Motivating Unmotivated Students

Motivating Unmotivated Students

Discipline Prevention: RELATIONSHIPS

Bell RingerWhy are some students unmotivated in the classroom?

List your theories . . .

Reading Recommendations

Reading Recommendations

Build and Nurture Relationships:Rationale

Relationship Rationale:• Harvard’s Jacqueline Zeller (2008) found that

positive relationships between students and teachers increased learning and decreased the need for behavior management.• Pianta (1999) found that positive relationships

between students and teachers (defined as those which had minimal conflict, high support, and low dependency) increased social skills, academic performance, academic resilience, and adjustment to school

Relationship Rationale:Klemm and Connell (2004)found that positiverelationships between teachers & students:

1. Decreased school avoidance2. Increased self-direction3. Increased cooperation4. Increased engagement5. Increased motivation

Relationship Rationale:• Baker (2006) found that teacher-student

relationships are important to virtually all students. However, high quality teacher-student relationships appear to be most significant for children who are “at risk” for school failure.• Phelon (1992) found that it is not uncommon

for students failing most courses to earn As and Bs in courses for which they have a positive relationship with the teacher.

Relationship Research:• For every negative classroom interaction,

you should have 3-5 positive ones to maintain a positive climate and prevent misbehavior (Sprick, 1998).• Barriers and Builders from Relationship-

Driven Classroom Management (Vitto, 2003)*assuming vs. checking

*rescuing/explaining vs. exploring*directing vs. inviting *expecting vs. celebrating*adultisms vs. respecting

Relationship Rationale:• Testerman (1996) did a survey of drop-

outs and found that they rated ‘teacher interest in his/her students’ as poor – fair at an average rate of 55%!!!

Intermittent ‘Close’Partner #1: Explain THREE SOLID REASONS WHY should teachers care about building positive, productive relationships with their students as part of their craft?Partner #2: Give TWO TANGIBLE METHODS to build relationships with students.

Build and Nurture Relationships

Methods

Recognize Individual Differences:Pat Quinn

• Watch the 10 minute clip about Dial #1:• Identify the three

principles of Dial #1 as you watch.• Be prepared to discuss.

Safety in Your Classrooms:Pat Quinn

• Watch the 11 minute clip about Dial #2: Safety (45:50)• Identify the three

principles of Dial #2 as you watch.• Be prepared to discuss.

The Relationship Business:Pat Quinn

• Dial #3: 31.00 – 45:50• Identify the three

essential elements of this motivational dial.• Rate yourself for each

of the elements on a typical grading scale.

Intermittent ‘Close’Partner #1: Share TWO USEFUL IDEAS you are taking away from the PQ clips and explain how you will use them. Partner #2: Add ONE MORE USEFUL IDEA you are taking away from the PQ clips and explain how you will use them.

FISH for Educators!!!!!!!!!!!!!!!!!!!!!!

Be there.• To just actively listen.• To listen and act/solve.• To uncover needs.

(snow day)• To offer support. (Mary)• To welcome. (dropout)• To be observant.• Greet them at the door.

FISH for Educators!!!!!!!!!!!!!!!!!!!!!! Play.

• Edutainment!• Multiple intelligences• Student choices• Learning games• Contests• Humor• Celebrations/awards• Songs/videos• Labs and projects

FISH for Educators!!!!!!!!!!!!!!!!!!!!!! Make Their Day.

• Think Love Languages!• Nice emails/letters• Show up at events• Gifts• Earned awards• Compliments• Whole class treats• Field trip• Special tutoring/help

FISH for Educators!!!!!!!!!!!!!!!!!!!!!! Choose Your

Attitude.• Physical facility• Positive trait challenge• Problems vs. opportunities• Model positivity• ‘Yes . . . AND’ (no ‘yeah . . . buts’)• MIH!!!!!!!!!!!!• Team strengths vs. weaknesses

Intermittent ‘Close’1) List the four key

elements of FISH!2) Briefly describe each

FISH! element3) Place a star next to

the element of FISH! you think is most important – and explain how you will focus on it Block 1.

5 Love Languages

The way a person communicates regard

through speaking, acting, and listening

How Can You Identify Yours?

