motivating unmotivated students
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Motivating Unmotivated Students
Discipline Prevention: RELATIONSHIPS
Bell RingerWhy are some students unmotivated in the classroom?
List your theories . . .
Reading Recommendations
Reading Recommendations
Build and Nurture Relationships:Rationale
Relationship Rationale:• Harvard’s Jacqueline Zeller (2008) found that
positive relationships between students and teachers increased learning and decreased the need for behavior management.• Pianta (1999) found that positive relationships
between students and teachers (defined as those which had minimal conflict, high support, and low dependency) increased social skills, academic performance, academic resilience, and adjustment to school
Relationship Rationale:Klemm and Connell (2004)found that positiverelationships between teachers & students:
1. Decreased school avoidance2. Increased self-direction3. Increased cooperation4. Increased engagement5. Increased motivation
Relationship Rationale:• Baker (2006) found that teacher-student
relationships are important to virtually all students. However, high quality teacher-student relationships appear to be most significant for children who are “at risk” for school failure.• Phelon (1992) found that it is not uncommon
for students failing most courses to earn As and Bs in courses for which they have a positive relationship with the teacher.
Relationship Research:• For every negative classroom interaction,
you should have 3-5 positive ones to maintain a positive climate and prevent misbehavior (Sprick, 1998).• Barriers and Builders from Relationship-
Driven Classroom Management (Vitto, 2003)*assuming vs. checking
*rescuing/explaining vs. exploring*directing vs. inviting *expecting vs. celebrating*adultisms vs. respecting
Relationship Rationale:• Testerman (1996) did a survey of drop-
outs and found that they rated ‘teacher interest in his/her students’ as poor – fair at an average rate of 55%!!!
Intermittent ‘Close’Partner #1: Explain THREE SOLID REASONS WHY should teachers care about building positive, productive relationships with their students as part of their craft?Partner #2: Give TWO TANGIBLE METHODS to build relationships with students.
Build and Nurture Relationships
Methods
Recognize Individual Differences:Pat Quinn
• Watch the 10 minute clip about Dial #1:• Identify the three
principles of Dial #1 as you watch.• Be prepared to discuss.
Safety in Your Classrooms:Pat Quinn
• Watch the 11 minute clip about Dial #2: Safety (45:50)• Identify the three
principles of Dial #2 as you watch.• Be prepared to discuss.
The Relationship Business:Pat Quinn
• Dial #3: 31.00 – 45:50• Identify the three
essential elements of this motivational dial.• Rate yourself for each
of the elements on a typical grading scale.
Intermittent ‘Close’Partner #1: Share TWO USEFUL IDEAS you are taking away from the PQ clips and explain how you will use them. Partner #2: Add ONE MORE USEFUL IDEA you are taking away from the PQ clips and explain how you will use them.
FISH for Educators!!!!!!!!!!!!!!!!!!!!!!
Be there.• To just actively listen.• To listen and act/solve.• To uncover needs.
(snow day)• To offer support. (Mary)• To welcome. (dropout)• To be observant.• Greet them at the door.
FISH for Educators!!!!!!!!!!!!!!!!!!!!!! Play.
• Edutainment!• Multiple intelligences• Student choices• Learning games• Contests• Humor• Celebrations/awards• Songs/videos• Labs and projects
FISH for Educators!!!!!!!!!!!!!!!!!!!!!! Make Their Day.
• Think Love Languages!• Nice emails/letters• Show up at events• Gifts• Earned awards• Compliments• Whole class treats• Field trip• Special tutoring/help
FISH for Educators!!!!!!!!!!!!!!!!!!!!!! Choose Your
Attitude.• Physical facility• Positive trait challenge• Problems vs. opportunities• Model positivity• ‘Yes . . . AND’ (no ‘yeah . . . buts’)• MIH!!!!!!!!!!!!• Team strengths vs. weaknesses
Intermittent ‘Close’1) List the four key
elements of FISH!2) Briefly describe each
FISH! element3) Place a star next to
the element of FISH! you think is most important – and explain how you will focus on it Block 1.
5 Love Languages
The way a person communicates regard
through speaking, acting, and listening
How Can You Identify Yours?
