Motivation: The Art and Science of Inspiring Classroom Success

Motivation: The Art and Science of Inspiring Classroom Success

A Three Credit Graduate CourseDesigned by Mike Kuczala, Director of instruction

The Regional Training Center

“To know and not to do is not to know!”

- Stephen Covey

“[Students] who do the doing, and [students] who do the talking

. . . DO THE LEARNING!- Eric Jensen

How Does the Brain Prioritize

Information?

•Data Affecting Survival• Data Generating Emotions

• Data for New Learning

Source: How the Brain Learns by David Sousa; Corwin Press - 2006

Survival – EmotionsLearning

The Whole Point behindTeam Building and Ice Breakers

Pain vs. Pleasure

• How do you perceive pain/pleasure – i.e. what type of motivation? (Internal or external)

• How does the pain/pleasure principle play out in the classroom?

• What does it have to do with student success?

Pain/Pleasure

• To what length do we go to make sure students feel as comfortable and ready to learn as you did today?

• How can teachers heighten pleasure and reduce pain for students?

The brain must always feel safe in order to operate in the cognitive fashion we desire.

What is it that my students are highly motivated to have?

How can I use that in my teaching so my students will want to be there and be successful?

?

So . . .What does that mean

in terms of motivating

today’s students?

Glasser’s Needs

•Survival•Belonging•Power•Freedom•Fun

Internal Control Theory is based upon the belief that people are internally, not externally motivated.

Powerful instructions built into ourgenetic structure drive our behavior.

Don’t do it!

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Building a spirit of connection and community is essential to creating a need-satisfying school (classroom) characterized by high achievement.

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Tony Robbins – 6 Basic Human Needs

• Certainty• Uncertainty• Significance

• Connectedness• Contributing

• Growth

Power is gained through competence, achievement, and mastery.

*Students who are academically competent are less likely to seek

power in destructive ways.

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Academic environments

• adequate freedom • within parameters that are safe, and• supportive of learning.

Each time we learn something new we are having fun –

a universal human motivator.

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Funis the genetic payoff for learning.

Behavior is always purposeful

We continually strive to satisfy the needs that motivate us:

to connect, to be powerful,

to be free, to be playful,

to survive.

Internal control psychology

We are goal-driven

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Setting goals may be the most significant act

in the school improvement process,

.Mike Schmoker

Author of “First Things First: Demystifying Data Analysis (2003)”

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Research on Motivation Indicates that . . .

• Risks in a learning environment

must be perceived as manageable (Unique to each student!)

Research on Motivation Indicates that . . .

• Motivation comes easier when kids see

a payoff for their efforts• Opportunities for success are the

background for motivation

Research on Motivation Indicates that . . .

• Flexibility and differentiation are key!

• Fear and boredom are not!

Teach SMART Goal Setting

SpecificMeasureableAttainableRealisticTime Oriented

Research shows

teacher effectiveness

is the school-related factor most likely to affect student achievement!

And to quote Harry Wong

You ARE

the difference in the lives of the students you teach!

?

• Are your student’s basic human needs being met?

?

• Are you creating an environment that encourages risk and makes risk manageable?

?

• Are you clearly defining effort for your students?

?

• Are you creating lessons that are relevant and directed by interest?

?

• Are your students being encouraged to set goals for their learning?

?

Could your answers have a profound effect on the unmotivated student?

“We’re bribing students into compliance instead of challenging

them into engagement.”

Daniel H. Pink, DRIVE: THE SURPRISING TRUTH ABOUT

WHAT MOTIVATES US (2009)

Thanks for watching

• This presentation is based on a graduate course for teachers available from The Regional Training Center in partnership with The College of New Jersey and Gratz College (PA, MD)

• Available in many convenient locations in all three states

• Available through RTC Online• www.theRTC.net• 800.433.4740