Ask yourself or others:• What types of things are on your ‘do now’ list?• What do others say or do that hurts you deeply?• What do you most often crave or request most from your

friends? Colleagues? Parents? Children? Spouse?• What do you most often complain about?• How do you demonstrate your own regard to others?Rank the five in prioritized orderFun fact and hint: seldom do a husband & wife speak the

same languageUnderstand that it is rare for a person to be truly ‘bilingual’

Language #1: Words of Affirmation • Verbal compliments • Words of encouragement

or appreciation• Word spoken kindly• Sensitive to tone and

word choice• Requests vs. demands• Spoken or written to the

person, or about a person

Language #2: Quality Time• Giving someone your

undivided attention (togetherness vs. proximity)

• Quality conversation

• LISTENING to verbal and non-verbal language (not problem solving)

• Quality activities they enjoy

Language #3: Gifts• Visual symbols of love

and thought• May be purchased,

found, or made• $ is not the issue, rather

remembrance• May be a physical

presence, if there is a ‘cost’ to the giver

Language #4: Acts of Service• Doing things for someone

else you know they would like• These acts are designed to

make the recipient’s life easier• These things are not

‘demanded’ by the recipient• These gestures can be

small or large

Language #5: Physical Touch

• Physical distance is equated with emotional distance

• Not to be confused with sex drive-hand on shoulder-shaking hands-hugging-leaning-high five/fist pump

Test Your Knowledge:• A teacher (before this training) reproaches a high school

student for ‘being lazy’ who habitually asks others to bring class materials to her. The teacher never meant to stifle her need to feel regard through the language of:

• Acts of Service

Name the Love Language!• Help your child practice for

their sports team• Sit & help your child with

homework• Make a snack for a child

having a tough day• Carry your child to bed• Help select an outfit for

school• Wake up early to make your

child a special breakfast• Teach the importance of

volunteering and giving

• Set out a child’s favorite toys for playtime

• Help your child get ready when you’re running late

• If your child is sick, rent them a special movie, read a favorite book, or make a beloved comfort food

• Connect your child with an expert in a hobby, instrument, or sport in which they show interest

Test Your Knowledge:• Your oldest child doesn’t feel you like him. . . despite the fact that

you constantly tell him how wonderful he is. He complains to a grandparent that you are always answering phone calls when you go on outings together. He most likely speaks the language of:

• Quality Time

Name the Love Language!

• Include your child on daily errands or during routine chores

• Make eye contact when this child tells you something important

• Cook together• Crouch down to this child’s eye

level to communicate when they are small

• Give cameras to record important memories

• Dine together• Plant something together

• Create an event scrapbook or a memory collage as a gift for this child

• When multiple children are in this family, set aside one-on-one time with this child

• Ask specific questions about this child’s day

• Play with them!!• Create traditions• Take family vacations or

outings• Make bedtime a ritualized,

together activity

Test Your Knowledge:• Many Leona school leaders use the ‘respond to all’ feature in

their email responses when they are commenting positively to a colleague’s announcement about a student or program success story.

• Words of Affirmation

Name the Love Language!• Put a post-it in this child’s

lunchbox with a loving or encouraging message

• Draft personalized, thoughtful cards to accompany gifts to this child

• Go out of your way to give verbal or written compliments . . . publicly or privately

• Leave short notes for your child if you have to go out of town for each night

• Use a loving nickname for your child

• Say ‘I love you’ as often as possible

• Display their artwork and schoolwork publicly

• When a child makes a mistake or fails, verbally recognize a positive aspect of their effort or intentions

• Create an ‘encouragement jar’ for this child

Test Your Knowledge:• Many Leona school leaders use the ‘respond to all’ feature in

their email responses when they are commenting positively to a colleague’s announcement about a student or program success story.

• Words of Affirmation

Test Your Knowledge:

• Dr. Coats sent Kristin a artful arrangement of spring flowers this week to thank her for her hard work and leadership

• Gifts

Name the Love Language!*‘overboard’ distortions of this language can be damaging*• Keep a small collection of

inexpensive trinkets to give to a child when you sense a need

• Select very thoughtful presents for special occasions for this child

• Carry snacks or treats out and about that you can give to this child

• Start collecting special/fancy wrapping materials for presents

• When away from home, mail a special card or package to the child

• Serve after school snacks on a special plate

• Make up a special song just for your child

• Hide a small present or note in your child’s lunchbox

• Find personalized items with your child’s name on them to present to them on a rough day

Test Your Knowledge:• You are uncomfortable on your first trip to Italy because

complete strangers, upon meeting you, kiss each of your cheeks after shaking your hand. Because this custom feels awkward to you, your languages is NOT:

• Physical Touch

Name the Love Language!• Give hugs, kisses pats on

the back, shoulder rubs, head taps

• Provide a soft item to the child to soothe them

• Stroke this child’s hair or rub their back while going to sleep

• Snuggle on the couch while watching TV

• Buy a ‘touch-lovely’ gift for this child, like a plush bear or a soft sweater

• Read stories with your child on your lap

• Do activities together that require clapping, touching, spinning, or jumping

• When this child is ill, spend extra time holding them and providing comfort

• Family group hug!• Give gentle zerberts• Hold hands during family

prayers

Intermittent ‘Close’

Think-Pair-Share• Discuss WHAT love

language you think you speak, and tell WHY and be prepared to share with the whole group.

