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Motivating Unmotivated Students

Motivating Unmotivated Students. Discipline Prevention: RELATIONSHIPS. Bell Ringer. Why are some students unmotivated in the classroom? List your theories . . . Reading Recommendations. Reading Recommendations. Build and Nurture Relationships: Rationale. Relationship Rationale:.

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Motivating Unmotivated Students

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  1. Motivating Unmotivated Students

  2. Discipline Prevention: RELATIONSHIPS

  3. Bell Ringer Why are some students unmotivated in the classroom? List your theories . . .

  4. Reading Recommendations

  5. Reading Recommendations

  6. Build and Nurture Relationships:Rationale

  7. Relationship Rationale: • Harvard’s Jacqueline Zeller (2008) found that positive relationships between students and teachers increased learning and decreased the need for behavior management. • Pianta (1999) found that positive relationships between students and teachers (defined as those which had minimal conflict, high support, and low dependency) increased social skills, academic performance, academic resilience, and adjustment to school

  8. Relationship Rationale: Klemm and Connell (2004) found that positive relationships between teachers & students: 1. Decreased school avoidance 2. Increased self-direction 3. Increased cooperation 4. Increased engagement 5. Increased motivation

  9. Relationship Rationale: • Baker (2006) found that teacher-student relationships are important to virtually all students. However, high quality teacher-student relationships appear to be most significant for children who are “at risk” for school failure. • Phelon (1992) found that it is not uncommon for students failing most courses to earn As and Bs in courses for which they have a positive relationship with the teacher.

  10. Relationship Research: • For every negative classroom interaction, you should have 3-5 positive ones to maintain a positive climate and prevent misbehavior (Sprick, 1998). • Barriers and Builders from Relationship-Driven Classroom Management (Vitto, 2003) *assuming vs. checking *rescuing/explaining vs. exploring *directing vs. inviting *expecting vs. celebrating *adultisms vs. respecting

  11. Relationship Rationale: • Testerman (1996) did a survey of drop-outs and found that they rated ‘teacher interest in his/her students’ as poor – fair at an average rate of 55%!!!

  12. Intermittent ‘Close’ Partner #1: Explain THREE SOLID REASONS WHY should teachers care about building positive, productive relationships with their students as part of their craft? Partner #2: Give TWO TANGIBLE METHODS to build relationships with students.

  13. Build and Nurture Relationships Methods

  14. Recognize Individual Differences:Pat Quinn • Watch the 10 minute clip about Dial #1: • Identify the three principles of Dial #1 as you watch. • Be prepared to discuss.

  15. Safety in Your Classrooms:Pat Quinn • Watch the 11 minute clip about Dial #2: Safety (45:50) • Identify the three principles of Dial #2 as you watch. • Be prepared to discuss.

  16. The Relationship Business:Pat Quinn • Dial #3: 31.00 – 45:50 • Identify the three essential elements of this motivational dial. • Rate yourself for each of the elements on a typical grading scale.

  17. Intermittent ‘Close’ Partner #1: Share TWO USEFUL IDEAS you are taking away from the PQ clips and explain how you will use them. Partner #2:Add ONE MORE USEFUL IDEA you are taking away from the PQ clips and explain how you will use them.

  18. FISH for Educators!!!!!!!!!!!!!!!!!!!!!! Be there. • To just actively listen. • To listen and act/solve. • To uncover needs. (snow day) • To offer support. (Mary) • To welcome. (dropout) • To be observant. • Greet them at the door.

