Ways to Motivate Children Linda Christensen 2013

What is Motivation? “It’s not that I’m so smart, it’s just that I stay with problems longer.” Albert Einstein Ask parents what they think motivation is!

A motivated child is likely to: Choose tasks that are challenging

A motivated child is likely to: Choose tasks that are challenging Begin tasks without having to be prodded

A motivated child is likely to: Choose tasks that are challenging Begin tasks without having to be prodded Show serious effort and concentration

A motivated child is likely to: Choose tasks that are challenging Begin tasks without having to be prodded Show serious effort and concentration Have a positive attitude toward learning and schoolwork

A motivated child is likely to: Choose tasks that are challenging Begin tasks without having to be prodded Show serious effort and concentration Have a positive attitude toward learning and schoolwork Use coping strategies to get through the rough times

A motivated child is likely to: Choose tasks that are challenging Begin tasks without having to be prodded Show serious effort and concentration Have a positive attitude toward learning and schoolwork Use coping strategies to get through the rough times Stick with tasks until successful completion Easy to see why motivated students are successful - all of these characteristics fit those of successful adults

A child who is not motivated is likely to: Choose work that is inappropriately easy

A child who is not motivated is likely to: Choose work that is inappropriately easy Need lots of prodding to get started

A child who is not motivated is likely to: Choose work that is inappropriately easy Need lots of prodding to get started Put in minimal effort We all share some of these characteristics - but think about when we do - it might be when we’re overwhelmed or insecure. We might be overtired or unwell

A child who is not motivated is likely to: Choose work that is inappropriately easy Need lots of prodding to get started Put in minimal effort Show a negative or apathetic attitude about learning and schoolwork We all share some of these characteristics - but think about when we do - it might be when we’re overwhelmed or insecure. We might be overtired or unwell

A child who is not motivated is likely to: Choose work that is inappropriately easy Need lots of prodding to get started Put in minimal effort Show a negative or apathetic attitude about learning and schoolwork Give up quickly when the going gets rough We all share some of these characteristics - but think about when we do - it might be when we’re overwhelmed or insecure. We might be overtired or unwell

A child who is not motivated is likely to: Choose work that is inappropriately easy Need lots of prodding to get started Put in minimal effort Show a negative or apathetic attitude about learning and schoolwork Give up quickly when the going gets rough Leave many tasks unfinished We all share some of these characteristics - but think about when we do - it might be when we’re overwhelmed or insecure. We might be overtired or unwell

Motivated students can rightly take credit for their own achievements But, most of them also owe a debt to the people who started them out on the right path - their parents

Set Proper Expectations Expect your child to succeed and her chances for success improve greatly. Communicate with your child - be kind but honest about interests and abilities - Remember to communicate that you expect to see their top effort. If that effort expectation is met, then she has succeeded. If you only look at the final product, then you might miss the enormous amount of work that went into every step.

Help Your Child Set Goals - Write the Goals Down - Put them in a prominent spot

Help Your Child Set Goals - Write the Goals Down - Put them in a prominent spot Make the Goals Specific Not, “Connor will do better in Math.” But, “Connor will raise his Math Grade from a C to a B.”

Help Your Child Set Goals - Write the Goals Down - Put them in a prominent spot Make the Goals Specific Not, “Connor will do better in Math.” But, “Connor will raise his Math Grade from a C to a B.” Make the Goals Measurable Not, “Connor will finish his homework.” But, “Connor’s mark’s on quizzes will improve.”

Five Steps to Help your Child Accomplish Nearly Anything Steps and the Likelihood of Success for Each: Make a conscious decision to do something…………..25% Decide when they will do it……………………………….40% Plan how they will do it…………………………………...50% Commit to someone else that they will do it……………65% Make a specific future appointment with the person they committed to, at which time they report whether they’ve done it…………………………………...95%

Show Your Child You Think School is Important Maintain a relationship with your child’s teacher

Show Your Child You Think School is Important Maintain a relationship with your child’s teacher Support the programs at your child’s school

Show Your Child You Think School is Important Maintain a relationship with your child’s teacher Support the programs at your child’s school Create a suitable environment

Show Your Child You Think School is Important Maintain a relationship with your child’s teacher Support the programs at your child’s school Create a suitable environment Keep up with your child’s assignments

Show Your Child You Think School is Important Maintain a relationship with your child’s teacher Support the programs at your child’s school Create a suitable environment Keep up with your child’s assignments Stay positive about school and schoolwork

