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Culture Powerpoint


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Culture Powerpoint

  2. 2. Our students will be the leaders of tomorrow; therefore, we must give each student the knowledge and skills necessary to face the challenges that lay before them. We also want to build on our students' hopes and dreams, and help instill in them the belief that anything is possible if you believe it is possible. If these goals are achieved, then both student and teacher motivation will increase at Don Jeter Elementary!
  3. 3. Don Jeter Elementary Demographics Percent Faculty Staff Student Parent Male 3 % 6% 54% NA Female 97% 3% 46% NA Hispanic 24% 76% 83% 17% White 76% 24% 17% 83%
  4. 4. <ul><li>WARM UP ACTIVITY </li></ul><ul><li>Answer the following statements with AGREE OR DISAGREE: </li></ul><ul><li>I feel that some students cannot be motivated at all. </li></ul><ul><li>I feel that I can play an integral part of motivating my students. </li></ul><ul><li>I feel that extrinsic rewards are the best way to motivate my students. </li></ul><ul><li>I feel that all of my students should be able to perform well on standardized tests if I provide a lot of practice </li></ul><ul><li>I feel that I do my very best when planning lessons, so all of my students will be successful. </li></ul>
  5. 5. Most of you probably answered most of these questions with “YES.” However, after viewing this slide show, I think you will be able to reevaluate your approach to teaching with a different perspective.
  6. 6. Motivation is an internal state that activates, guides and maintains behavior. Motivation Theory attempts to explain student behavior and influence future behavior.
  7. 7. <ul><li>When students are motivated the following behaviors occur: </li></ul><ul><li>Higher cognitive practices </li></ul><ul><li>Students’ self-efficacy rises </li></ul><ul><li>Intrinsic rewards are values instead of extrinsic rewards </li></ul><ul><li>Students see the relevance of a task </li></ul>
  9. 9. <ul><li>SELF-EFFICACY THEORY </li></ul><ul><li>Teacher understanding of self-efficacy will influence struggling learners. </li></ul><ul><li>The teacher should allow the students to work with other students whenever possible. </li></ul><ul><li>When this is not possible, direct guidance of a new skill should be employed along with a demonstration, so the struggling learner develops the internal imagery needed to implement the targeted skill. </li></ul><ul><li>The evaluation of the product will be based on whether or not the student mastered the skill and not on other criteria. </li></ul>
  10. 10. <ul><li>Steps to Motivation Success </li></ul><ul><li>Teachers need to sit down with students and find out their interests and how they make a lesson relevant to them. </li></ul><ul><li>Also, the teacher can find a way for the student to obtain independence and competence by allowing the student to show their mastery of the skill in alternative ways by giving a choice of assessment when possible. </li></ul><ul><li>Use positive classroom language. </li></ul><ul><li>Create a safe and inviting classroom environment. </li></ul>
  11. 11. EXTRINSIC VERUS INTRINSIC REWARDS Intrinsic Rewards Extrinsic Rewards <ul><li>Sense of autonomy </li></ul><ul><li>Desire to do well for own sake </li></ul><ul><li>Mastery based evaluation systems </li></ul><ul><li>Grades </li></ul><ul><li>Prizes (stickers, free time, etc.) </li></ul><ul><li>Praise </li></ul>
  12. 12. <ul><li>Intrinsic Psychological Needs: </li></ul><ul><li>Autonomy </li></ul><ul><li>Competence </li></ul><ul><li>Relatedness </li></ul><ul><li>When planning lessons in the future, there will be a decrease in the amount of extrinsic motivational strategies while boosting intrinsic motivation. </li></ul>
  13. 13. By keeping the socio-cultural theory in mind when planning lessons, students will be able to interact with each other and become engaged with the task at hand. Interpersonal relations are a very important part of motivational theory due to the human need to feel accepted. Some students reach out to feel like part of the crowd in negative ways, so anytime the teacher can facilitate other ways to build relations; it will consequently affect motivation to learn as well. This practice will facilitate success; therefore allowing students to feel success. Once the students can feel success in a group, than it will boost their own self-efficacy.
  14. 14. IMPORTANCE OF STUDENT MOTIVATION If educators do not find ways to motivate students, then the likelihood of them dropping out will soar. We must promote life-long learners regardless of cultural/economic backgrounds or skill levels. All students will end up as citizens one day and it is the educational community’s job to find ways to promote motivation in all areas of life.
  16. 16. <ul><li>Ways to Increase Teacher Motivation </li></ul><ul><li>Work Context Factors </li></ul><ul><li>shared beliefs, customs, and behaviors </li></ul><ul><li>Work Content Factors </li></ul><ul><li>empowerment an authority </li></ul><ul><li>self-regulation </li></ul><ul><li>School Culture </li></ul><ul><li>group’s shared beliefs, customs, and behaviors </li></ul><ul><li>Communication with Peers </li></ul><ul><li>frequent problem-solving sessions </li></ul><ul><li>staff development </li></ul>
  17. 17. INSPIRATIONAL STUDENT STORY Most of the motivational strategies used during lessons are extrinsic in nature. The male student being described in the story often lost interest in an activity because he was embarrassed in front of peers. Many times he lacked interest because he did not understand the concept and had a low self efficacy. This caused him to have little motivation for any task. Once the teacher made the material realistic for him, he became engaged. The student was given an opportunity to embrace his Hispanic culture by reading books about famous Mexicans instead of other biographies. He was also allowed to illustrate his opinions rather than write them down since the assignment was to know the contributions of the famous individual and not how well the report was written. In this case, it made all of the difference to the student because he was no longer intimidated or drawing gang signs. Teacher classroom practices can influence these goal orientations at any level of learning.
  18. 18. Success!!! The recommendation for increasing and maintaining the level of motivation by the students in the classroom includes making the task relevant to the students and decreasing the amount of extrinsic motivational strategies while increasing intrinsic motivation. This can be achieved by fostering the desire for learning as the student’s idea instead of the teachers.
  19. 19. Find product assessments that make student s feel successful! This will increase motivation for any given task. Is there a way technology could be used? IMPORTANT NOTE TO KEEP IN MIND