capability—having the ability to take

care of oneself Counting—having the knowledge that

one can make a difference Courage—believing one can handle

what comesResponsibility in the Classroom: A Teacher’s Guide to Understanding & Motivating Students Dr. Amy Lew & Dr. Betty Betther

Page 5: Understanding and Motivating Students

What are you currently doing to help your students

feel…

connected? capable? as though they count? courageous?

Responsibility in the Classroom: A Teacher’s Guide to Understanding & Motivating Students Dr. Amy Lew & Dr. Betty Betther

Page 6: Understanding and Motivating Students

The Need to be Connected

Survival depends on our ability to bond. Through development we must move from

total dependency to interdependency. Move from being dependent, to being

someone upon whom others can depend.

Children who don’t connect in constructive ways feel insecure/isolated, seek attention and are more susceptible to peer pressure.

Responsibility in the Classroom: A Teacher’s Guide to Understanding & Motivating Students Dr. Amy Lew & Dr. Betty Betther

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Connections

Children who feelconnected…

feel secure can reach out can make friends can cooperate

“I believe that I

belong.”

Responsibility in the Classroom: A Teacher’s Guide to Understanding & Motivating Students Dr. Amy Lew & Dr. Betty Betther

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The Need to Develop Competence and Feel

Capable Upon moving from dependence to

interdependence, one must develop the ability to be independent (some degree of self-sufficiency in performing certain tasks).

The foundation of feeling competent and capable comes with the ability to take care of oneself.

Children who don’t feel capable may try to seek power, control others and/or become defiant.

Responsibility in the Classroom: A Teacher’s Guide to Understanding & Motivating Students Dr. Amy Lew & Dr. Betty Betther

Page 9: Understanding and Motivating Students

Capable

Children who believethey are capable…

feel competent have self-control

and self-discipline assume

responsibility. are self-reliant

“I believe I can do that.”

Responsibility in the Classroom: A Teacher’s Guide to Understanding & Motivating Students Dr. Amy Lew & Dr. Betty Betther

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The Need for Significance- The Belief

That One Counts

We want to feel we make a difference, that our existence matters.

People who don’t believe they count through constructive means try to prove that they count through negative means. They may seek revenge and hurt others.

Responsibility in the Classroom: A Teacher’s Guide to Understanding & Motivating Students Dr. Amy Lew & Dr. Betty Betther

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Counts

Children who believe they count… feel valuable believe they can

make a difference believe they can

contribute

“I believe that I

matter and I can make a difference.”

Responsibility in the Classroom: A Teacher’s Guide to Understanding & Motivating Students Dr. Amy Lew & Dr. Betty Betther

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The Need for Courage

To take risks requires courage.

Children without courage focus on what they can’t do. They often give up and avoid.

Responsibility in the Classroom: A Teacher’s Guide to Understanding & Motivating Students Dr. Amy Lew & Dr. Betty Betther

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Courage

Children who havecourage…

overcome fear feel equal, confident,

and hopeful handle challenges;

are resilient are willing to try

“I believe that I can

handle what comes.”

Responsibility in the Classroom: A Teacher’s Guide to Understanding & Motivating Students Dr. Amy Lew & Dr. Betty Betther

Page 14: Understanding and Motivating Students

What might you do to help your students develop a

sense of…

connectedness? capability? worth? (counting)

courage?

Responsibility in the Classroom: A Teacher’s Guide to Understanding & Motivating Students Dr. Amy Lew & Dr. Betty Betther

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Essential Skills for Academic Success

Children need to be able to communicate effectively in order to connect constructively.

Children need self-discipline to become capable.

Children need to believe that they count and make a difference if they are going to be willing to assume responsibility.

Children need good judgment if they are going to use courage wisely and safely.

Responsibility in the Classroom: A Teacher’s Guide to Understanding & Motivating Students Dr. Amy Lew & Dr. Betty Betther

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Getting a Need Met

When children succeed in getting a need met, they gain courage for future tasks.

When children experience only failure, they lose some of their courage and become timid of future tasks.

Responsibility in the Classroom: A Teacher’s Guide to Understanding & Motivating Students Dr. Amy Lew & Dr. Betty Betther

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Misbehavior

Children who don’t feel connected, capable or that they count, develop misbehaviors.

When children don’t get their needs met in constructive ways they find unconstructive ways to feed their needs.

Responsibility in the Classroom: A Teacher’s Guide to Understanding & Motivating Students Dr. Amy Lew & Dr. Betty Betther

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Misbehavior

Students who feel

not connected

not capable

they don’t count

no courage

Act out by

seeking attention

seeking power

seeking revenge

seeking avoidance

Responsibility in the Classroom: A Teacher’s Guide to Understanding & Motivating Students Dr. Amy Lew & Dr. Betty Betther

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Please Remember

Misbehavior is NOT the problem. Misbehavior is the student’s attempt to

find a solution for a problem they feel they have.

We have to help children find alternative solutions.