Support Your Child’s Learning Style Does your Child learn best by: Hearing - such as listening to a talk or a book on tape? Hearing – auditory learner enjoys music and hearing stories, is comfortable talking – prefers spelling aloud rather than writing - - rhymes, songs, associative words, give oral quizzes, books on tape, talk through problems Seeing – visual learner - likes artwork, movies, theater, follows a map, likes directions backed up on paper - use color – post it notes – colored pencils - look at pictures charts and graphs first when reading, flashcards, talk about looking at the speakers during oral presentations. Doing - Kinesthetic - loves to move, exercise is critical. Would rather participate than sit and watch. Likes to use her hands to create. - use counters for addition and subtraction – use cardboard letters or blocks for spelling Take frequent study breaks . Different positions for studying – hands on projects

Support Your Child’s Learning Style Does your Child learn best by: Seeing – such as reading a book or a graph? Seeing – visual learner - likes artwork, movies, theater, follows a map, likes directions backed up on paper - use color – post it notes – colored pencils - look at pictures charts and graphs first when reading, flashcards, talk about looking at the speakers during oral presentations. Doing - Kinesthetic - loves to move, exercise is critical. Would rather participate than sit and watch. Likes to use her hands to create. - use counters for addition and subtraction – use cardboard letters or blocks for spelling Take frequent study breaks . Different positions for studying – hands on projects

Support Your Child’s Learning Style Does your Child learn best by: Doing – such as building a model or preparing a chart? Doing - Kinesthetic - loves to move, exercise is critical. Would rather participate than sit and watch. Likes to use her hands to create. - use counters for addition and subtraction – use cardboard letters or blocks for spelling Take frequent study breaks . Different positions for studying – hands on projects

Speak the Language of Encouragement Research shows that encouragement has a bigger effect than praise on a child’s motivation. Praise: Discusses results: “Great work on the quiz! You got an A!” Use opinion words: “good,” “great,” “terrific,” and “wonderful.” Is typically given when the child has performed as you had hoped she would. Encouragement: Notices effort and progress: “I can tell you spent a lot of time on your paper! It must feel good to know you worked so hard!” Uses descriptive words: “You cleaned the bathroom without being asked. I can see myself in the sink!” Can be given regardless of the child’s performance: “That didn’t work out the way you planned, did it? What can you do differently next time?

ENCOURAGEMENT MAKES MOTIVATION SOAR!! The big difference is that words of praise lead the child to rely on YOUR assessment of her accomplishments. Words of encouragement lead her to form her own positive assessment of herself. ENCOURAGEMENT MAKES MOTIVATION SOAR!!

Encourage your Child to be Resilient A resilient child has these qualities: A strong belief that an adult in their lives will always be there with love and support Resilient children are ready for whatever life throws at them - they get that way by developing these qualities

Encourage your Child to be Resilient A resilient child has these qualities: A strong belief that an adult in their lives will always be there with love and support The ability to solve many of their own problems Resilient children are ready for whatever life throws at them - they get that way by developing these qualities

Encourage your Child to be Resilient A resilient child has these qualities: A strong belief that an adult in their lives will always be there with love and support The ability to solve many of their own problems The ability to focus on their own strengths Resilient children are ready for whatever life throws at them - they get that way by developing these qualities

Encourage your Child to be Resilient A resilient child has these qualities: A strong belief that an adult in their lives will always be there with love and support The ability to solve many of their own problems The ability to focus on their own strengths To regard mistakes as something that happens to everyone, and something to learn from. Resilient children are ready for whatever life throws at them - they get that way by developing these qualities

Help your child be resilient by: Empathizing with your child

Help your child be resilient by: Empathizing with your child Providing reasonable choices

Help your child be resilient by: Empathizing with your child Providing reasonable choices Changing your approach when it clearly doesn’t work

Help your child be resilient by: Empathizing with your child Providing reasonable choices Changing your approach when it clearly doesn’t work Supporting your child’s interests and talents

Reinforce Learning at Home and in the Community Motivated students know that learning takes place everywhere Reading – books and newspapers Movies – video versions of books Travel – town, state, nation, world Cooking – expand tastes Museums - in person, online

Intrinsic vs Extrinsic Motivation Awards, stickers, candy, extra privileges, money Treat your child to a reward once in a while, but other times reward him only with a smile, or a big thumbs up. Or tell him: You can really be proud of yourself. Look at what you did.

Intrinsic vs Extrinsic Motivation Work for what you get out of it Internal satisfaction

Intrinsic vs Extrinsic Motivation Work for what you get out of it Internal satisfaction Extrinsic Awards, stickers, candy, extra privileges, money Treat your child to a reward once in a while, but other times reward him only with a smile, or a big thumbs up. Or tell him: You can really be proud of yourself. Look at what you did. TAKE THE MIDDLE GROUND!!

Striking the Spark that motivates a child produces an internally fueled quest for success that no amount of external rewards, threats or pleas can equal. Motivation is truly the secret to helping children develop the greatest potential and parents would do well to learn how to do it.