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Motivating Students

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Charles Baxter

on 23 October 2013

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Transcript of Motivating Students

Motivating Reluctant Learners
Network Affiliation
Soft Skills
Social Skills
This is the most valued currency in schools.
This type of currency include the skills students need to access classroom content and navigate the school culture, such as organizational skills, study skills, and time management.
Ability to work with other people for the benefit of a person/ organization
Ability to communicate with others and build effective relationships
When taking a look at schools, what is "motivation"?
"Motivation" in school is really a decision students make to invest their currencies in our classrooms.
What we know and can do makes us the people we are and also function as a form of currency in various aspects of life.
For example, knowing the difference between a nine- iron and a driver, "buys" you social and athletic status among your golfing buddies. It makes you look like you know what you are doing, helps you play a better game of golf, and ensure you won't make laughable mistakes when it's your turn up to tee.
We all use what we know and can do to navigate our worlds and to form and maintain relationships. And we rely on these currencies to acquire new knowledge and skills while accessing new experiences.
In the context of classrooms, there are 4 primary forms of currency!
Students are measured by what they know, and what students know gives them access to other knowledge and a greater understanding of concepts.
The kind of knowledge that functions as currency extends beyond that which is explicitly taught to include background knowledge and general cultural literacy that we sometimes wrongly assume all our students have.
Learning is socially mediated. We learn from through, and with others.
Knowing how to forge and maintain relationships allows students to feel connected, provides a sense of belonging, and gives them access to others who can help them learn.
Social skills involve first knowing how to read a social situation.
Next, knowing what to say, to whom to say it, and how to say it so that we get what we want from the situation is essential.
Students are more likely to invest in the classroom if what you ask of them is...
How Do You Create a Classroom Worth Investing In?

- Be conscious of and remove as many barriers as we can!
Classroom Barrier #1: Requiring Currencies Students Don't Have
Classroom Barrier #2: Not Clarifying Which Currencies Are Required
Classroom Barrier #3: Insisting on Our Preferred Currencies
How to Build a Classroom Worth Investing In
Build In...

- Task-Related Autonomy
- Time-Related Autonomy
- Team-Related Autonomy
- Technique-Related Autonomy
Make Your Classroom Mastery Focused
Promote a Sense of Purpose
Promote a Sense of Belonging
Why Students Resist Investing?

In this book, we learned how to

* Identify the classroom investments to ask for by considering the motivated behaviors you most want to see and ensuring that what you re asking for is specific, meaningful, observable, realistic, worth the effort, and small.
* Create a classroom worth investing in by removing demotivating practice- and procedure-based barriers and giving students more opportunities for autonomy.
* Understand and address students resistance and respond with instructional strategies that minimize perceived risk and maximize immediate benefits.
* Ask for and shape an investment by reaching out to students in a non-confrontational way and providing a clear path toward motivated behavior.
* Create a motivation plan that s tailored to the students you teach and designed to be effective in the long run.

What we call motivation in school is really a decision students make to invest in our classrooms. It is our responsibility to show students the value of investment and guide them toward behaviors that will support learning.
In this guide, Robyn R. Jackson takes you step by step through the process of motivating reluctant learners what great teachers do instead of relying on elaborate rewards systems or creative tricks to reach students who actively or passively resist investing themselves in the classroom.
Book Summary
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