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Discover the Power of Internal Motivation

·       Provide choice and autonomy within a structure that supports your teaching objective and the highest academic standards, differentiation, link between fun and learning, great classroom you can see the fun on the students and teachers faces and a joyful atmosphere, create environments where students can meet their needs immersing themselves in the academic tasks provided

·      Wants and the Internal World

·       Internal World- source of all motivation, as we interact with the world we build a unique internal world, if we want students to put school, learning, and working hard into their internal world, we must ensure that these activities are need-satisfying,

·      Reality and Perception

·      Sensory input plays on perception- arranging your classroom

·      Control Psychology- human behavior

·      Perception students bring to the classroom varies

·      Internal picture conflict- going from what you think is positive to what someone will think is negative

·      Getting started

·      Believe in freedom, responsibility, and personal accountability become familiar with internal control psychology

·      Create an environment where students can satisfy their needs by doing what you ask them to do. Switching from trying to motivate your students to creating an environment where students will be internally motivated to do what they want to do. Job of teacher is to structure the classroom so that students will be motivated to learn

·      Build positive relationships with students and other teachers- when others see you positively they are more receptive to what you have to offer

·      Develop clarity regarding what you want

·      Focus on what actions and thoughts you can select that will increase your effectiveness. When you act and think in more effective ways your negative feelings will dissipate and be replaced by more enjoyable feelings

Focus your energy and attention on your own behavior. Acknowledgement that they are responsible for their choices and you are responsible for yours.

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Eliminate External Rewards

Reward/Reinforcement: “We’ll make learning worthwhile by giving you something you want.”

·      Ms. Jaegger

o   Rewards for doing things, homework passes (challenging project won’t do), students and teachers speaking about the rewards, 10 minutes of free time, token economy

·      Student Perspective

o   Likes about the class movies, field trip, trick us into doing our work, giving points that’s why the student liked a subject

·      Teaching Philosophy

o   Avoid punishment, positive peer pressure

·      Commentary

o   Provide external, tangible rewards to students we inadvertently devalues education and learning (What we are asking you to learn is not worth learning in its own right), Every time we learn something new, master some difficult concept, or increase our level of competence, we are internally rewarded. Students are naturally driven to achieve it is helpful to see progress (charts and posters, let the excitement of achievement be the reward, rather than a movie), When you celebrate and recognize learning for its own sake you will support your students’ natural desire to learn, By affirming rather than rewarding, we are helping our students discover that learning feels good and that we are there to celebrate with them.

·      Getting started

Talk to students about the kind of learners they want to be, have students identify the positive feelings they experience when they are successful.

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Minimize Your Use of Coercion

·      Coercion: “We can make you behave the way you should, and it’s our responsibility to motivate you.”

·      Ms. Lugo

o   Welcome To My World, organized, structures, No choice, teacher way only, No credit

·      Student Perspective

o   Rules, done her way, don’t like being told what to do, not inspired to English- not inspired when someone is telling you what to do all the time

·      Teaching Philosophy

o   Middle school needs structure, organization for middle school students, want to be successful- all they need to do is follow my instruction

·      Commentary

o   Believe their students are not motivated, students are internally motivated, but not necessarily in the way we would like them to be (kill a little class time by questioning the teacher)

·      Getting started

o   Choice in the classroom can be as simple as giving your students the option of doing two equally valid assignments, creating an alternative assignment

o   Engage students when developing class rules and routines.

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Eliminate Fear from the Classroom

·      Fear: “If you don’t do what we tell you, you will be sorry.”

·      Mr. Lewiston

o   Wrote on the board who had detention, Talked about people not doing well, Earth to Alice, Students answered correctly and still said this is practice the game is tomorrow

·      Student Perspective

o   Scares everyone, fair, no-nonsense, avoid being singled out, fear hanging over, he instills fear you’ll be zapped and humiliated

·      Teaching Philosophy

o   Fear and pain are essential to success, Fear is a great motivator, If they weren’t afraid they would be less motivated

·      Commentary

o   Fear they think inspires academic achievement, fear- downshift to survival mode and self protection, Sarcasm- affects students sense of well-being and confidence in themselves, open them remove fear

·      Getting Started

o   Examine the language- If you don’t do well on the upcoming test, you are in danger of failing (fear) switch to By doing well on the upcoming test, you can earn a better grade.(positive outcomes)

o   Build a culture of success – This is important, You can do it, I won’t give up on you

o   When students are afraid, they focus on self-preservation rather than the acquisition of new knowledge and the development of new skills. By removing fear from the classroom, you encourage your students to take risks and learn more.

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Introduction

·      30% of 9th graders fail to graduate

·      1,500 classrooms observed – 85%of the classrooms had fewer than half of the students were paying attention

·      Students are internally motivated

·      In The Quality School (1990), Dr. William Glasser defines teaching as a “process of imparting knowledge through a variety of techniques… to people who want to acquire this knowledge.”

·      Effective manage, defined by Glasser (1990) as “process of convincing people that working hard and doing a quality job of what the teachers asks them to do will add quality to their lives.” (page176)

·      Students who see achieving, working hard, and doing what we ask as enhancing their lives, likely to be attentive and engaged when they are in our classes

·      The Motivated Student provides a concrete approach to engaging students through effective management

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Our educational system strives to provide common experiences to all students so the less advantaged children can "catch up" and develop the same rich perceptions as their more affluent peers.

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Effective manage, defined by Glasser (1990) as “process of convincing people that working hard and doing a quality job of what the teachers asks them to do will add quality to their lives.” (page176)

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How do you see your group's work with your book helping to close your school's achievement gap?

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How do you see your group's work with your book helping to close your school's achievement gap?

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Students in an environment characterized by fear are not able to think as effectively and learn as much as those who are in an environment that feels safe and secure.

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At this stage in your book study, what has been your groups' A-HA moment?

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At this stage in your book study, what has been your groups' A-HA moment?

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We recognize our schools are utilizing strategies that the book deems as not being highly effective.

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How does your book/topic connect to your school's Problem of Practice/Look-Fors?

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How does your book/topic connect to your school's Problem of Practice/Look-Fors?

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Students having choice/leadership which connects to student engagement.