motivating the unmotivated
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Motivating The Unmotivated. Practical Strategies for Teaching the Hard-to-Reach Student. By Chick Moorman. 3 focus areas. Power Models Connectiveness. Mental Models. One must be able to refer to adequate examples in order to establish meaningful values, ideals, and personal standards. - PowerPoint PPT PresentationTRANSCRIPT
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Motivating The Unmotivated
Practical Strategies for Teaching the Hard-to-Reach Student
By Chick Moorman
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3 focus areasPower
Models
Connectiveness
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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
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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.”
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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
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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 .
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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
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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
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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.
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Can you change a behavior in one minute?
A. YesB. No
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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.
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Do you feel your students should know why they need to learn what you are teaching them?A. YesB. No
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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.”
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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
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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.
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Teaching a concept helps students understand it better.
A. TrueB. False
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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.
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Which would you rather run?A. 10 feetB. 100 feetC. 1000 feet
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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.
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When exercising, when should you drink water?A. When you are finished working
out.B. Before you work out.C. Early and often.
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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.
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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?”
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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.
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How many ways did Thomas Edison successfully discover ways to NOT make a light bulb?
A. 1000B. 100C. 473
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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.
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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
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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.
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1, 4, 9, 16, 25, What is the next number in the sequence?A. 31B. 50C. 36
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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.
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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
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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.
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When picking a good role model from history I should choose….
A. Joseph StalinB. Mother TeresaC. Adolf Hitler
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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.
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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
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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.
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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
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Mental Model Strategy #17Be consistentStudents need disciplined
discipline.Say what you will do, and then do
what you say.
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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
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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.
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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
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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