a new look at how to motivate students real ways to help struggling students


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  • Respect is power


    Coercive (f)Reward (f)Legitimate (f)Expert (p)Referrant (p)Howard, Jeff/IntClutt/March 2013The Five Powers of Leadership Formal Power vs. Personal Power


    Coercive (f)Reward (f)Legitimate (f)Expert (p)Referrant (p)Howard, Jeff/IntClutt/March 2013Power gained through threat or fear. Get your grades up or I will take the keys or cell phone. Do your job or you will get fired. Do your homework or you wont get a credit!


    Coercive (f)Reward (f)Legitimate (f)Expert (p)Referrant (p)Howard, Jeff/IntClutt/March 2013Power conveyed through reward. Do a good job and you will get a bonus. Work hard and you can become CEO. Do you homework and I will give you an A.


    Coercive (f)Reward (f)Legitimate (f)Expert (p)Referrant (p)Howard, Jeff/IntClutt/March 2013Power that comes through position in an organization. She is the principal, so I trust she is right. Well, hes the PLC leader so wed better do it. My school counselor said


    Coercive (f)Reward (f)Legitimate (f)Expert (p)Referrant (p)Howard, Jeff/IntClutt/March 2013Power gained because of your expertise. Hes really good with computers, I will listen to him. My mom attended that college, so she can tell us about it. My counselor said I should I should try an AP course.


    Coercive (f)Reward (f)Legitimate (f)Expert (p)Referrant (p)Howard, Jeff/IntClutt/March 2013Power gained through trust and respect. They were there for me once and now Im going to help them. I have always trusted their judgment, and I am going to support them . I like my counselor, and I am going to take their advice.


    Coercive (f)Reward (f)Legitimate (f)Expert (p)Referrant (p)Howard, Jeff/IntClutt/March 2013The Five Powers of Leadership Formal Power vs. Personal Power

  • Real ways to help students in ten minutes or less.

  • Reality TherapyOriginated in school environment. Frequently recommended for School Counseling

    Recognizes academic struggles result from emotional disturbance, usually relationshipsSIMPLE. Four Questions: What do you want? What are you doing? Is what you are doing getting you what you want? Do you want to figure out a better way?

  • Reality TherapyWhat do you want? Defining their quality world they arent getting.

    What are you doing? Identifying behavior(s) preventing their quality world. Is what your are doing getting you your quality world? Helping clients understand they are choosing the results by their behavior. (Choice Theory)Do you want to figure out a better way? Lets make a plan.

  • CONCLUSIONHoward, Jeff/IntClutt/March 2013Students desire Boundaries Reality Therapy: Good for School CounselingRespect and Trust give Power

  • STUDENT OF TODAY30 percent of college freshmen do not complete their first year as expected.50 percent of college students take remediation courses.College Board reports only 43 percent of 2012 College-Bound Seniors are College Ready.

    Howard, Jeff/IntClutt/March 2013

  • 5-year Old Entering Kindergarten Who Has Been Play/Reading Yearly w/Adults For:50 Hours 1800 Hours 2000 Hours (2 min/day) (1 hour/day) (1.1 hour/day) 4,000 or fewer words 8-10,000 words 10-12,000 words Growth 2,000 words2,500 words3,000 words

    Child Enters 1st Grade 6,000 words 10,500 words15,000 words Growth 2,500 words 3,750 words4,000 words

    Child Enters 2nd Grade 8,500 words 14,225 words19,000 words

    Growth 3,000 words 4,500 words5,000 words

    Child Enters 3rd Grade 11,500 words 18,750 words24,000 words

  • Developmentally Appropriate EducationConcrete Operational Ages 7-11Formal Operational Ages 11 - AdulthoodVery much rooted in their world.Abstract thinking not possibleFixates on the reality in front of them.Can form concepts, see relationships, and solve problems as long as it involves objects and situations familiar to them.Can deal with hypothetical situations.Can make sense of concepts and situations they have not experienced.Have ability to think abstractly, test hypotheses, and form concepts independent of physical reality: abilities necessary to learn higher-order skills.But, Concrete Operational can solve complex problems when presented in a simpler way with simpler language. R. GelmanSuccess on tasks ranges from 19-98 percent based upon complexity of instructions. M.A. Boden.Howard, Jeff/IntClutt/March 2013

