A NEW LOOK AT HOW TO MOTIVATE STUDENTS REAL WAYS TO HELP STRUGGLING STUDENTS

Respect is power

IT’S ALL ABOUT POWER 1.Coercive ( f ) 2.Reward ( f ) 3.Legitimate ( f ) 4.Expert ( p ) 5.Referrant ( p ) Howard, Jeff/IntClutt/March 2013 The Five Powers of Leadership Formal Power vs. Personal Power

IT’S ALL ABOUT POWER 1.Coercive ( f ) 2.Reward ( f ) 3.Legitimate ( f ) 4.Expert ( p ) 5.Referrant ( p ) Howard, Jeff/IntClutt/March 2013 Power 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 won’t get a credit!”

IT’S ALL ABOUT POWER 1.Coercive ( f ) 2.Reward ( f ) 3.Legitimate ( f ) 4.Expert ( p ) 5.Referrant ( p ) Howard, Jeff/IntClutt/March 2013 Power 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.”

IT’S ALL ABOUT POWER 1.Coercive ( f ) 2.Reward ( f ) 3.Legitimate ( f ) 4.Expert ( p ) 5.Referrant ( p ) Howard, Jeff/IntClutt/March 2013 Power that comes through position in an organization. “She is the principal, so I trust she is right.” “Well, he’s the PLC leader so we’d better do it.” “My school counselor said …”

IT’S ALL ABOUT POWER 1.Coercive ( f ) 2.Reward ( f ) 3.Legitimate ( f ) 4.Expert ( p ) 5.Referrant ( p ) Howard, Jeff/IntClutt/March 2013 Power gained because of your expertise. “He’s 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.

IT’S ALL ABOUT POWER 1.Coercive ( f ) 2.Reward ( f ) 3.Legitimate ( f ) 4.Expert ( p ) 5.Referrant ( p ) Howard, Jeff/IntClutt/March 2013 Power gained through trust and respect. “They were there for me once and now I’m 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.”

IT’S ALL ABOUT POWER 1.Coercive ( f ) 2.Reward ( f ) 3.Legitimate ( f ) 4.Expert ( p ) 5.Referrant ( p ) Howard, Jeff/IntClutt/March 2013 The Five Powers of Leadership Formal Power vs. Personal Power

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

Reality Therapy Originated in school environment. Frequently recommended for School Counseling Recognizes academic struggles result from emotional disturbance, usually relationships SIMPLE. 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 Therapy What do you want? Defining their quality world they aren’t 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? Let’s make a plan.

CONCLUSION Howard, Jeff/IntClutt/March 2013 Students desire Boundaries Reality Therapy: Good for School Counseling Respect and Trust give Power

STUDENT OF TODAY 30 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 1 st Grade 6,000 words 10,500 words15,000 words Growth 2,500 words 3,750 words4,000 words Child Enters 2 nd Grade 8,500 words 14,225 words19,000 words Growth 3,000 words 4,500 words5,000 words Child Enters 3 rd Grade 11,500 words 18,750 words24,000 words

Developmentally Appropriate Education Concrete Operational Ages 7-11 Formal Operational Ages 11 - Adulthood Very much rooted in their world. Abstract thinking not possible Fixates 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. Gelman Success on tasks ranges from percent based upon complexity of instructions. M.A. Boden. Howard, Jeff/IntClutt/March 2013

THE REALITY WILL REMAIN  Summer School  Alternative Education  On-line Learning  School-in-a-School  Skill-building classes  Accountability Sessions HAVE THE BEST CREDIT –RECOVERY PROGRAM YOU CAN Howard, Jeff/IntClutt/March 2013