  19. FISH for Educators!!!!!!!!!!!!!!!!!!!!!! Play. • Edutainment! • Multiple intelligences • Student choices • Learning games • Contests • Humor • Celebrations/awards • Songs/videos • Labs and projects

  20. FISH for Educators!!!!!!!!!!!!!!!!!!!!!! Make Their Day. • Think Love Languages! • Nice emails/letters • Show up at events • Gifts • Earned awards • Compliments • Whole class treats • Field trip • Special tutoring/help

  21. FISH for Educators!!!!!!!!!!!!!!!!!!!!!! Choose Your Attitude. • Physical facility • Positive trait challenge • Problems vs. opportunities • Model positivity • ‘Yes . . . AND’ (no ‘yeah . . . buts’) • MIH!!!!!!!!!!!! • Team strengths vs. weaknesses

  22. Intermittent ‘Close’ • List the four key elements of FISH! • Briefly describe each FISH! element • Place a star next to the element of FISH! you think is most important – and explain how you will focus on it Block 1.

  23. 5 Love Languages The way a person communicates regard through speaking, acting, and listening

  24. How Can You Identify Yours? • Ask yourself or others: • What types of things are on your ‘do now’ list? • What do others say or do that hurts you deeply? • What do you most often crave or request most from your friends? Colleagues? Parents? Children? Spouse? • What do you most often complain about? • How do you demonstrate your own regard to others? • Rank the five in prioritized order • Fun fact and hint: seldom do a husband & wife speak the same language • Understand that it is rare for a person to be truly ‘bilingual’

  25. Language #1: Words of Affirmation • Verbal compliments • Words of encouragement or appreciation • Word spoken kindly • Sensitive to tone and word choice • Requests vs. demands • Spoken or written to the person, or about a person

  26. Language #2: Quality Time • Giving someone your undivided attention (togetherness vs. proximity) • Quality conversation • LISTENING to verbal and non-verbal language (not problem solving) • Quality activities they enjoy

  27. Language #3: Gifts • Visual symbols of love and thought • May be purchased, found, or made • $ is not the issue, rather remembrance • May be a physical presence, if there is a ‘cost’ to the giver

  28. Language #4: Acts of Service • Doing things for someone else you know they would like • These acts are designed to make the recipient’s life easier • These things are not ‘demanded’ by the recipient • These gestures can be small or large

  29. Language #5: Physical Touch • Physical distance is equated with emotional distance • Not to be confused with sex drive -hand on shoulder -shaking hands -hugging -leaning -high five/fist pump

  30. Test Your Knowledge: • A teacher (before this training) reproaches a high school student for ‘being lazy’ who habitually asks others to bring class materials to her. The teacher never meant to stifle her need to feel regard through the language of: • Acts of Service

  31. Name the Love Language! • Help your child practice for their sports team • Sit & help your child with homework • Make a snack for a child having a tough day • Carry your child to bed • Help select an outfit for school • Wake up early to make your child a special breakfast • Teach the importance of volunteering and giving • Set out a child’s favorite toys for playtime • Help your child get ready when you’re running late • If your child is sick, rent them a special movie, read a favorite book, or make a beloved comfort food • Connect your child with an expert in a hobby, instrument, or sport in which they show interest

  32. Test Your Knowledge: • Your oldest child doesn’t feel you like him. . . despite the fact that you constantly tell him how wonderful he is. He complains to a grandparent that you are always answering phone calls when you go on outings together. He most likely speaks the language of: • Quality Time

  33. Name the Love Language! • Include your child on daily errands or during routine chores • Make eye contact when this child tells you something important • Cook together • Crouch down to this child’s eye level to communicate when they are small • Give cameras to record important memories • Dine together • Plant something together • Create an event scrapbook or a memory collage as a gift for this child • When multiple children are in this family, set aside one-on-one time with this child • Ask specific questions about this child’s day • Play with them!! • Create traditions • Take family vacations or outings • Make bedtime a ritualized, together activity

  34. Test Your Knowledge: • Many Leona school leaders use the ‘respond to all’ feature in their email responses when they are commenting positively to a colleague’s announcement about a student or program success story. • Words of Affirmation

