Summary+of+Motivating+Students+Who+Don't+Care+-+Successful+Techniques+for+Educators

__ Motivating Students Who Don ____= ____ t Care - Successful Techniques for Educators. __  - Allen N. Mendler TLLP - Meeting - March 26th 2008 Melissa McDowall A Students are missing the idea that it is their responsibility to learn information, practice material and attend school @ (1). A Expectations of entitlement with minimal effort are not uncommon in today = s classrooms @ (1). Hard to motivate are often very hard to discipline - we need to reawaken motivation in our students. - culture values what we have rather than who we are. - school provides a rude awakening when it links success to personal effort. - some students are protecting themselves. -some find power and control in their refusal to do work. A Our professional responsibility requires that we teach all students and make our best efforts to excited even those who seem not to care @ (4). ** What Educators Can Do: Five Key Process that Motivate ** Being successful at motivating difficult youth requires that our behaviour be motivated by the following basic beliefs: 1. All students are capable of learning when they have the academic and personal tools to be successful.  2. Students are inherently motivated to learn but learn to be unmotivated when they fail repeatedly fail. 3. Learning requires risk taking so classrooms need to be safe places physically and psychologically. 4. All students have basic needs to belong, to be competent, and to influence what happens to them. Motivation to learn most often occurs when these basic needs are met. 5. High self- esteem should not be a goal, but rather a result that comes with mastery of challenging tasks. 6. High motivation for learning in school most often occurs when adults treat students with respect and dignity. ** The Five Key Processes ** 1. Emphasizing Effort 2. Creating Hope 3. Respecting Power 4. Building Relationships 5. Expressing Enthusiasm * Under each of this processes there are a variety of techniques for elementary and high school and questions for reflection* A Putting the focus on effort is crucial to increase achievement, promoting learning and minimizing behaviour problems among students who are hiding their academic inadequacies @ (9). Students more often (studies referenced) attribute success to ability rather than effort. Unsuccessful students see intelligence as a fixed entity and it is the factor responsible for success or failure. On the other hand, successful learners see the relationship between effort and achievement. - Build on Mistakes or Partially Correct Answers  - Allow the 3 R = s - Redo, Retake, Revise - Separate Effort from Achievement when Grading. - Encourage Each Student to Improve Little Thing Every Day. - Give Prompt Feedback - Re-frame Unmotivated Behaviour to Encourage Effort. - Ask for Small Things First - Put Effort in Writing so That is Becomes a Commitment - Give a Reason for Effort (Xerox example) - Celebrate Markers and Endings Finding the right level of challenge is one of the most important tasks we face in reaching students. It is important that it is not too hard but also not too easy (if students fails at an easy task the results are significantly more harmful)(21). Students learn to be unmotivated. - Show How Achievement Benefits Their Lives - Connect the Curriculum to The Students Lives - Ensure Adequacy of Basic Skills. - Create Challenges That Can be Mastered - Acknowledge Your Mistakes - Help Students Develop Goals - Help Students Get and Stay Organized (Avoid Battles over Unimportant Details) - Collect Supplies From Students (Use, Re-use, Donate) - Show Proof That Mastery Matters - Focus on Success - Focus on Learning Process - Give Before You Get - Demand More Than You Really Expect - Make Homework a Bonus (see page 33) - Encourage and Support Positive Affirmations  A We must help students learn to influence others and define their independence in ways that are more appropriate and less self defeating than retreating into either aggression or passive inactivity @ (35). - Challenge the Refusals Respectfully (and don <span style="font-size: 14pt; font-family: 'WP TypographicSymbols'; mso-ansi-language: EN-GB; mso-bidi-font-family: Shruti; mso-ascii-font-family: Shruti; mso-hansi-font-family: Shruti; mso-char-type: symbol; mso-symbol-font-family: 'WP TypographicSymbols'; msoansilanguage: EN-GB; msobidifontfamily: Shruti; msoasciifontfamily: Shruti; msohansifontfamily: Shruti; msochartype: symbol; msosymbolfontfamily: 'WP TypographicSymbols';">= t take it personally). - Involve Students in Developing Procedures, Rules and Consequences. - Defer to Student Power (38). - Ask for an Opinion - Teach a Lesson (getting students involved in teaching) - Give Responsibility to Direct and Enforce (students to students) - Use PEP (Privacy, Eye Contact, and Proximity) - Call Home to Problem Solve - Show Students They Already Have What it Takes - Use Short Term Gain (extrinsic vs. intrinsic) - Offer Real Choices Strong relationships with students improves discipline and motivation. <span style="font-size: 14pt; font-family: 'WP TypographicSymbols'; mso-ansi-language: EN-GB; mso-bidi-font-family: Shruti; mso-ascii-font-family: Shruti; mso-hansi-font-family: Shruti; mso-char-type: symbol; mso-symbol-font-family: 'WP TypographicSymbols'; msoansilanguage: EN-GB; msobidifontfamily: Shruti; msoasciifontfamily: Shruti; msohansifontfamily: Shruti; msochartype: symbol; msosymbolfontfamily: 'WP TypographicSymbols';">A There are simply times when learning is not fun, students cannot understand how it will benefit their lives, and lessons will not be geared to learning styles. <span style="font-size: 14pt; font-family: 'WP TypographicSymbols'; mso-ansi-language: EN-GB; mso-bidi-font-family: Shruti; mso-ascii-font-family: Shruti; mso-hansi-font-family: Shruti; mso-char-type: symbol; mso-symbol-font-family: 'WP TypographicSymbols'; msoansilanguage: EN-GB; msobidifontfamily: Shruti; msoasciifontfamily: Shruti; msohansifontfamily: Shruti; msochartype: symbol; msosymbolfontfamily: 'WP TypographicSymbols';">@ Positive relationships with students can get you through these time. - Emphasize and Affirm the Student - Be Open to Student Feedback - Send Notes to Students - Offer Genuine Compliments - Use the Two - Minute Intervention (52). - Use Lunch Time to Ask for Behavioural Change - Host a 5 Minute Focus Group - Build a Kindness Train - Display a Picture of Yourself at the Same Age as Your Students - Share Stories of Yourself From When You Where a Student <span style="font-size: 14pt; font-family: Shruti; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-GB; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;"> Our expectations of success for others often influences the degree to which they actually achieve. The way we convey our subject matter strongly influences how motivated our students are to learn the information. - Let Students Know That You Love Being Their Teacher - Share Your Love of the Subject - Be a Lifelong Learner - Be Lighthearted - Arouse Interest Early - Encourage Drama as a Form of Expressing Knowledge - Be What You Are Teaching - Use Music - Use Natural Disasters. - Teach Through Food - Use Sports - Have Special Themes **__ The Challenge of Changing Lives __** All educators need to be concerned about those students who have become so discouraged that they give up. Our ongoing challenge is to find ways of reconnecting with the natural learner that exists in each of us so that students reawaken with excitement and enthusiasm for learning. They need us not to give up on them, especially when they are giving up on themselves. We can change their lives forever (65). <span style="font-size: 14pt; font-family: Shruti; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-GB; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;">
 * __ Introduction: __**
 * __ Chapter One: Why are Student Unmotivated? : __**
 * __ Emphasizing Effort __** :
 * __ Creating Hope __**
 * __ Respecting Power __**
 * __ Building Relationships __**
 * __ Expressing Enthusiasm __**