Enhancing the Engagement and Motivation of Our Reluctant Learners

DVMSAC Fall Conference 2007

Barbara Moore Williams,M.Ed.

Education and Diversity Consultantmoorwill@verizonmail,com

Expectations for the Day As you enter…… Write on the yellow paper your

expectation for our time together today. Share with your “shoulder” partner. Let’s hear a few of these.

Who Am I? Mother / Wife Teacher- over 35 years Instructional coach- 20 years Director of Professional Development

School District of Philadelphia Owner of Barbara Moore Williams & Associates- staff

developers ABD Educational Leadership Doctorate Program- St.

Joseph’s University Activist

Agenda Introductions Expectations Motivation Theories /Background S K I F A R- The motivation acronym Final Thoughts

In the room? Teachers? Principals? Support personnel (coaches,etc.?) Central office administrators? Board members? Parents? Other?

What Motivates You?

1. What motivated you to attend today?

2. What motivates you to work?

3. What motivates you to play?

4. What motivates you to learn something new… difficult?

Turn to you shoulder partner to discuss one.

What do you already know/do?

On the back of the packet, draw a line down the center of the page. On the left make a short list of strategies you have tried (or you already know) to motivate reluctant learners.

I have tried

New ideas

Motivation is Complex Physical and psychological Unique to each and every person Context-sensitive Not fully understood

Qualities of Motivation Energizes behaviors Directs behaviors Enables persistence towards a goal Exists in varying strengths Motivation is a prerequisite to learning

The Usual Question

How can I motivate the students who don’t want to learn? What were some other questions?

The answer….

You can’t really motivate another human being to want

to learn!

All human beings are already encoded to learn.

It’s in the genetic makeup.

Unmotivated… or?

We do have students who are… frustrated confused

have learned helplessness…

masking as “unmotivated”.

The Real Question

Rather than ask,

“How can we motivate students in our classrooms?”

we should ask,

“ In what ways is the brain naturally motivated?”

… and then create conditions to foster natural motivation to occur

What is motivation ?

Motivation is an internal state or condition (sometimes described as a need, desire, or want) that serves to activate or energize behavior and give it direction (internal state or condition that activates behavior and gives it direction)

Theories of Motivation

Many….. Needs theories

Maslow’s /Glasser hierarchy of needs Process theories

Expectancy Theory Goal Setting Theory

Explanations of Motivation The source of motivation Extrinsic (outside the person) Intrinsic- (internal to the person)

Body/physical Mind/mental Transpersonal/spiritual

Humanistic Theory - Basic Needs Glasser/Maslow

All behavior represents our best attempt at any moment to satisfy our basic needs or genetic instruction.

Survival/Safety Belonging and Connecting

Power or CompetenceFreedom/Self actualization

Fun

Self

Other

Growth

Process Time

What happens to the innate motivation to learn /engage?

In school…

Openness to

learn

You are too slow!

You would understand if you were listening!

Why can’t you get this right?

Self Portraits

From experiences we begin to think we are … Smart, quick, good,etc.

or Stupid Slow Lazy Careless Sloppy

Misconception of the Some “Unmotivated” Students

Effort (control) Vs.

Ability( no control)

What do your “unmotivated” students think? How can you change that?

Behavior Has a Purpose All behavior, even behavior we don’t

understand, is purposeful. The purpose is to feel better, keep our internal scales balanced.

What looks strange…even defiant may be a sane response to a perceived “dangerous” situation.

Motivation from the Inside Out Powerful instructions that are built into

our genetic structure drive our behavior. The outside world, including all rewards

and punishments, only provide us with information. It does not make us do anything.

Rewards and punishments can lead to a “learned helplessness”.

An acronym …

….to help you remember how to create the atmosphere where all students are motivated to learn

S K I F A R

S =SuccessWho hasn’t heard,

“Success breeds Success”?Why?

The brain remembers… feelings and emotions are attached to achievement… makes us want to repeat whatever brought on that good feeling.

Our reluctant learners need to feel success EACH DAY!

S= Success Strategies Differentiate so that the work is “just right” for

the student (not too hard/ not too easy) Promote perceptions of competence and

control. Maintain high expectations for all Provide multiple opportunities and scaffolding

for success Use 5-10 second wait time (“think time”) and

other brain-friendly response strategies

Strategies to Insure Success of ALL

Thumbs up/down with explanations All write/draw an answer “Turn to your neighbor and________” Numbered Heads Together Jigsaw-make sure they have equal chance for

success- pre-read, different level of materials/same content

Line-ups (to answer questions/discuss)

K= Knowledge of Results

Until we really know what we want to achieve, it is impossible to know how to

get there and….

impossible to to know when we have succeeded.

Knowledge of Results Set goals- provide frequent checks and

support. Have students record them. Provide rubrics with model student

work. Provide explicit feedback that is timely and

specific Give non-judgmental approval Have students keep learning logs Student-led report card conferences

I InterestThe brain loves….

novelty, fun, surprise, intrigue

Provide vividness in examples, language, strategies

Make life experience connections Plan surprise activities Provide choice

Process Time Take a moment to go back to the three

ideas SKI and add “new ideas” to your list on the back of the packet.

Find someone “across the room”….. meet them and share your list.

F= Feeling ToneBrain research tells us…

our senses focus on information.

If information is meaningful with an emotional hook;

you pay attention !!!!!!

Feeling Tone Shake their hands at the door Provide an open and positive atmosphere Use motivational sayings Use encouraging verbal and non- verbal

behavior Make sure each student feels that he/she is

valued member of the learning community Smile before Christmas

A=Anxiety Emotional arousal occurs when a small

set of structures in the unconscious part of the brain determines that a stimulus is important.

Anxiety has a strong impact on attention and

memory is an emotion that can effect learning

positively or negatively.

A=AnxietyNot too much… not too little

Reasonable length of time for task Insist on engagement Use expectation phrases like…

“In five minutes I expect the group to have at least 3 answers.”

Give the midterm in the beginning of the semester

R= Relationship of Activity to Reward

When the activity itself is rewarding, it produces a situation where motivation is intrinsic.

The activity will always achieve the goal and motivation will compound it.

We must find ways to make the activity rewarding or we will resort to extrinsic rewards that further diminish the importance of learning for learning’s sake.

Relation of Activity to Reward(intrinsic and extrinsic)

Choice Use their interests Scaffold learning Make sure meaning and sense happen Personal notes /Positive phone calls Ask them “How does it feel to know/be able to

do…?” “I”- messages

So what can you do to recapture the innate motivation to learn?

Position yourself as a educator who.. assumes that everyone is naturally

motivated to learn assumes your job is to uncover that natural

motivation to learn supports students in experiencing success provides structure to support them in

identifying and achieving goals

Something to Ponder…

I have come to a frightening conclusion that I am the decisiveelement in the classroom.As a teacher, I possess tremendous power to make a (student’s) lifemiserable or joyous.I can be the tool of torture oran instrument of inspiration.

I can humiliate or humor, hurt or heal.In all situations, it is my response that decides whether a crisis will be escalated or de-escalated, and a (student)humanized or dehumanized.

Haim Ginot