  35. Name the Love Language! • Put a post-it in this child’s lunchbox with a loving or encouraging message • Draft personalized, thoughtful cards to accompany gifts to this child • Go out of your way to give verbal or written compliments . . . publicly or privately • Leave short notes for your child if you have to go out of town for each night • Use a loving nickname for your child • Say ‘I love you’ as often as possible • Display their artwork and schoolwork publicly • When a child makes a mistake or fails, verbally recognize a positive aspect of their effort or intentions • Create an ‘encouragement jar’ for this child

  36. Test Your Knowledge: • Many Leona school leaders use the ‘respond to all’ feature in their email responses when they are commenting positively to a colleague’s announcement about a student or program success story. • Words of Affirmation

  37. Test Your Knowledge: • Dr. Coats sent Kristin a artful arrangement of spring flowers this week to thank her for her hard work and leadership • Gifts

  38. Name the Love Language!*‘overboard’ distortions of this language can be damaging* • Keep a small collection of inexpensive trinkets to give to a child when you sense a need • Select very thoughtful presents for special occasions for this child • Carry snacks or treats out and about that you can give to this child • Start collecting special/fancy wrapping materials for presents • When away from home, mail a special card or package to the child • Serve after school snacks on a special plate • Make up a special song just for your child • Hide a small present or note in your child’s lunchbox • Find personalized items with your child’s name on them to present to them on a rough day

  39. Test Your Knowledge: • You are uncomfortable on your first trip to Italy because complete strangers, upon meeting you, kiss each of your cheeks after shaking your hand. Because this custom feels awkward to you, your languages is NOT: • Physical Touch

  40. Name the Love Language! • Give hugs, kisses pats on the back, shoulder rubs, head taps • Provide a soft item to the child to soothe them • Stroke this child’s hair or rub their back while going to sleep • Snuggle on the couch while watching TV • Buy a ‘touch-lovely’ gift for this child, like a plush bear or a soft sweater • Read stories with your child on your lap • Do activities together that require clapping, touching, spinning, or jumping • When this child is ill, spend extra time holding them and providing comfort • Family group hug! • Give gentle zerberts • Hold hands during family prayers

  41. Intermittent ‘Close’ Think-Pair-Share • Discuss WHAT love language you think you speak, and tell WHY and be prepared to share with the whole group.

  42. Behavior Solutions byPat Quinn • Watch the 8 minute clip about Dial #4: Behavior Solutions (45:50) • Identify the three principles of Dial #4 as you watch. • Be prepared to discuss.

  43. DisciplineLEVEL 1: SUBTLE

  44. 5 Interventions:The 100% Principle START at the top, then work your way down the list! • Non-verbal intervention • Positive group correction verbal reminder of what the whole group SHOULD be doing • Anonymous individual correction ‘we need two people’ • Private individual correction ‘I’ve asked everyone to ___, I need to see you ___ as well’ • Lightening-quick public correction with ‘what to do’ (Clip #15) ‘Jose, I need your eyes . . . better’

  45. L&L DisciplineLEVEL 2: DIRECT

  46. Communicating Empathy Consider prior experiences between your current students and their former teachers . . . • Force thinking • Allow for mistakes and learning from the consequences • Detour control battles • Help build responsibility • Build an artificial construct of your design – with control left in the hands of the child

  47. Give Choices • How does an average teen respond to ultimatums? • How do teens with conduct disorder, oppositional defiant disorder, etc. respond? Why do choices work? • Force thinking • Allow for mistakes and learning from the consequences • Detour control battles • Help build responsibility • Build an artificial construct of your design – with control left in the hands of the child

  48. Give Choices • Pick choices you can actually control. • Give choices with inviting language (feel free to, you’re welcome to, would you rather, what would be best) • The adult needs to be willing to live with either choice given. • Never give choices in danger! • Don’t show frustration when handling the situation. Seem calm and relaxed. • Third choice is always implied: adult decides if the child does not. • DON’T HARP!!!!!

  49. Choice Analysis: • Page 89 • What do Aiden’s parents do INCORRECTLY? • How could Aiden’s parents have handled the Burger King debacle better?

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