Ask yourself or others:• What types of things are on your ‘do now’ list?• What do others say or do that hurts you deeply?• What do you most often crave or request most from your
friends? Colleagues? Parents? Children? Spouse?• What do you most often complain about?• How do you demonstrate your own regard to others?Rank the five in prioritized orderFun fact and hint: seldom do a husband & wife speak the
same languageUnderstand that it is rare for a person to be truly ‘bilingual’
Language #1: Words of Affirmation • Verbal compliments • Words of encouragement
or appreciation• Word spoken kindly• Sensitive to tone and
word choice• Requests vs. demands• Spoken or written to the
person, or about a person
Language #2: Quality Time• Giving someone your
undivided attention (togetherness vs. proximity)
• Quality conversation
• LISTENING to verbal and non-verbal language (not problem solving)
• Quality activities they enjoy
Language #3: Gifts• Visual symbols of love
and thought• May be purchased,
found, or made• $ is not the issue, rather
remembrance• May be a physical
presence, if there is a ‘cost’ to the giver
Language #4: Acts of Service• Doing things for someone
else you know they would like• These acts are designed to
make the recipient’s life easier• These things are not
‘demanded’ by the recipient• These gestures can be
small or large
Language #5: Physical Touch
• Physical distance is equated with emotional distance
• Not to be confused with sex drive-hand on shoulder-shaking hands-hugging-leaning-high five/fist pump
Test Your Knowledge:• A teacher (before this training) reproaches a high school
student for ‘being lazy’ who habitually asks others to bring class materials to her. The teacher never meant to stifle her need to feel regard through the language of:
• Acts of Service
Name the Love Language!• Help your child practice for
their sports team• Sit & help your child with
homework• Make a snack for a child
having a tough day• Carry your child to bed• Help select an outfit for
school• Wake up early to make your
child a special breakfast• Teach the importance of
volunteering and giving
• Set out a child’s favorite toys for playtime
• Help your child get ready when you’re running late
• If your child is sick, rent them a special movie, read a favorite book, or make a beloved comfort food
• Connect your child with an expert in a hobby, instrument, or sport in which they show interest
Test Your Knowledge:• Your oldest child doesn’t feel you like him. . . despite the fact that
you constantly tell him how wonderful he is. He complains to a grandparent that you are always answering phone calls when you go on outings together. He most likely speaks the language of:
• Quality Time
Name the Love Language!
• Include your child on daily errands or during routine chores
• Make eye contact when this child tells you something important
• Cook together• Crouch down to this child’s eye
level to communicate when they are small
• Give cameras to record important memories
• Dine together• Plant something together
• Create an event scrapbook or a memory collage as a gift for this child
• When multiple children are in this family, set aside one-on-one time with this child
• Ask specific questions about this child’s day
• Play with them!!• Create traditions• Take family vacations or
outings• Make bedtime a ritualized,
together activity
Test Your Knowledge:• Many Leona school leaders use the ‘respond to all’ feature in
their email responses when they are commenting positively to a colleague’s announcement about a student or program success story.
• Words of Affirmation
Name the Love Language!• Put a post-it in this child’s
lunchbox with a loving or encouraging message
• Draft personalized, thoughtful cards to accompany gifts to this child
• Go out of your way to give verbal or written compliments . . . publicly or privately
• Leave short notes for your child if you have to go out of town for each night
• Use a loving nickname for your child
• Say ‘I love you’ as often as possible
• Display their artwork and schoolwork publicly
• When a child makes a mistake or fails, verbally recognize a positive aspect of their effort or intentions
• Create an ‘encouragement jar’ for this child
Test Your Knowledge:• Many Leona school leaders use the ‘respond to all’ feature in
their email responses when they are commenting positively to a colleague’s announcement about a student or program success story.
• Words of Affirmation
Test Your Knowledge:
• Dr. Coats sent Kristin a artful arrangement of spring flowers this week to thank her for her hard work and leadership
• Gifts
Name the Love Language!*‘overboard’ distortions of this language can be damaging*• Keep a small collection of
inexpensive trinkets to give to a child when you sense a need
• Select very thoughtful presents for special occasions for this child
• Carry snacks or treats out and about that you can give to this child
• Start collecting special/fancy wrapping materials for presents
• When away from home, mail a special card or package to the child
• Serve after school snacks on a special plate
• Make up a special song just for your child
• Hide a small present or note in your child’s lunchbox
• Find personalized items with your child’s name on them to present to them on a rough day
Test Your Knowledge:• You are uncomfortable on your first trip to Italy because
complete strangers, upon meeting you, kiss each of your cheeks after shaking your hand. Because this custom feels awkward to you, your languages is NOT:
• Physical Touch
Name the Love Language!• Give hugs, kisses pats on
the back, shoulder rubs, head taps
• Provide a soft item to the child to soothe them
• Stroke this child’s hair or rub their back while going to sleep
• Snuggle on the couch while watching TV
• Buy a ‘touch-lovely’ gift for this child, like a plush bear or a soft sweater
• Read stories with your child on your lap
• Do activities together that require clapping, touching, spinning, or jumping
• When this child is ill, spend extra time holding them and providing comfort
• Family group hug!• Give gentle zerberts• Hold hands during family
prayers
Intermittent ‘Close’
Think-Pair-Share• Discuss WHAT love
language you think you speak, and tell WHY and be prepared to share with the whole group.
