Today’s Essential Question: How do we motivate reluctant learners? What are the reasons behind some students’ reluctance to learn? What are the special challenges of motivating socially and economically disadvantaged students?
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How do we motivate reluctant learners?
What are the reasons behind some students’ reluctance to learn?
What are the special challenges of motivating socially and economically disadvantaged students?
How does race and ethnicity affect how students respond to instruction and opportunities to learn?
What really works with reluctant learners?MOTIVATING RELUCTANT LEARNERS
Think/Ink/ Pair- Write 4 lines: How do the decisions a teacher makes in the classroom influence the factors that influence self-efficacy?
“A large and growing body of literature is available on the determinants of motivation....in classroom situations, achievement motivation is a product between student characteristics and instructional practices.”-Okolo, Bahr, and Gardner, 1995
Source: Motivating Reluctant Learners, from the ERS, 2004.
“Engaging adolescents cognitively and emotionally in school and academic work is a challenge regardless of the social or economic status of the student or the location of the schools. Adolescents are too old and too independent to follow teachers’ demands mindlessly, and many are too young, inexperienced, or uninformed to fully appreciate the value of succeeding in school. Academic motivation decreases steadily from the early grades of elementary school into high school, and disengagement from coursework is common at the high school level.
Students living in low-income communities are not alone in being less than enthusiastic about schoolwork. But when students from advantaged backgrounds become disengaged, even though they learn less than they could, they usually get by or they get second chances; most eventually graduate and move on to other opportunities. In contrast, students from disadvantaged backgrounds..are less likely to graduate and face severely limited opportunities. In addition to having greater burdens and distractions, the consequences of being unengaged or dropping out of school are more serious for youth who do not have the social and other resources to cushion the effects of academic failure. Their failure to acquire the basic skills needed to function in adult society, whether or not they complete high school, dramatically increases their risks of unemployment, poverty, poor health, and involvement in the criminal justice system.”
-Engaging Schools: Fostering High School Students’ Motivation to Learn, 2003.
Based on the research of Dr. Ruby K. Payne
“Here is a simple fact: Wide, abundant reading is the surest route out of poverty and the limitations that impose themselves on the less literate. Reading changes everything.”
If you are born into poverty, you better start reading
True – An education is the key to getting out, and staying out, of poverty
The family structure in poverty tends to be
A. patriarchal (headed by the father)
B. matriarchal (headed by the mother)
C. depends on who has the money
B - matriarchal
What is the driving force for people living in poverty?
A- financial, political, and social connections
B- survival, relationships, and entertainment
C- work and achievement
Which socio-economic class believes that destiny is controlled by good choices we make now?
B- middle class
People in poverty believe in fate. There is not much that can be done to mitigate chance.
The wealthy believe they have an obligation to share with those less fortunate (Noblesse oblige)
All of the behaviors listed below can be considered “behaviors related to poverty” except for one. Which one?
A saves face
B shows reliance on the casual register of language
C shows a “real man” behavior
All standardized tests are written in the formal register of language (includes: complete sentences and standard word choice acceptable at work and school ).
People living in poverty use an incomplete sentence syntax along with a more general word choice that is not as specific
The register of language that people living in poverty use is called:
Frozen- Prayers, vows, etc
INTIMATE- Between lovers or twins
The formal register of language can be acquired through random exposure to it
B- it needs to be directly taught
A-This is why writing can be so difficult for students living in poverty.
A- fighting is the way to resolve problems for people living in poverty. People living in middle class are taught to use words
In generational poverty (when the family has lived in poverty for at least two generations), which of these is NOT one of the primary roles of a “real man”:
A – Being a provider is a middle class value
Which of these is NOT a characteristic of generational poverty?
D. Most of what occurs in their lives is reactive and “in the moment.” Little thought is given to planning ahead.
C- the purpose is about penance and forgiveness, not change
Most people who live in poverty do not believe they are poor, even when they are on welfare.
A- Although this is a generalization, often they do not believe they are “poor” and can be offended if they are referred to as such. There is a similar mindset among the most wealthy.
“Here is a simple fact: Wide, abundant reading is the surest route out of poverty and the limitations that impose themselves on the less literate.”- Mike Schmoker
“Caring teachers with high expectations helped me read my way out. They helped me push against the currents of the environment in which I lived. They did not limit their aspirations for me because my pants were too short. They did not lower expectations for me because my lunch application told them I lived below the poverty line. Instead, they required me to read the basal textbooks, as well as the local newspaper, historical documents, poetry, and literature. These teachers had Harvard dreams for students living in hellish conditions. Literacy was thrust upon me in rich and meaningful ways, not because I was a wonderful student, but because the teachers believed I deserved nothing less. I was a young adolescent being apprenticed towards success. Literacy, based on concepts of culture, community, and caring, was the vehicle to that success.”
- Alfred Tatum
“When it comes to closing achievement gaps, big interventions are not always big enough- and small interventions can yield surprising results”- Nisbett, ASCD, Nov 2010
“We need to recognize an inconvenient truth- that when it comes to maximizing learning opportunities and outcomes for students from racially mixed backgrounds, race and ethnicity matter. Race and ethnicity influence teaching and learning in two important ways. They affect how students respond to instruction and curriculum and they influence teachers’ assumptions about how much students are capable of learning.” Hawlye and Nieto, ASCD, 2010
…. in order to maximize learning opportunities for my students from racially mixed backgrounds.
“Educators can be a huge gift to students living in poverty. In many instances, education is the tool that gives a child life choices. A teacher or administrator who establishes mutual respect, cares enough to make sure a students knows how to survive school, and gives the students the necessary skills is providing a gift that will keep affecting lives from one generation to the next.”- Ruby Payne