Motivation and DisciplineMotivation and Discipline

Teaching is a combination of Teaching is a combination of instruction and order (Doyle)instruction and order (Doyle)

To maintain order, you need To maintain order, you need motivation and disciplinemotivation and discipline

Fewer discipline problems occur when Fewer discipline problems occur when students are motivated through active students are motivated through active involvement in meaningful learning and involvement in meaningful learning and when enthusiastic teachers present when enthusiastic teachers present material in stimulating waysmaterial in stimulating ways

Students have neither the time nor the Students have neither the time nor the energy to create discipline problemsenergy to create discipline problems

Teachers cannot motivate when Teachers cannot motivate when students are disruptivestudents are disruptive

What motivates students?What motivates students?

Teachers CANNOT MOTIVATE Teachers CANNOT MOTIVATE students and make them learnstudents and make them learn

The teacher can only manipulate The teacher can only manipulate environmental factorsenvironmental factors

Motivation is impacted by the Motivation is impacted by the personal factors within the student personal factors within the student and the external environment that and the external environment that can be manipulated by the teacher.can be manipulated by the teacher.

Motivation is affected by:Motivation is affected by:

1.1. The degree of concern or tension The degree of concern or tension that exists within the learnerthat exists within the learner

2.2. The feeling tone -pleasant or The feeling tone -pleasant or unpleasantunpleasant

3.3. InterestInterest

4.4. SuccessSuccess

5.5. Knowledge of resultsKnowledge of results

6.6. Intrinsic-extrinsic motivationIntrinsic-extrinsic motivation

Theories of motivation Theories of motivation 1– need for achievement1– need for achievement

Theories of motivation Theories of motivation 2– social learning theory2– social learning theory

Self-efficacy – situation specific Self-efficacy – situation specific confidenceconfidence

Motivation involves 2 parts Motivation involves 2 parts – A belief that he/she can be successfulA belief that he/she can be successful– A belief that the outcome will be A belief that the outcome will be

worthwhileworthwhile A person is more likely to behave in a A person is more likely to behave in a

certain way if the outcome is positive certain way if the outcome is positive and less likely if it is negative.and less likely if it is negative.

Theories of motivation Theories of motivation 2– social learning theory 2– social learning theory

(Cont.)(Cont.) You can improve self-efficacy by:You can improve self-efficacy by:

– Personal performance accomplishments Personal performance accomplishments – best predictor of self-efficacy– best predictor of self-efficacy

– Vicarious experiences (modeling)Vicarious experiences (modeling)– Verbal persuasionVerbal persuasion– Emotional arousalEmotional arousal

Theories of motivation Theories of motivation 3– attribution theory, locus of control, 3– attribution theory, locus of control,

learned helplessnesslearned helplessness Attribution theory – successes & Attribution theory – successes &

failures due to things that are: failures due to things that are: internal/external; internal/external; controllable/uncontrollable; controllable/uncontrollable; stable/unstablestable/unstable

Locus of control – do you control Locus of control – do you control things or do things control you?things or do things control you?

Learned helplessnessLearned helplessness

– Does the students always give up Does the students always give up quickly?quickly?

– Does the student fail to demonstrate a Does the student fail to demonstrate a variety of strategies after an variety of strategies after an unsuccessful attempt at a learning task?unsuccessful attempt at a learning task?

– Does the students always say, “I’m not Does the students always say, “I’m not good at this?”good at this?”

– Does the student not take credit when Does the student not take credit when he/she does well?he/she does well?

– Does the student tell you he/she doesn’t Does the student tell you he/she doesn’t care, or just go through the motions?care, or just go through the motions?

How to correct thisHow to correct this

Teach students to attribute failure to lack Teach students to attribute failure to lack of effort – do NOT just give easy tasks.of effort – do NOT just give easy tasks.

