Increasing Student Motivation Aleesha Paddleford Seattle Pacific University Fall 2009

How Do People Learn Motivation Self-efficacy (Pressley, 2007, pg. 262) –Past performance & support Student – Teacher relationship –Classroom environment Scaffolding Culture/ethnicity –Current Issue: GRADUATION RATES (Greene, 2006) White 78% Asian 72% African-American 55% Hispanic Students 53%

How People Learn cont. Culture –Theory: Minority students lack motivation because they are new to success. EVIDENCE: Title VI of the Civil Rights Act 1964 –No person in the United States shall, on the ground of race, color, or national origin, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance. Elementary to Middle School Transition –“Compared to elementary-school, middle school or junior high school life involves more hassles, less social support, and less extracurricular involvement, which can translate into decreased academic self-efficacy, less preparing for school and lower grades” (Pressley, 2007, pg. 264). –Increase in Competition (Ability vs. Effort)

Teacher’s Role More than Teacher –Mentor, Role Model, Support System, Friend Know Students –Academically and on a personal level Student Input Communication –Student, parent, principal Setting Class Environment –Lessons, diversity, discipline

Learning Environments Basic Design for Increased Motivation (Becker, 2004) –Know your students –Set goals Individual & Class Accountability –Organized Curriculum/Scaffolding –Positive feedback Avoid external rewards –Student Involvement Student led activities –Respect

Conclusion No Definite Answer… Just methods TOP THREE: –Know & Support your students –Relevance of lesson (give examples…and often) –Student Involvement (Value student input) “If you wish success in life, make perseverance your bosom friend, experience your wise counselor, caution your elder brother, and hope your guardian genius.” Jospeph Addison

References Becker, L., & Schneider, K.N. (2004). Motivating students: 8 simple rules for teachers. Retrieved from FacDevCom/guidebk/teachtip/motiv8rules.htm Fields, G. (2008, October 21). The high school dropout's economic ripple effect. The Wall Street Journal. Retrieved from Greene, J.P., & Winters, M.A. (2006). Leaving boys behind: Public high school graduation rates. Civic Report, 48. Retrieved from Luce, R.W. (1990). Motivating the unmotivated. Innovation Abstracts, 12(8). Retrieved from guidebk/teachtip/unmotiva.htm Pressley, M., & McCormick, C.B. (2007). Child adolescent development for educators. New York, NY: The Guilford Press. Title VI of the Civil Rights Act (1964). Federally assisted programs (42 U.S.C. § 2000d). Washington, DC: U.S. Government Printing Office.