The document emphasizes the importance of renewing passion and motivation in advising youth for academic success by providing strategies and support. It discusses how self-empowerment and effective teaching methods can inspire students to believe in their potential and achieve their goals. Additionally, it highlights the relationship between student expectations, motivation, and academic performance, urging advisors to facilitate learning through positive reinforcement and practical strategies.

1. Pass on the Passion Revealing the secret of how to motivate our advisees to be successful while revealing the secret of how to keep our passion and motivation strong and alive!

2. Self-Empowerment; Training for Intentional Thinking To get what we do not have, we have to do something we have not yet done. When the universe takes something from our grasp, it is not punishing us, but merely opening our hearts and our hands to receive something better. Renewing our passion and motivation for our work is what we want. We are responsible for advising and molding youth. Concentrate: The universe will protect me. Something good will happen to me today; something I have been waiting to experience. Today we will explore advising methods to motivate our students. Our passion and motivation will return and be strong when we witness our advisees’ success!

3. Challenges and Interference Brainstorm with me please. Let’s make a list of challenges that interfere with your passion and motivation: Money, compensation, current economy Future, career path limitations, possibilities for upward mobility Colleagues and their attitudes Family Stress Work Stress Advisees? Students? Their issues? Their lives? For every step forward, do you take two backward? Reflect for a moment please. How do we prioritize the importance of these challenges?

4. Fond Memories Close your eyes for a moment and remember your first day of work in the field of youth development. Return to your first day at your Educational Opportunity Center or at your GEAR-UP program. Please remember how happy and excited you were. These feelings were mixed with some worry and anxiety. You were passionate about beginning your new work! Reflect for a moment before you respond please. Why did you choose this career?

5. Brainstorm with me now, please: What is important to you in your career? Helping youth? Teaching youth how to change their lives? Satisfaction in a job well done? Making a difference in the lives of youth? Watching your advisees become successful? Reflect for a moment please. Is there anything else you want to add to this list? How do we prioritize the importance of the items in this list?

6. Fond Memories Revisited! Do you want to feel happy and excited again while performing your work? Do you want to recapture your passion for your work? Do you want to strengthen your motivation to do your work to reflect the reasons you chose your career?

7. Revealing the Secret! Teach your advisees or students learning strategies. They will achieve academic success. They will learn important life skills. They will feel motivated to remain successful. Their pathway to the future will be transformed. You will feel satisfied. Your passion to perform your work will return. You will again feel happy and excited about your work.

8. Why? Convince me! Students become motivated for academic learning due to their expectations for academic success, the value they assign to learning, and their attribution of responsibility for successful performance. These factors determine the amount of effort students are willing to expend on learning and how long they will persist in learning new information. Students who have more skills in performing academic tasks can be expected to have more will power that can lead them to expand their academic involvement. Give your students the tools they need to learn how to learn.

9. Examples of learning strategies: Active listening skills Active reading skills Effective note-taking skills Successful test-taking preparation Minimizing test-taking anxiety Effective Time-Management Anti-procrastination strategies Master student image building skills How to follow instructions Class preparation and presentation skills How to form and/or lead your own study group How to change thinking and speaking Self-assessment, self-evaluation, and reflection

10. Change how a student thinks or speaks: Student expectations for success or failure in school develop over years of daily exposure to various types of instruction, teachers, learning conditions, environments, and materials. Students’ experiences in either succeeding or failing in school often generalize to specific types of materials for academic content areas. Please brainstorm with me. I want to hear student statements that set them up for failure. I do not have an ear for language. I can’t do math. I can’t remember history . I hate to write papers. I can’t manage my work. That’s mad boring.

11. It takes time to change thoughts and words . . . Expectations are deeply grounded in experience and influence every future encounter with academic content. One of the major factors determining motivation and effort students are willing to devote to learning. Support students’ expectations for success gradually by presenting them with strategies that build on familiar knowledge, are explained through manageable levels of conceptual difficulty, and are accompanied by instruction to facilitate success. Please brainstorm with me again. This time I want to hear statements that foster success. I can learn to have an ear for language. I can learn to do math. I can learn to remember history. Even though this is boring, I can stay interested because. . . I am a natural learner!

12. Help them believe in their own potential! Attribution of Responsibility : Very rarely do students indicate that academic success results from skill as a learner. We can change their self-images by teaching them failures can be attributed to lack of effective strategies rather than lack of ability. Teaching strategies provides students with a continuing string of successes so they come to expect academic success rather than anticipate failure. Students can learn to monitor and evaluate their own learning experiences because expectation, motivation, and student performance are very closely related.

13. Almost believing. . . Teaching strategies is designed to enable students to be independent learners whose motivation for school comes from an awareness of their own skills as a learner, experience in using those skills, and being able to link new information to personal expectation or new experiences. If students believe they are learning important tools for academic success by learning strategies, self-esteem and self-confidence will increase accordingly. When self-esteem and self-confidence increases there is no stopping them! Academic success helps them care more about their lives and their futures. When they succeed, your faces light up with broad smiles. You feel uplifted as feel very satisfied with your work. Your passion returns and your motivation to work in the field of youth development.

14. A Fun Activity for You! Here is a chance for you to complete an activity and discover strategies! Please begin your three-minute test as soon as you receive it. When everyone is finished we will discuss the results. Then we will brainstorm how this activity can be used to launch a lesson in learning strategies. Have fun!

15. A more Serious Activity for You! Can you identify the most common problem students or advisees have with completing their work? Procrastination! Do you want to test out the power of positive thinking today? Let’s go!

16. My motivation for passing on the passion has roots in faith and culture: The Children are the Guarantors When the people of Israel stood at Mount Sinai to receive the Torah, God said, “I am giving you my Torah. Give me good guarantors that you will guard it, and I shall give you the Torah.” The elders responded, “Our ancestors will be guarantors.” God explained, “Your ancestors are not sufficient guarantors. Give me better guarantors and I shall give you the gift of the Torah.” They stated, “Ruler of the Universe, our prophets, are our guarantors.” God explained, “The prophets are not sufficient guarantors. Give me good guarantors and I shall give you the Torah.” Then they stated, “Our children will be guarantors.” God said, “They are certainly the best guarantors. For their sake, I give you the Torah if you promise to teach the Torah to your children and your children’s children.” Taken from the Torah, the Five Books of Moses.

17. Sources of inspiration--Pass on the Passion: College Success Seminar in the Choices, Challenges, and Change program at NSCC. College Success/Mentor Training Seminar for ETS high school students in Lynn at NSCC. Mentor training to 8 th grade students, College for Every Student and ETS in Lynn at the Ford School. Leadership training to 7 th grade students, College for Every Student and ETS in Lynn at the Ford School. 5. Youth development workshops to middle school youth at risk of joining street gangs in Lynn at Project Y.E.S. at NSCC. 6. English as a second language classes for my students at NSCC. 7. Spanish as a second language classes for my students at NSCC. 8. My graduate students ESL in education at Cambridge College. 9. My own experiences as an adult learner as an untraditional-aged college student.

18. Contact Information: If you need sample strategies to use with your advisees or students any time: E-mail address: [email_address] . Cell Phone Number: 617-435-3312.