Change the learning environment:Change the learning environment:1.1. Set goals that are specific; hard, but Set goals that are specific; hard, but

attainable; and short-term. To do this, pre-attainable; and short-term. To do this, pre-test and analyze student errorstest and analyze student errors

2.2. Select learning styles that fit students’ needsSelect learning styles that fit students’ needs1.1. Inclusion styleInclusion style2.2. Competitive and non-competitive activitiesCompetitive and non-competitive activities3.3. Peer tutoring or heterogeneous learning groupsPeer tutoring or heterogeneous learning groups

Change the learning environment Change the learning environment (cont.):(cont.):3. Focus on progress NOT end result – 3. Focus on progress NOT end result –

maybe graph improvementmaybe graph improvement

4. Once skill is mastered, have student 4. Once skill is mastered, have student attribute success to ability. It is attribute success to ability. It is important for them to see that success important for them to see that success can be earned through effort.can be earned through effort.

If failure does occur, help them to If failure does occur, help them to attribute it to incorrect learning style attribute it to incorrect learning style not a lack of abilitynot a lack of ability

Mastery-oriented classrooms stress Mastery-oriented classrooms stress progress and learning rather than progress and learning rather than performance and ability.performance and ability.

Self-Fulfilling ProphecySelf-Fulfilling Prophecy

Students perform in agreement with Students perform in agreement with the perceived expectations of their the perceived expectations of their teachers.teachers.– Rosenthal & JacobsonRosenthal & Jacobson– Especially true of disadvantaged Especially true of disadvantaged

children in urban areaschildren in urban areas

Self-Fulfilling Prophecy Self-Fulfilling Prophecy (Cont.)(Cont.)

Research shows that physical Research shows that physical educators form expectations based educators form expectations based on: age or grade level, motor ability, on: age or grade level, motor ability, physical attractiveness, perceived physical attractiveness, perceived effort, and the presence or absence of effort, and the presence or absence of a disability.a disability.

When low-skilled students internalize When low-skilled students internalize low teacher expectations, learned low teacher expectations, learned helplessness may result.helplessness may result.

How to communicate high How to communicate high expectations to studentsexpectations to students

1.1. Present tasks holistically, concretely, Present tasks holistically, concretely, and briefly using concrete examples, and briefly using concrete examples, brief explanations, and cuesbrief explanations, and cues

2.2. Help students refine, extend, and Help students refine, extend, and apply tasks (rather than jumping from apply tasks (rather than jumping from one skill to another).one skill to another).

3.3. Provide specific task-related feedback Provide specific task-related feedback to students and modify tasks as to students and modify tasks as needed to ensure student successneeded to ensure student success

Do YOU cause the problem? Do YOU cause the problem? Ask yourself…Ask yourself…

Do I expect enough from my “low” Do I expect enough from my “low” ability students?ability students?

Do I present new and challenging Do I present new and challenging materials to my “low” as well as my materials to my “low” as well as my “high” ability students?“high” ability students?

Do I smile as frequently at my Do I smile as frequently at my poorest students as I do at my best poorest students as I do at my best students, at my least favorite as students, at my least favorite as much as my favorite students?much as my favorite students?

Do YOU cause the problem? Do YOU cause the problem? Ask yourself…Ask yourself…

Do my nonverbal responses convey Do my nonverbal responses convey negative feelings to my “low” students negative feelings to my “low” students (frowns, shrugs, rolling eyes)?(frowns, shrugs, rolling eyes)?

By creating a friendly environment, do I By creating a friendly environment, do I encourage all students to feel free to encourage all students to feel free to initiate a conversation with me?initiate a conversation with me?

Do I give as much corrective feedback Do I give as much corrective feedback on skill performance to my “low” ability on skill performance to my “low” ability students as my “high” ability students?students as my “high” ability students?

Do YOU cause the problem? Do YOU cause the problem? Ask yourself…Ask yourself…

Do I praise and respond positively to Do I praise and respond positively to appropriate behavior and good appropriate behavior and good performance for my “low” students or do I performance for my “low” students or do I allow it to pass unnoticed?allow it to pass unnoticed?

Am I less tolerant of incorrect answers and Am I less tolerant of incorrect answers and inappropriate behavior of my “low” ability inappropriate behavior of my “low” ability students?students?

Do I give my “low” ability students as Do I give my “low” ability students as much time to answer questions as my much time to answer questions as my “high” ability students?“high” ability students?

