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  • Myth 1: Nothing Motivates some kids: Truth – all human behavior is motivated; some of us have “misdirected motivation” Myth 2: 1 day motivated, 1 day unmotivated: Truth – motivation is a relative constant; performance and progress may vary; may reflect an inconsistent learning style Myth 3: External rewards motivate kids: Truth – have temporary impact; will not improve motivation; intrinsic motivation must accompany; if not, it may decrease motivation over time Myth 4: Competition motivates: Truth – “The only person motivated by competition is the person who believes that he has a chance of winning. We do our best work when we compete against ourselves.” Myth 5: Punishment effectively motivates: Truth – it is only effective as long as the threat exists; think about seeing a police car on the road; kids associate punishment with punisher rather than behavior; positive relationships increase motivation
  • Richard Lavoie – former teacher and administrator; has worked in special education; show book to audience and advertise its availability in the Alvey Counseling Department Parent Library. Adults and children each have a unique profile based on these 8 forces. No person fits into one slot; some are dominant and some are weaker. Ask parents to rate themselves 1-10 (1 being “not like me at all” and 10 being “exactly like me”). This will give them a self-profile, and will help them to see that what motivates them is not necessarily what motivates their children.
  • May have many friends, enjoy relationships Doesn’t enjoy independent tasks Joiner and leader Positive possibilities – popularity and friendliness Negative possibilities – gangs, challenging authority Let your child know that he/she is valued in the family, and he/she has specific tasks to perform as a member.
  • Best when tackling tasks alone.
  • Eager to please Worried about disappointing/upsetting others Show enthusiasm when encouraging or assisting.
  • Curious about many topics Wants all kinds of information about others in his/her environment Asks a lot of questions; does a lot of informal research on topics of interest Wants to know HOW and WHY
  • Positive possibilities – leadership, assertiveness, debate, activism Negative possibilities – bullying, disruptions, contention Wants to influence others and wants opinions responded to Encourage child to appropriately express opinions; show that they are valued. Praise contributions. Help child to channel aggression into assertiveness.
  • Very strong or very weak self-esteem Encourage positive leadership skills instead of bossiness.
  • Highly self-critical; have to be careful when giving constructive criticism; teach them to accept it in the right way.
  • Identity is tied to belonging and connection with others or organizations/clubs/teams. Likes cooperative activities and teamwork

Motivation presentation 1 Presentation Transcript

  • 1. Motivating Your Child A Parent Workshop Presented by Anne Henry & Alicia Schwenk January 31, 2008
  • 2. Myths of Motivation
    • NOTHING motivates some kids.
    • One day my child is motivated, the next day she’s not.
    • External rewards are great motivators.
    • Competition is a great motivator.
    • Punishment is an effective motivator.
  • 3. The 8 Forces of Motivation
    • Developed by educator Richard Lavoie (The Motivation Breakthrough: 6 Secrets to Turning On the Tuned-Out Child)
    • Everybody has a unique motivational profile.
    • Some of our motivational needs are stronger than others.
    • 1-10 rating scale
  • 4. Gregariousness: the need to belong
    • Motivated by PEOPLE
    • Happy in a crowd
    • Puts effort in establishing/maintaining relationships
    • *Reinforce role in family.
    • *Encourage interaction and cooperative activities.
  • 5. Autonomy: the need for independence
    • Motivated by PROJECTS, PRESTIGE, and POWER
    • Likes independent projects
    • Decision-makers
    • *Give opportunities for responsibility.
    • *Works well on self-correcting activities.
  • 6. Status: the need to be important
    • Motivated by PRAISE, PRIZES, and POWER
    • Self-esteem is tied to others’ opinions
    • Extremely sensitive to criticism
    • *Avoid embarrassment.
    • *Celebrate child’s unique strengths/interests.
  • 7. Inquisitiveness: the need to know
    • Motivated by PROJECTS
    • Values information.
    • Uncomfortable if he/she feels information is kept secret.
    • *Show child how new tasks relate to old.
    • *Encourage child to continually reestablish goals.
  • 8. Aggression: the need to assert
    • Motivated by POWER and PRESTIGE
    • Wants feelings/opinions to be recognized
    • Eager to confront perceived injustice
    • *Ask child for ideas and sometimes use his/her suggestions.
    • *Avoid power struggles; allow choices.
  • 9. Power: the need for control
    • Motivated by PRIZES, PRESTIGE, and POWER
    • Likes responsibility and authority.
    • Concerned with control and influence.
    • *Provide leadership opportunities.
    • *Ask for input on rules and tasks.
  • 10. Recognition: the need for acknowledgment
    • Motivated by PRAISE and PRIZES
    • Craves recognition for accomplishments
    • This is true for many people.
    • *Give immediate feedback.
    • *Watch nagging or harsh criticism.
    • *Responds to awards and public praise.
  • 11. Affiliation: the need to associate
    • Motivated by PEOPLE, PRAISE, and PRIZES
    • Craves connection with others
    • Gains strength from membership in group or approval from authority
    • *Tell stories of your struggles, triumphs, etc.
    • *Let child know that you truly enjoy his/her company.
  • 12. Parents Play an Important Role in Motivation
    • Children are influenced by the attitudes and behaviors of parents
    • Find a balance when emphasizing learning
  • 13. Learning is a Lifelong Process
    • School is the foundation
    • Share new things you learn each week
    • Model lifelong learning
    • Discuss what you would like to learn
  • 14. Share Your Childhood School Experiences
    • Subjects studied
    • Interesting lessons
    • Teacher expectations
    • Classroom management
    • Ask yourself, “What is my message?”
    • Make a commitment to share positive experiences
  • 15. Establish an Educational Atmosphere
    • Quietly read near student during homework
    • Education is not limited to school
    • Discuss learning-related topics
    • Watch an educational show
    • Take a family field trip
  • 16. Show Interest in Your Child’s Education
    • Interest is essential component
    • Allow children to discuss the day’s events
    • Ask, “What was one fun activity you did today?”
    • Be available
  • 17. Show Interest in Your Child’s Work
    • Find something positive about each paper
    • Use negative comments sparingly
    • Remember mistakes are common in the learning process
    • Frame mistakes as a learning opportunity
  • 18. Help Children Set Achievable Goals
    • Encourage students to focus on continued improvement
    • Help children critique own work
        • Analyze strengths
        • Work on weaknesses
  • 19. Homework is Children’s Work
    • Parents can provide a workspace
    • Be accessible
    • Decide if help is necessary
    • Make a commitment to allow children to do what they are capable of doing
    • Children lose desire to learn, if they believe they are incapable
  • 20. Grades
    • Grades generate many feelings within a family
    • Genuine verbal praise for work is very meaningful
    • Beware of monetary rewards
  • 21. Show Respect for Children’s School
    • Notice school events
      • Respond when signature is required
    • Attend school functions & conferences
      • Children’s home away from home
  • 22. Respect Your Child’s Teacher
    • Make positive comments
    • Negative comments lead to breakdown of learning process
    • Listen if child is dissatisfied
    • Do not agree or disagree
    • End on a positive remark
  • 23. Allow Children to Develop a Sense of Responsibility
    • Let children experience consequences of their own actions
    • Avoid, “Just this once won’t hurt.”
    • Ask yourself, “Will this help my child become a responsible adult?”