Toolbox Strategies for Motivation Helping our ESOL population succeed Cathie Seibert and Rose Wichterman

My Beliefs About Intelligence: Reflect on your beliefs about intelligence and/or what you were taught about student intelligence as you prepared to be a teacher. How much does intellect affect a student’s ability or motivation to learn? What do you believe about the intelligence of your English Language Learners? What do you believe about their ability or motivation to learn? Turn and Talk to your elbow partner Riccci, 2015

Introduction 75% of achievement is psychosocial skills (non-cognitive factors) Perseverance Resilience Grit Emotional Regulation Comfort with intellectual intelligence/discourse Self-confidence Coping with failure Handling constructive feedback Picture a teacher who made a difference – Write 2 qualities you admired – think of a student who you have struggled to support – what would it take for you to be that person’s equivalent Olzweski and Kubilius 2013

Objectives for this session Participants will gain knowledge of motivation and psychosocial strategies to support students cognitive processes. Participants will learn strategies to support ESOL students in the academic setting. Teacher talk – strategy for ESOL, simplify teacher talk. Adjust speech to match the student’s proficiency level. Echevarria, Vogt, Short, 2017

Activity #1: Classroom Gallery Strategies In the classroom we will always… Welcome EVERYONE to participate in challenging tasks or activities Learn from errors and failures Praise EFFORT Perseverance Process Think about neurons connecting when we struggle or do challenging work Do a gallery walk. Write example of time you were able to implement or encourage these strategies. Perhaps this is new, what could you do to encourage this mindset. Do you let your students struggle before giving them the answer? (wait time) How do you help students practice resilience and perseverance? Do you praise their effort and perseverance, and the process of learning? What scaffolds are necessary to welcome EVERYONE to participate in challenging tasks? Practice resilience and perseverance Recognize struggle is an important part of learning

Motivation and Discipline, Output, Achievement, Learning Helpless, Outlook Rather than: 100%, A +, Perfect Reward: Effort, Growth, and Progress Does the practice reward: Motivation, Effort, Interest, or GRIT Does it eliminate barriers for students? Equitable ACCESS Equitable Access means you must provide the scaffolds needed for all to succeed

Learning requires RISK – RISK requires safety Respect and dignity Motivation is an inherent trait; repeated failure or fear has a huge impact Self esteem is only achieved after the process has happened – it’s not a reverse effect Success comes with tools and strategies align to meet the students needs Learning requires RISK – RISK requires safety Krashen – Affective Filter Hypothesis –variables affect second language acquisition- motivation, self confidence, and anxiety. Students with a high level of motivation, self confidence, a good self image, and low anxiety, are better equipped for second language acquisition. Take responsibility, start over, curiosity, innovation – failure is s a friend ..

Effort = mindset Effort (output is key to performance) Build on mistakes or partially correct answers (error analysis) Focus on the learning process rather than outcome 3 R’s Redo, Retake, Revise: Grades should be only one piece of the puzzle – Acknowledge the strengths while focusing on the progress Focus on small gestures; apply in your own life Reason/ Rationale for effort (story) – What amount of work do you think you can complete – Why is it important?

Effort Strategies: words of encouragement You are not quite there yet, but keep trying and practicing. I like the way you persevered through the task. If you are not happy with the outcome, try again and think about a different way. I am proud of the way you struggled through that task. I can see… effort, determination. Can you think of a way to make this more challenging? You must be proud of the way you embraced this challenge. I am curious about your mistakes: let’s work together to see what happened. Ricci, 2015

Hope – Principle of Contrast Level of challenge too low – Motivation is lost! Input: i +1 one step beyond the student’s current language ability to allow learners to progress with their language development Challenge must match ability – lack of motivation is a learned behavior Show how achievement benefits their life Belief such as stupid or incapable fuels learned helplessness Teach students self talk (affirmation) and goal setting strategies Little steps – Cards, leadership opportunities, helping others in their strength (ESOL examples) Climbing a mountain of dirt doesn’t motivated the way climbing a mountain; Create mountains students believe they can climb Krashen’s Input Hypothesis – the learner progresses and improves when given second language input that is one step beyond his/her current language acquisition level. Leadership activities: this can be done in Cooperative Learning groups. Assign roles – scribe, timekeeper, messenger, etc. Importance of interaction between student/teacher and student/students Less teacher talk, more student engagement in and interaction around subject matter. Brain stimulation, increased motivation, reduced risk, more processing time, increased attention. Echevarria, Vogt, Short, 2017

Something students (humans) want? Does refusal to do something give students power? Self-defeating strategies still gives independence and control Teachers often feel frustration, helpless, and angry when the have tried to help students; however, student A remains unwilling to change or adapt to the classroom environment Let go of the need to shape behavior Empowering and respect Let them know they have the power to change circumstances – We both know _____ solicit opinions based on subject and topics – give them time to share a part of the lesson, activity, or share an ideas Give time to show their expertise – examples or ideas Catch them in small successes Short term gain

References Eschevaria, J. B., Vogt, M. E, Short, D. (2017). Making content comprehensible for english language learners; The SIOP model. Pearson Education. Krashen, S. (1987). Principles and practice in second language acquisition . Prentice-Hall International . Krashen, S. (1987). Second language acquisition and second language learning . Prentice-Hall International . Ricci, M. C. (2015). Mindsets in the classroom; Everything educators need for building growth mindset learning communities. Waco: Prufrock Press Inc. Souers, K & Hall, P (2015). Fostering resilient learners, ASCD