Behavior Solutions by Pat Quinn
• Watch the 8 minute clip about Dial #4: Behavior Solutions
(45:50)
• Identify the three principles of Dial #4 as you watch.• Be prepared to discuss.
DisciplineLEVEL 1: SUBTLE
5 Interventions:The 100% Principle
START at the top, then work your way down the list!• Non-verbal intervention• Positive group correction
verbal reminder of what the whole group SHOULD be doing• Anonymous individual correction
‘we need two people’
• Private individual correction ‘I’ve asked everyone to ___, I need to see you ___ as well’• Lightening-quick public correction
with ‘what to do’ (Clip #15) ‘Jose, I need your eyes . . . better’
L&L DisciplineLEVEL 2: DIRECT
Communicating EmpathyConsider prior experiences between your currentstudents and their former teachers . . .
1) Force thinking2) Allow for mistakes and learning from the
consequences3) Detour control battles4) Help build responsibility 5) Build an artificial construct of your design – with
control left in the hands of the child
Give Choices• How does an average teen respond to ultimatums?• How do teens with conduct disorder, oppositional
defiant disorder, etc. respond?
Why do choices work?1) Force thinking2) Allow for mistakes and learning from the consequences3) Detour control battles4) Help build responsibility 5) Build an artificial construct of your design – with
control left in the hands of the child
Give Choices• Pick choices you can actually control.• Give choices with inviting language
(feel free to, you’re welcome to, would you rather, what would be best)• The adult needs to be willing to live
with either choice given.• Never give choices in danger!• Don’t show frustration when handling
the situation. Seem calm and relaxed.• Third choice is always implied: adult
decides if the child does not.• DON’T HARP!!!!!
Choice Analysis:• Page 89• What do Aiden’s
parents do INCORRECTLY?• How could Aiden’s
parents have handled the Burger King debacle better?
Choose Words Wisely:Fighting vs. Thinking Words
Tone is everything!Fighting words are commandoriented and contain a ‘perceived’implied threat. They force acontrol response.
Thinking words areare usually in question form andcontain enforceable statements. They leave choice andresponsibility with the child.
Choose Words WiselyFighting vs. Thinking Words
Fighting words:Put on your coat.
Move to that desk overthere.
No one is leaving thisroom until it is SILENT!
Thinking words:Would you rather carryyour coat or wear it?Would you like to remainhere and work quietly ormove to that desk?Feel free to quiet down soI can dismiss the class ontime.
Choose Words WiselyFighting vs. Thinking Words
1)Go to the office, and do not come back to this classroom!!!!
2)You cannot pass this class until you turn in every last assignment.
3)STOP TALKING during this test!!!!
DisciplineLEVEL 3: ESCALATE
Considering External SupportBefore Day 1!
• Review your campus’ written behavior policies and protocols – you need to support!• Talk to other teachers
about how they handle campus policy expectations and protocols (get the real scoop)• Prioritize your battles
Student Policy Review
• Read the student policies for your campus and label the URGENCY of each item A,B, C, D, or F
Student Policy Sample• Cell phones are to be put away at all times during instruction. • Students may not wear solid colored red, blue, or brown t-
shirts.• Students must wear shirts covering their shoulders and
midriff.• Gum is not allowed anywhere on campus.• Students are expected to arrive to class by the bell.• Students are held to the no-bullying policy.• Students must come to class prepared with their books,
binders, and pens.• Students are expected to do their own work.
Soliciting External Support(Less than 5% of the time)
• Review your campus’ referral forms/and protocols • Refer calmly and politely
without threats or consequences• Follow up with
administration about the referral outcome• Plan for the successful
return of the student upon their return date
DisciplinePRACTICE!!!!
Needing External Support• How IMPORTANT is
this issue?• How URGENT is this
issue?• What do you do?????
ISSUE:During note-taking, Johnny isn’t writing
anything and doesn’t seem to be listening
What Tools Do YOU Have?• Identify opportunities
to speak with parents• Identify opportunities
to speak with students 1 on 1 (coverage, planning period pull-out, etc.)• Speak with other
teachers and your mentor teacher who’ve had success • Consult AP/CC/SL
Needing External Support• What do you do?????
ISSUE:During student work time, Sarai is talking
socially with her partner and distracting
the groups around them.
Needing External Support• What do you do?????
ISSUE:During a class debate,
one student calls another student an offensive, racially-
charged name.
Needing External Support• What do you do?????
ISSUE:You glimpse what may
be a weapon in the backpack of a student.
Practice!• Reflect on all of the
discipline-prevention strategies discussed today.• Create an action
timeline that clearly plots the logical order and escalation of discipline in your classroom
‘Intermittent’ Close
With your partner, discuss your SINGLE FAVORITE IDEA from Pat Quinn about solving behavior issues.
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