  • THE REALITY WILL REMAINSummer SchoolAlternative EducationOn-line LearningSchool-in-a-SchoolSkill-building classesAccountability Sessions


  • Eight oclock on Tuesday morning what a crowd.Im from Brainerd, sorry we couldnt have open water for you this year.I presented last year, 8:00 on Tuesday morning, and we had a pretty good crowd so I was asked to present again, which I agreed I would do. So I had to come up with a title before I even knew what I was going to talk about and all I could come up with is this. So I appreciate you coming this morning even to a presentation with a vague, ambiguous, fluffy title like this. I promise you we will do better than this.

    *Anticipatory Set: At Oh eight hundred we need it too.Jim Goglins class vs. others. James Dobson It's the same way with children. There is security in defined limits. They need to know precisely what the rules are and who's available to enforce them. Whenever a strong-willed child senses that the boundaries may have moved, or that his or her parents may have lost their nerve, he or she will often precipitate a fight just to test the limits again. They may not admit that they want you to be the boss, but they breathe easier when you prove that you are.

    4. One of the first things I was told was eighth graders like things to be well-defined, no surprises they want routine. How many times have your heard from a students parents that the child does better with structure. You have probably noticed that all it takes is a hat day, theme-days, or a holiday to set kids off. That is because the boundaries have changed, and the most precocious students start searching for those boundaries by challenging you. Once you set those boundaries again by redirecting students, a mild reprimand, or in some cases, taking a kid out into the hall or sending them to the assistant principal, most students will noticeably calm down and be teachable because their world is back in order.

    So what does this mean to us? Our relationship with students is usually one-on-one, its a different dynamic than a classroom teacher who is dealing with a 20-40 kids at one time. But the kids that come in to see us are searching for boundaries, too. And when our boundaries are squishy, kids will be forever pushing to find them. Such as graduation policies, schedule changes, asking for teacher changes. What I am going to say now is an opinion, one you may not fully agree with but thats OK. I am fully in the camp that says we are to be supportive, a listener, dedicated to really helping them. But we cannot be afraid to tell students something they do not want to hear. We do not do our students any favors by simply placating them and adding to the erosion of their problem-solving skills. (Case of Alexus Smith and Hanna Ruzich). Here are a few phrases that work for me: I know this is not what you hope to hear, but I want to be a really good counselor for you.

    *One significant reason I enjoy being a high school counselor is the relationships we have with student of all different personalities, concerns, motivations, and goals. We deal with the overachievers and the underachievers, the frequent visitors and those that never darken our doors, the college-bound and the drop outs, the happy and sad, and everyone in between. Each and everyone has a different story and if, and when, these students come to our office for help in social matters, personal issues, academic concerns, or whatever, we are we need to be ready to help we have to be nimble in our practice, be prepared for a variety of questions and issues. How do we do that? In spite of their individual needs, what is the one thing we need to grow and develop with each of them so they will be receptive to our input? Discussion MomentRespect and trust in the form of a positive relationship is critical to how much power a person will allow you to have over them.You are probably thinking I didnt get here by 8:00 am to hear about relationships thats school counseling 101." But what I think is a valuable discussion point is what do I do to create good relationships. What is it that we can do to make our students come to us, listen to us, and most importantly, do the right things we are leading them to. Because . I have been fascinated by the power we give to others who we respect and trust. McCollum story. Millions, maybe billions are spent each year by businesses and organizations to cultivate good leaders. Really, good leadership is arguably the most important thing our nation, our schools, and communities need.

    *The fact that students will, or will n


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