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.

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?
?

9. Glasser’s Needs
•Survival
•Belonging
•Power
•Freedom
•Fun

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