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-Help learners develop a growth mindset

While ability is important, students must understand that effort is equally necessary

Give praise when students define specific, clear goals

Give specific praise that makes a connection between effort and achievement

Example: "Those extra 10 minutes of reading each day are paying off – you are decoding unfamiliar words much more easily now”.

The goal is to have students engage in meaningful learning now and in the future through intrinsic motivation

-Push a little bit and know when enough is enough

Knowing your student is key

Decide when to give a push or when to encourage a student to take a break

-Model persistence

Use personal stories as examples

Being relatable will set a model for students

-Teach positive self-talk

Work with students to change mindset to motivational thinking

-Expect more

Set high expectations and stick with them

Have the resources and tools that allow students to achieve set expectations

-Make the most of technology

Use technology when it will be useful and meaningful

-Call out the brain

Brain plasticity - the brain changes with how it is used

Learning is attained through focus and sustained effort

Repeat, repeat, repeat

Learning persistence through repetition

Repetition will lead to increased stamina and intrinsic motivation

http://www.scilearn.com/blog/teaching-persistence-how-to-build-student-stamina

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https://www.learner.org/workshops/middlewriting/images/pdf/HomeBestPrac.pdf
Establish a positive atmosphere for reading, writing, learning

create an inviting classroom

establish respect for and among peers

Meaningful writing

student choice and ownership

draw on own experience, inquiry, interests

not all writers write for the same audience or purpose

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Provide students with a sense of responsibility 

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Provide students with a sense of responsibility 

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- Make their work matter in the real world
-Service learning or project-based learning
-Create an environment where their effort will impact others
-Recognize power they have

http://www.teachhub.com/empower-student-to-take-ownership-of-learning

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EMPOWERING STUDENTS : Student Ownership of Learning 

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EMPOWERING STUDENTS : Student Ownership of Learning 

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-Provide Choice
-Use Self-Evaluation
-Implement Peer Review
-Utlize Student Feedback
-Create Authentic Audiences
-Use Diverse Material
-Embrace Collaboration / Differentiated Instruction
-Make Learning Interactive

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The Art of Slow Reading - Thomas Newkirk http://www.heinemann.com/shared/onlineresources/e03731/newkirk_sample.pdf

https://teachingcommons.stanford.edu/resources/learning-resources/promoting-active-learning

https://www.middleweb.com/32620/3-ways-to-encourage-ownership-of-learning/

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We live in a society that is absorbed in the concept of instant gratification. With that idea, people (students) want to see quick or instant results. This transcribes within the classroom because often many students lack the determination or drive to fully commit to any long-term project. This is especially concerning with the writing process and even daily writing tasks. It seems logical that you are more invested in something that you are interested in, but also something that you feel is valuable. Using learning strategies that encourage student ownership could be a positive influence to more academic endurance.

I am interested in this topic because during the second semester of my first year teaching, I was finding myself frustrated with some of my students "laziness". Students that were extremely capable and smart were avoiding important parts of the writing process as well as daily tasks because they took too long or they did not see the point. However, I tried incorporating more differentiated instruction and switching the focus of my tasks/projects. This is when I introduced my Lego stop motion project (demo project!) and watched as the students transformed. During this project, they paid attention to detail, revision, the whole process. They felt a sense of ownership with this project and a long-term process no longer struck them as a boring chore but instead as a necessary component.