Motivation: The Art and Science of
Inspiring Classroom Success
A Three Credit Graduate Course
Designed by Mike Kuczala, Di...
“To know and not to do
is not to know!”
- Stephen Covey
“[Students] who do the doing,
and [students] who do the talking
. ...
How Does the Brain
Prioritize
Information?
•Data Affecting Survival
• Data Generating Emotions
• Data for New Learning
Sou...
Survival – Emotions
Learning
The Whole Point behind
Team Building and Ice Breakers
Pain vs. Pleasure
• How do you perceive pain/pleasure
– i.e. what type of motivation? (Internal or
external)
• How does th...
Pain/Pleasure
• To what length do we go to make sure students
feel as comfortable and ready to learn as you
did today?
• H...
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...
Glasser’s Needs
•Survival
•Belonging
•Power
•Freedom
•Fun
Internal Control Theory is based upon
the belief that people are internally,
not externally motivated.
Powerful instructio...
Building a spirit of connection and
community is essential to creating a
need-satisfying school (classroom)
characterized ...
Tony Robbins – 6 Basic Human Needs
• Certainty
• Uncertainty
• Significance
• Connectedness
• Contributing
• Growth
Power is gained through
competence, achievement, and mastery.
*
Students who are academically
competent are less likely to...
Academic environments
• adequate freedom
• within parameters that are safe, and
• supportive of learning.
Each time we learn something new we
are having fun –
a universal human motivator.
12
Fun
is the genetic payoff for learning.
Behavior is always purposeful
We continually strive to satisfy the
needs that motivate us:
to connect,
to be powerful,
to ...
Internal control
psychology
We are goal-driven
14
Setting goals may be
the most significant act
in the school
improvement process,
.
Mike Schmoker
Author of “First Things F...
Research on Motivation
Indicates that . . .
Research on Motivation
Indicates that . . .
Research on Motivation
Indicates that . . .
Teach SMART Goal Setting
Specific
Measureable
Attainable
Realistic
Time Oriented
Research shows
is the school-related factor
most likely to affect student achievement!
And to quote Harry Wong
You
ARE
the difference
in the lives of the students you teach!
?
• Are your student’s basic human needs being
met?
?
• Are you creating an environment that
encourages risk and makes risk manageable?
?
• Are you clearly defining effort for your
students?
?
• Are you creating lessons that are relevant and
directed by interest?
?
• Are your students being encouraged to set
goals for their learning?
?
Could your answers have a
profound effect on the
unmotivated student?
“We’re bribing students into
compliance instead of challenging
them into engagement.”
Daniel H. Pink, DRIVE:
THE SURPRISIN...
Thanks for watching
• This presentation is based on a graduate course for
teachers available from The Regional Training Ce...
Motivation: The Art and Science of Inspiring Classroom Success
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Motivation: The Art and Science of Inspiring Classroom Success

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The traditional reward-punishment model does little to promote achievement; however, concrete researched-based ways to motivate students do exist. Motivation as it applies to the learning process will be surveyed: basic human needs; the driving force behind all human behavior; inspiration and peak performance; energizing classroom strategies; and frameworks that encourage change and achievement.

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  • When teachers and students are having fun, learning is deeper and stronger
  • Motivation: The Art and Science of Inspiring Classroom Success

    1. 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. 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. 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. 4. Survival – Emotions Learning The Whole Point behind Team Building and Ice Breakers
    5. 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. 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. 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? ?
    8. 8. Glasser’s Needs •Survival •Belonging •Power •Freedom •Fun
    9. 9. 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
    10. 10. Building a spirit of connection and community is essential to creating a need-satisfying school (classroom) characterized by high achievement. 9
    11. 11. Tony Robbins – 6 Basic Human Needs • Certainty • Uncertainty • Significance • Connectedness • Contributing • Growth
    12. 12. Power is gained through competence, achievement, and mastery. * Students who are academically competent are less likely to seek power in destructive ways. 10
    13. 13. Academic environments • adequate freedom • within parameters that are safe, and • supportive of learning.
    14. 14. Each time we learn something new we are having fun – a universal human motivator. 12
    15. 15. Fun is the genetic payoff for learning.
    16. 16. 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.
    17. 17. Internal control psychology We are goal-driven 14
    18. 18. 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
    19. 19. Research on Motivation Indicates that . . .
    20. 20. Research on Motivation Indicates that . . .
    21. 21. Research on Motivation Indicates that . . .
    22. 22. Teach SMART Goal Setting Specific Measureable Attainable Realistic Time Oriented
    23. 23. Research shows is the school-related factor most likely to affect student achievement!
    24. 24. And to quote Harry Wong You ARE the difference in the lives of the students you teach!
    25. 25. ? • Are your student’s basic human needs being met?
    26. 26. ? • Are you creating an environment that encourages risk and makes risk manageable?
    27. 27. ? • Are you clearly defining effort for your students?
    28. 28. ? • Are you creating lessons that are relevant and directed by interest?
    29. 29. ? • Are your students being encouraged to set goals for their learning?
    30. 30. ? Could your answers have a profound effect on the unmotivated student?
    31. 31. “We’re bribing students into compliance instead of challenging them into engagement.” Daniel H. Pink, DRIVE: THE SURPRISING TRUTH ABOUT WHAT MOTIVATES US (2009)
    32. 32. 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

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