Magic Of Motivating Students


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Magic Of Motivating Students

  1. 1. The Magic of ……. MOTIVATING STUDENTS Created by Nita Hoelscher
  2. 2. How do you motivate your students? There are five variables in motivation theory: I-Interest S-Success C-Level of Concern F-Feeling Tone K-Knowledge of Results (feedback) Pneumonic: I Sure Can Fire-Up Kids!
  3. 3. Motivation Means: • Maintaining focus on a task……….. Motivation does not mean: “I like this class”
  4. 4. There are two forms of motivation • Intrinsic-the task is its own reward; “I do this for the joy of……..” Successful people know this information and I will be a successful person. • Extrinsic-something that impels us to achieve a goal; it changes with out environment. Examples: candy, bonus points on grades, pat points
  5. 5. Thought: • Sometimes we have to motivate students through extrinsic motivation to get them through to intrinsic motivation……………
  6. 6. Variable I: Interest Characteristics: *Vivid *Novel *Related to students’ past experiences.
  7. 7. Interest is only limited to your own creativity!
  8. 8. Techniques Used for Interest *Diagram *Pictures *Graphs *Humor *Stories *Guest *Colored Chalk speakers *Maps *Movie Clips *Music *Role Plays
  9. 9. Closure on Interest • Think about a way you have used interest in motivating your students this semester. Include that reflection in this motivation reflection section. *reminder: close on small segments of learning.
  10. 10. Variable 2: Success • Remember a class you took that was challenging. How did you feel when you failed a test?
  11. 11. Ways to Promote Success 1. Choose the objective at the correct level of difficulty 2. Teach to the objective 3. Check progress and give feedback. 4. Recognize success
  12. 12. Teacher Actions that Promote Success • Repeat answers • Come back to students • Allow students to use notes • Partner discussions before questions • Bellwork • Wait time • Dignify part of an answer
  13. 13. Closure on Success • Think back to the class you had difficulty with. How did your teacher make you feel when you struggled? Did that person help you through? How will your students remember you?
  14. 14. Variable 3: Level of Concern • What if I told you that you have to have all your lesson plans in for the year by next week?
  15. 15. THEN………….. I told you I would probably never look at them……..
  16. 16. Level of Concern is • The degree of expectancy that someone is feeling. It can produce a relaxed atmosphere……..
  17. 17. OR It can produce a great deal of ANXIETY……
  18. 18. Ways to Manipulate Level of Concern *Time (5 minutes vs. 45 minutes) *Amount and Complexity of content *Teacher proximity *Pacing (Brisk)
  19. 19. Think about…….. • What happens when you give your students too much time to work on an assignment? • What happens when you put them on the timer? • When you give a test that is too long?
  20. 20. Are you using level of concern wisely?
  21. 21. Variable 4: Feeling Tone • Think back to a teacher you remember well who really taught you something. This is not necessarily your “favorite teacher,” but maybe your best teacher. What was the atmosphere in his/her room like?
  22. 22. Feeling Tone is…… The feeling in the environment encountered by the learner. There are three types: *pleasant *unpleasant *neutral
  23. 23. Which one is the least effective? The correct answer is neutral. Certainly, a teacher should not remain in the unpleasant tone for long, but sometimes it is necessary.
  24. 24. When using unpleasant tone…. The teacher should deal with the situation (Fred Jones would call this “meaning business”) and then move back to a pleasant tone as quickly as possible.
  25. 25. Remember Kids don’t care what you know until they know you care!!
  26. 26. Important to Remember! Feeling tone is not the teacher’s mood on a particular day……it is the classroom environment! The teacher may not even be feeling well, but the students still know there is care and concern in the room!
  27. 27. Intermittent Closure Remember, it is always good to stop when covering a large amount of material and review…….can you list the four variables in motivation we have covered so far? What are the two types of motivation? Out of those four, at which are you best?
  28. 28. Last Variable: Knowledge of Results…….(feedback) Critical attributes: *Immediate *Specific
  29. 29. Think about……….. • A time you might have given homework and the kids just “didn’t get it.” Sometimes we give homework without giving our students the proper feedback to accomplish a task. With so many of our students “on their own” at home, we really need to teach everything they need to know…
  30. 30. Homework should really only be practice!!!!!!!!
  31. 31. Let’s review the variables of motivation: • Interest • Success • Level of Concern • Feeling Tone • Knowledge of Results I Sure Can Fire-Up Kids!!!!!
  32. 32. REFLECTIONS • Assess where you are in using motivation techniques. In which areas are you strong? Where do you need to work? Were any motivational techniques used in this slide show? Which ones, if any? Are you magically motivating your students?