Creating a Learning Creating a Learning Environment to Motivate Environment to Motivate

StudentsStudents While students bring in their While students bring in their

“baggage” the teacher can:“baggage” the teacher can:

1.1. With-it-ness and overlappingWith-it-ness and overlapping

2.2. Smoothness and momentumSmoothness and momentum

3.3. Group alerting and accountabilityGroup alerting and accountability

4.4. Challenge and varietyChallenge and variety

With-it-nessWith-it-ness

Knowing what is going on in the classroom Knowing what is going on in the classroom at all timesat all times

Need to constantly scan the room – don’t Need to constantly scan the room – don’t just watch the actionjust watch the action

Whole group – is easier to scan than station Whole group – is easier to scan than station work -so much be more vigilant with work -so much be more vigilant with stationsstations

Monitor with your ears too.Monitor with your ears too. If there is a problem – move closer, or give If there is a problem – move closer, or give

the look, regardless – deal with it!!the look, regardless – deal with it!!

Over-lappingOver-lapping

Also called interruptionsAlso called interruptions When they occur, deal with it and When they occur, deal with it and

return immediately to what you were return immediately to what you were doing.doing.

Often asked to handle several things Often asked to handle several things at once – be methodical and do it, at once – be methodical and do it, but continue to scan the class.but continue to scan the class.

Smoothness and Smoothness and momentummomentum

Lesson flow is critical to teaching Lesson flow is critical to teaching effectivenesseffectiveness

Use student behaviors to re-direct a Use student behaviors to re-direct a lesson -pacing is crucial.lesson -pacing is crucial.

Some will ignore small misbehaviors Some will ignore small misbehaviors if they know the activity will stop it, if they know the activity will stop it, but MUST deal with ANY misbehavior but MUST deal with ANY misbehavior that is a safety issue.that is a safety issue.

Experienced teachers know when to interrupt Experienced teachers know when to interrupt a lesson to deal with misbehavior and when to a lesson to deal with misbehavior and when to keep moving.keep moving.

Do NOT over-dwell on a misbehavior – move Do NOT over-dwell on a misbehavior – move onon

You can also cause the problems when you You can also cause the problems when you over-dwell on instructions – KISSover-dwell on instructions – KISS

By keeping instructions simple or using visuals By keeping instructions simple or using visuals to explain, teachers can improve the pace of to explain, teachers can improve the pace of the lesson and avoid causing the problemsthe lesson and avoid causing the problems

Accountability & Group Accountability & Group AlertingAlerting

““Without accountability, there is no Without accountability, there is no task.”task.”

Effective teachers set criteria for their Effective teachers set criteria for their tasks and then hold students tasks and then hold students accountable for reaching those criteria.accountable for reaching those criteria.

Group alerting – teacher asks a Group alerting – teacher asks a questions, but waiting to decide who to questions, but waiting to decide who to call on – everyone is now alert and call on – everyone is now alert and paying attentionpaying attention

Challenge and VarietyChallenge and Variety

Students need challenge, but they Students need challenge, but they also need success -80%also need success -80%

Lessons must have varietyLessons must have variety

Effective teachers believe that ALL of Effective teachers believe that ALL of their students are capable of success their students are capable of success and communicate that belief to their and communicate that belief to their pupils.pupils.

Motivation and Preventive Motivation and Preventive DisciplineDiscipline

Preventative discipline is good Preventative discipline is good teaching and involves:teaching and involves:

1.1. Belief in the worth of each studentBelief in the worth of each student

2.2. A warm, supportive, well-organized A warm, supportive, well-organized environmentenvironment

3.3. Teacher modeling of mature Teacher modeling of mature behavior and appropriate ways to behavior and appropriate ways to solve problemssolve problems

Motivation and Preventive Motivation and Preventive Discipline (Cont.)Discipline (Cont.)

4.4. Well-planned, appropriate learning Well-planned, appropriate learning and assessment experiencesand assessment experiences

5.5. Helping students learn self-direction Helping students learn self-direction and responsibility for their own and responsibility for their own behavior.behavior.

Acceptable Disciplinary Acceptable Disciplinary PracticesPractices

Waiting aggressivelyWaiting aggressively Rewards – intrinsic or extrinsicRewards – intrinsic or extrinsic Contingency contracting – should be Contingency contracting – should be

clear, fair, honest, positive, and clear, fair, honest, positive, and systematicsystematic

Contingent activitiesContingent activities Social reinforcement and praiseSocial reinforcement and praise Tokens or pointsTokens or points

Acceptable Disciplinary Acceptable Disciplinary Practices (Cont.)Practices (Cont.)