Responsibility in the Classroom: A Teacher’s Guide to Understanding & Motivating Students Dr. Amy Lew & Dr. Betty Betther

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Helping Students Reflect on Purpose of Behavior

Possible questions “Do you know why you________

(describe specific behavior)?” “May I tell you what I think?”

Helps confirms hypothesis about behavior Helps students feel understood Will not be effective if you punish or accuse

Responsibility in the Classroom: A Teacher’s Guide to Understanding & Motivating Students Dr. Amy Lew & Dr. Betty Betther

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Questions Related to Specific Behaviors

Attention “Could it be that you would like people to

notice you?” “Could it be that you would like more of my

time?” Power

“Could it be that you want to show people that you can do what you want?”

“Could it be that you want to show people that they can’t make you do what they want?”

Responsibility in the Classroom: A Teacher’s Guide to Understanding & Motivating Students Dr. Amy Lew & Dr. Betty Betther

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Questions Related to Specific Behaviors

Revenge “Could it be that you sometimes feel that

others are hurting you and you want to show them how it feels by hurting them back?”

“Could it be that you feel others treat you unfairly and you want to get even?”

Avoidance “Could it be that you’re convinced that you

will never measure up and you would rather not try at all and perhaps you wish people would just leave you alone?”

Responsibility in the Classroom: A Teacher’s Guide to Understanding & Motivating Students Dr. Amy Lew & Dr. Betty Betther

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Teacher Interventions:Demanding Attention

(Connection)

Minimize the attention given to misbehavior

Notice behaviors you want to encourage

Act, don’t talk Act before there is a problem Assign jobs that get positive attention

by being helpful to othersResponsibility in the Classroom: A Teacher’s Guide to Understanding & Motivating

Students Dr. Amy Lew & Dr. Betty Betther

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Teacher Interventions:Seeking Power

(Capability)

Think about what YOU can do rather than what THEY should do

When correcting, focus on the behavior not the child

Don’t allow situations to escalate Give student real responsibilities When possible, decide on rules as a

classResponsibility in the Classroom: A Teacher’s Guide to Understanding & Motivating

Students Dr. Amy Lew & Dr. Betty Betther

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Teacher Interventions:Seeking Revenge

(Count)

Make a list of positives about the child Refuse to retaliate, escalate or

humiliate Before trying to resolve conflicts, allow

for cooling off period for both of you Offer lots of chances for the child to

help others Share responsibility for solving

problems with the childResponsibility in the Classroom: A Teacher’s Guide to Understanding & Motivating

Students Dr. Amy Lew & Dr. Betty Betther

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Teacher Interventions:Practicing Avoidance

(Courage)

Create learning experiences from mistakes

Set students up for success Recognize effort and small

improvements Teach positive self-talk Don’t give up

Responsibility in the Classroom: A Teacher’s Guide to Understanding & Motivating Students Dr. Amy Lew & Dr. Betty Betther

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Encourage vs. Praise?

Encouragement-instilling courage by helping students see their strengths and developing a belief in themselves

Praise—pointing out what we think he/she does well

Responsibility in the Classroom: A Teacher’s Guide to Understanding & Motivating Students Dr. Amy Lew & Dr. Betty Betther

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Helping Students Feel Connected

Provide opportunities for cooperative interactions

Show an interest in each student Give positive attention Find and recognize strengths and talents Show acceptance—separate the deed from

the doer Send cards, messages, homework to absent

students Conduct classroom meetings

Responsibility in the Classroom: A Teacher’s Guide to Understanding & Motivating Students Dr. Amy Lew & Dr. Betty Betther

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Helping Students Feel Capable

Create learning experiences from mistakes

Build confidence Offer participation in classroom

meetings

Responsibility in the Classroom: A Teacher’s Guide to Understanding & Motivating Students Dr. Amy Lew & Dr. Betty Betther

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Helping Students FeelThey Count

Through contributions

By helping one another (peer tutoring)

By helping the community

Through recognition

Through participation in classroom meetings

Responsibility in the Classroom: A Teacher’s Guide to Understanding & Motivating Students Dr. Amy Lew & Dr. Betty Betther

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Helping Students FeelCourageous

Don’t expect perfection of self or others Point to strengths, not weaknesses Don’t make comparisons with others Ask questions of student Ask questions of yourself Allow students to experience natural

consequences Avoid criticism Through participation in classroom meetings

Responsibility in the Classroom: A Teacher’s Guide to Understanding & Motivating Students Dr. Amy Lew & Dr. Betty Betther

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The Three R’s of Logical Consequence

Related logically to misbehavior

Respectful in order to avoid humiliation (firm and kind)

Reasonable—logical and understood by adult and student

Responsibility in the Classroom: A Teacher’s Guide to Understanding & Motivating Students Dr. Amy Lew & Dr. Betty Betther

Page 33: Understanding and Motivating Students

What will you do in order to understand and motivate

your students?

How will you help them feel… connected? capable? as though they count?(worthy)

courageous?

Responsibility in the Classroom: A Teacher’s Guide to Understanding & Motivating Students Dr. Amy Lew & Dr. Betty Betther