Behavior Solutions by Pat Quinn

• Watch the 8 minute clip about Dial #4: Behavior Solutions

(45:50)

• Identify the three principles of Dial #4 as you watch.• Be prepared to discuss.

DisciplineLEVEL 1: SUBTLE

5 Interventions:The 100% Principle

START at the top, then work your way down the list!• Non-verbal intervention• Positive group correction

verbal reminder of what the whole group SHOULD be doing• Anonymous individual correction

‘we need two people’

• Private individual correction ‘I’ve asked everyone to ___, I need to see you ___ as well’• Lightening-quick public correction

with ‘what to do’ (Clip #15) ‘Jose, I need your eyes . . . better’

L&L DisciplineLEVEL 2: DIRECT

Communicating EmpathyConsider prior experiences between your currentstudents and their former teachers . . .

1) Force thinking2) Allow for mistakes and learning from the

consequences3) Detour control battles4) Help build responsibility 5) Build an artificial construct of your design – with

control left in the hands of the child

Give Choices• How does an average teen respond to ultimatums?• How do teens with conduct disorder, oppositional

defiant disorder, etc. respond?

Why do choices work?1) Force thinking2) Allow for mistakes and learning from the consequences3) Detour control battles4) Help build responsibility 5) Build an artificial construct of your design – with

control left in the hands of the child

Give Choices• Pick choices you can actually control.• Give choices with inviting language

(feel free to, you’re welcome to, would you rather, what would be best)• The adult needs to be willing to live

with either choice given.• Never give choices in danger!• Don’t show frustration when handling

the situation. Seem calm and relaxed.• Third choice is always implied: adult

decides if the child does not.• DON’T HARP!!!!!

Choice Analysis:• Page 89• What do Aiden’s

parents do INCORRECTLY?• How could Aiden’s

parents have handled the Burger King debacle better?

Choose Words Wisely:Fighting vs. Thinking Words

Tone is everything!Fighting words are commandoriented and contain a ‘perceived’implied threat. They force acontrol response.

Thinking words areare usually in question form andcontain enforceable statements. They leave choice andresponsibility with the child.

Choose Words WiselyFighting vs. Thinking Words

Fighting words:Put on your coat.

Move to that desk overthere.

No one is leaving thisroom until it is SILENT!

Thinking words:Would you rather carryyour coat or wear it?Would you like to remainhere and work quietly ormove to that desk?Feel free to quiet down soI can dismiss the class ontime.

Choose Words WiselyFighting vs. Thinking Words

1)Go to the office, and do not come back to this classroom!!!!

2)You cannot pass this class until you turn in every last assignment.

3)STOP TALKING during this test!!!!

DisciplineLEVEL 3: ESCALATE

Considering External SupportBefore Day 1!

• Review your campus’ written behavior policies and protocols – you need to support!• Talk to other teachers

about how they handle campus policy expectations and protocols (get the real scoop)• Prioritize your battles

Student Policy Review

• Read the student policies for your campus and label the URGENCY of each item A,B, C, D, or F

Student Policy Sample• Cell phones are to be put away at all times during instruction. • Students may not wear solid colored red, blue, or brown t-

shirts.• Students must wear shirts covering their shoulders and

midriff.• Gum is not allowed anywhere on campus.• Students are expected to arrive to class by the bell.• Students are held to the no-bullying policy.• Students must come to class prepared with their books,

binders, and pens.• Students are expected to do their own work.

Soliciting External Support(Less than 5% of the time)

• Review your campus’ referral forms/and protocols • Refer calmly and politely

without threats or consequences• Follow up with

administration about the referral outcome• Plan for the successful

return of the student upon their return date

DisciplinePRACTICE!!!!

Needing External Support• How IMPORTANT is

this issue?• How URGENT is this

issue?• What do you do?????

ISSUE:During note-taking, Johnny isn’t writing

anything and doesn’t seem to be listening

What Tools Do YOU Have?• Identify opportunities

to speak with parents• Identify opportunities

to speak with students 1 on 1 (coverage, planning period pull-out, etc.)• Speak with other

teachers and your mentor teacher who’ve had success • Consult AP/CC/SL

Needing External Support• What do you do?????

ISSUE:During student work time, Sarai is talking

socially with her partner and distracting

the groups around them.

Needing External Support• What do you do?????

ISSUE:During a class debate,

one student calls another student an offensive, racially-

charged name.

Needing External Support• What do you do?????

ISSUE:You glimpse what may

be a weapon in the backpack of a student.

Practice!• Reflect on all of the

discipline-prevention strategies discussed today.• Create an action

timeline that clearly plots the logical order and escalation of discipline in your classroom

‘Intermittent’ Close

With your partner, discuss your SINGLE FAVORITE IDEA from Pat Quinn about solving behavior issues.