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Based on Rick Lavoie’s book
The Motivation Breakthrough
6 Secrets to Turning On the Tuned-Out Child
Is it a teacher’s job to communicate information, facts, and concepts? Should students be equipped with motivation before arriving in the classroom? Or is it the teacher’s job to help excite and motivate their students?
Motivation – teachers who motivate do not necessarily make learning fun, but they make it attainable and purposeful.
Psychology recognizes motivation as a relative constant.
Performance, productivity, and progress may vary from day
Poor school performance and productivity are temporary; motivation is permanent.
Rewards as incentives – they may influence behavior, but not motivation
Intrinsic vs. Extrinsic Motivation
Extrinsic motivators (sticker charts) - lead to students surrendering self-assessment
Students need to feel personal satisfaction for a job well done
Encourage students to set and establish individual goals for themselves
Students goals must be attainable and appropriate
The only person motivated by competition is the person who believes that he has a chance of winning.
We do our best work when we compete against ourselves – not against others
As adults, we compete when we choose to compete
Cooperative vs. Competitive
Punishment (as a motivator) is ineffective and short-term
Punishment is effective only as long as the threat of punishment exists – it doesn’t increase motivation.
Children tend to associate punishment with the punisher, not the offending behavior.
Most students with learning disabilities will have performance inconsistency
Internal clock theory
Students with similar symptoms may not have the same learning disability
Learned helplessness – when a student feels that they are helpless, they stop trying completely.
Students often have automatic negative thoughts.
“The 24 hour a day, 7 day a week, 365 day battle to not be embarrassed”
Any kid would rather be viewed as bad than dumb
“If he would only try harder….
he would do better”
“If he only did better…..
he would try harder”