Motivating Middle School Students. CAN it be done? YES!!!!!!!!!!. Break-out Questions:. Working with the teachers at your table, discuss your answers to these questions. What do you believe to be the most important things in the lives of the middle school students that you teach?
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CAN it be done? YES!!!!!!!!!!
Working with the teachers at your table, discuss your answers to these questions.
How they look in front of their peers
Being with friends
If the subject is interesting
If the topic is relevant
Getting good gradesDiscussion: Did you group come up with answers like these?
*think of something you do—what do YOU GET OUT OF IT???
If a student walks into your classroom motivated to learn, what behaviors does that child exhibit?
Intrinsic motivation occurs when the source of motivation comes from within the individual and task. The individual sees the task as enjoyable and worthwhile.
Group work: With the people sitting at your table, make a list of both extrinsic and intrinsic motivation that occurs in school.Extrinsic & Intrinsic Motivation
Students who are intrinsically motivated are more likely to:
Although most students start school with a high level of intrinsic motivation to learn, they tend to lose this motivation as they get older.
**talk with your table—what ARE they interested in???
We see these behaviors on a daily basis, don’t we?
Allow students to drink water in the classroom.
Refer sick or troubled students to the nurse or counselor.
Change classroom activities frequently.
Encourage students to ask questions.
Acknowledge students’ achievements.
Have an orderly classroom.
Have students follow procedures for daily tasks.
Be consistent in dealing with students.
Clearly define expectations.Addressing the needs described by Maslow & the need for competence & self-worth
Which of these 2 do we see more in the middle school?
Note: Students with a high need for approval tend to be less popular than their peers.
Can you think of a student who could fit into each of these categories?
*The need for achievement might be influenced more by
specific tasks and subjects rather than true for all areas.
Take a student to lunch.
Get involved in the mentoring program.
Attend extra-curricular events.
Show interest in their lives.
Ask about a student’s day – and then listen.
Give students birthday cards.
Give small gifts to the class.
Allow students to communicate with their peers.
Discussion with a partner
Inform students what material will be evaluated on a test; i.e. tell them specifically what to learn.
Q: Which of these do we already do successfully?Addressing the needs for relatedness, affiliation, approval, and achievement
(Don’t over do it, though!)
Ormrod, J. (2004). Human learning. 4th ed. Upper Saddle River, NJ: Merrill Prentice Hall.