PunishmentPunishment– Allow an undesirable act to continue (or insist it Allow an undesirable act to continue (or insist it

continues) until the student is clearly bored continues) until the student is clearly bored with it.with it.

– Always accompany punishment with a Always accompany punishment with a suggestion of something positivesuggestion of something positive

– End the punishment with the student’s decision End the punishment with the student’s decision to perform the desired behaviorto perform the desired behavior

– Reward the positive behavior or the student Reward the positive behavior or the student will revert back to the bad behavior to get your will revert back to the bad behavior to get your attentionattention

Acceptable Disciplinary Acceptable Disciplinary Practices (Cont.)Practices (Cont.)

The social contract – logical The social contract – logical consequencesconsequences

Individual conferencesIndividual conferences Group discussionsGroup discussions Loss of privilegesLoss of privileges Time-outTime-out

DisciplineDiscipline Video recordersVideo recorders Cooperation between home and schoolCooperation between home and school Administrative assistanceAdministrative assistance

– Is it worth going to the office? Meet with principal Is it worth going to the office? Meet with principal ahead of timeahead of time

– Know the student – do they WANT to go to the Know the student – do they WANT to go to the officeoffice

– Send a note about what he/she didSend a note about what he/she did– See the administrator as soon as you canSee the administrator as soon as you can– Do NOT send more than one student at a timeDo NOT send more than one student at a time– If student returns, calmly admit and ignore any If student returns, calmly admit and ignore any

face-saving behaviors he/she displaysface-saving behaviors he/she displays

DisciplineDiscipline

MediationMediation Handling explosive or violent situationsHandling explosive or violent situations

– Prevention is key-Prevention is key- Be a hard targetBe a hard target Don’t let misbehavior get out of handDon’t let misbehavior get out of hand Do NOT lose your temperDo NOT lose your temper Be decisive, act quickly, and disarm the situationBe decisive, act quickly, and disarm the situation Do not let punishment be excessive – WWIDo not let punishment be excessive – WWI Calm the classCalm the class

Explosive situationExplosive situation

In case of robbery or hostage attempt, do In case of robbery or hostage attempt, do not resist. Do as you are told. Do not resistnot resist. Do as you are told. Do not resist

In case of rape attempt – keep the intruder In case of rape attempt – keep the intruder talking as long as possible. Negotiate talking as long as possible. Negotiate without pleading.without pleading.

Mentally make a record of the attacker’s Mentally make a record of the attacker’s descriptiondescription

Get helpGet help Do not touch anything the intruder has Do not touch anything the intruder has

touched.touched.

Unacceptable practicesUnacceptable practices

CoercionCoercion RidiculeRidicule Forced apologiesForced apologies Detention without a specified Detention without a specified

purposepurpose Imposition of schoolwork or Imposition of schoolwork or

homework for punitive purposeshomework for punitive purposes

Unacceptable practices Unacceptable practices (Cont.)(Cont.)

Punishment instigated on the spot, Punishment instigated on the spot, including gradesincluding grades

Group punishment for misbehavior Group punishment for misbehavior by one or a fewby one or a few

Corporal punishment – that includes Corporal punishment – that includes exercise as punishment and may be exercise as punishment and may be against state lawagainst state law

New Teachers should:New Teachers should:

1.1. Learn school policies and Learn school policies and procedures thoroughlyprocedures thoroughly

2.2. Be an example the students can Be an example the students can emulateemulate

3.3. Be a teacher, not a pal, to studentsBe a teacher, not a pal, to students

4.4. Plan and organizePlan and organize

New Teachers should: New Teachers should: (Cont.)(Cont.)

5. Be flexible but consistent in carrying 5. Be flexible but consistent in carrying out plansout plans

6. Respect and appreciate students as 6. Respect and appreciate students as individualsindividuals

7. Let the students know from the start 7. Let the students know from the start what the payoff will be for working what the payoff will be for working ahrd in class.ahrd in class.