Motivation: The Art and Science of Inspiring Classroom Success
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This document provides an overview of a graduate course on motivation designed to inspire classroom success. It discusses how the brain prioritizes information and survival-emotions-learning. Key theories on motivation are explained, including pain vs pleasure, Glasser's needs, and internal control theory. Research indicates that setting goals may be the most significant act in school improvement and that teacher motivation is the school-related factor most likely to affect student achievement. The presentation emphasizes creating an environment where students' basic needs are met and encouraging risk-taking, defining effort, and setting learning goals.
![“To know and not to do
is not to know!”
- Stephen Covey
“[Students] who do the doing,
and [students] who do the talking
. . . DO THE LEARNING!
- Eric Jensen](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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Motivation: The Art and Science of Inspiring Classroom Success
- 1. Motivation: The Art and Science of Inspiring Classroom Success A Three Credit Graduate Course Designed by Mike Kuczala, Director of instruction The Regional Training Center
- 2. “To know and not to do is not to know!” - Stephen Covey “[Students] who do the doing, and [students] who do the talking . . . DO THE LEARNING! - Eric Jensen
- 3. How Does the Brain Prioritize Information? •Data Affecting Survival • Data Generating Emotions • Data for New Learning Source: How the Brain Learns by David Sousa; Corwin Press - 2006
- 4. Survival – Emotions Learning The Whole Point behind Team Building and Ice Breakers
- 5. Pain vs. Pleasure • How do you perceive pain/pleasure – i.e. what type of motivation? (Internal or external) • How does the pain/pleasure principle play out in the classroom? • What does it have to do with student success?
- 6. Pain/Pleasure • To what length do we go to make sure students feel as comfortable and ready to learn as you did today? • How can teachers heighten pleasure and reduce pain for students? The brain must always feel safe in order to operate in the cognitive fashion we desire.
- 7. What is it that my students are highly motivated to have? How can I use that in my teaching so my students will want to be there and be successful? ?
- 10. Internal Control Theory is based upon the belief that people are internally, not externally motivated. Powerful instructions built into our genetic structure drive our behavior. 8
- 11. Building a spirit of connection and community is essential to creating a need-satisfying school (classroom) characterized by high achievement. 9
- 12. Tony Robbins – 6 Basic Human Needs • Certainty • Uncertainty • Significance • Connectedness • Contributing • Growth
- 13. Power is gained through competence, achievement, and mastery. * Students who are academically competent are less likely to seek power in destructive ways. 10
- 14. Academic environments • adequate freedom • within parameters that are safe, and • supportive of learning.
- 15. Each time we learn something new we are having fun – a universal human motivator. 12
- 16. Fun is the genetic payoff for learning.
- 17. Behavior is always purposeful We continually strive to satisfy the needs that motivate us: to connect, to be powerful, to be free, to be playful, to survive.
- 18. Internal control psychology We are goal-driven 14
- 19. Setting goals may be the most significant act in the school improvement process, . Mike Schmoker Author of “First Things First: Demystifying Data Analysis (2003)” 15
- 20. Research on Motivation Indicates that . . .
- 21. Research on Motivation Indicates that . . .
- 22. Research on Motivation Indicates that . . .
- 23. Teach SMART Goal Setting Specific Measureable Attainable Realistic Time Oriented
- 24. Research shows is the school-related factor most likely to affect student achievement!
- 25. And to quote Harry Wong You ARE the difference in the lives of the students you teach!
- 26. ? • Are your student’s basic human needs being met?
- 27. ? • Are you creating an environment that encourages risk and makes risk manageable?
- 28. ? • Are you clearly defining effort for your students?
- 29. ? • Are you creating lessons that are relevant and directed by interest?
- 30. ? • Are your students being encouraged to set goals for their learning?
- 31. ? Could your answers have a profound effect on the unmotivated student?
- 32. “We’re bribing students into compliance instead of challenging them into engagement.” Daniel H. Pink, DRIVE: THE SURPRISING TRUTH ABOUT WHAT MOTIVATES US (2009)
- 33. Thanks for watching • This presentation is based on a graduate course for teachers available from The Regional Training Center in partnership with The College of New Jersey and Gratz College (PA, MD) • Available in many convenient locations in all three states • Available through RTC Online • www.theRTC.net • 800.433.4740
Notes de l'éditeur
- When teachers and students are having fun, learning is deeper and stronger