Session 5 Tuesday, April 5, 2011 Lumberton High PLC Literacy Training Session 5 Tuesday, April 5, 2011 Lumberton High PLC

Think-Pair-Share Reading Strategies to attain meaning (context clues, highlighting, underlining, outlining, note-taking) KWL Word Splash Interactive Word Wall Mind Maps Graphic Organizers Anticipation Guide Foldables Frayer Model Reciprocal Reading Strategy Ear-to-Ear Paired Reading Jigsaw Activity Read-Aloud Think-Aloud Cubing Pass the Paper Flow Chart-Sequencing with Comic Strips Vocabulary Square activity with Power Verbs Think Dots Thematic Visualization List, Group, Label Literacy Strategies Can these strategies be fully utilized if we have de-motivated kids?

KWL topic: Motivation What I Know What I want to learn What I Learned

The Motivated Classroom You hear it a lot “How do I motivate my kids”….I can’t get them to do anything..even pick up a pencil! Read alout pg. 5 first 2 paragraphs Before we answer that…let’s discuss why they avoid learning, discuss two strategies, and what motivates and de-motivates kids. The Motivated Classroom

How children avoid learning Become invisible Become disruptive Appear stupid Avoid trying Refuse to engage Source: Guy Claxton ‘Wise Up’ Becoming invisible: head down, doing the minimum, playing “truancy in the mind” Being disruptive: messing about, challenging the teacher, badmouthing others Going stupid: “I can’t do this.” “Just give me the answer.” “Don’t ask me to think.” Avoiding trying: doing the minimum, copying partner’s work, rushing through to get finished Refusing to engage: “This is boring.” “What are we doing this for?” “I hate this subject.”

Two strategies Focus on children’s thoughts, feelings and behaviors and what they can change Focus on our own thoughts feelings and behaviors and what we can change

What motivates students to learn? (Self-Reflection Activity) Directions Use specific short descriptors to… Describe the most motivating person you have ever known Describe the most de-motivating person you have ever known

Top factors teachers say motivates them Enthusiasm Encouragement Caring Support Approachable Clear directions High expectations Believing in students Respecting students WHAT DEMOTIVATES STUDENTS?... This is our goal to motivate students….it works for most!

Top eight factors teachers say de-motivates students inconsistent over-critical bullying intimidating judgemental sarcastic being shouted at obsessive fear This is what we should not be doing

Who cares? “My teacher don’t care if I don’t finish my work, so why should I care? I don’t like to be humiliated, ignored, or bored at school!” Most disliked aspects of school: Uncaring, poor, “mean” teachers 54% Words to describe a typical day: Boring 30.2% Why students skip class: Classes are long, boring 14.5% “Indiana Youth Views of High School Life” Judith Erickson and Leah Lefstein If you don’t care or your parents don’t care if you do well in my class, I CARE!!!

Two dimensions of motivation RELATIONSHIPS POWER Teachers relate to students, show they value them as a person, respect them, and care for their learning. ENGAGEMENT Students are in a secure safe environment where they know where you stand and it’s clear what is expected of them. STRUCTURE Honest and accurate; critical as well as affirming; descriptive and supportive FEEDBACK Students are involved in something they care about and interests them. STIMULATION You get feedback that is *How teachers relate to young people and how teachers handle the power they are given is KEY (Rigor, Relevance, and Relationships)

What is the teacher’s classroom climate? value humid classroom sunny classroom our need for control restrict empower our need for connection cold classroom A need to connect and a need to control lies behind every interaction of a teacher and a student. How teachers connect with students and, in particular, the extent to which students feel teachers are valuing or rejecting them. How teachers control the classroom and , in particular, the extent to which they restrict or empower students stormy classroom reject Alan McLean ‘The Motivated Classroom’

sunny classroom humid classroom cold classroom stormy classroom value tight becoming looser gradually supporting autonomy discipline of community assertive humid classroom tight restricted autonomy discipline of benevolence manipulative our need for control restrict empower our need for connection cold classroom tight crushed autonomy discipline of fear authoritarian stormy classroom loose distorted autonomy lack of discipline passive How effective are our teaching strategies in a stormy or cold class? reject Alan McLean ‘The Motivated Classroom’

Activity: “Describe a Classroom” Each group is assigned a quadrant from the previous classroom climate graph/chart Describe the classroom for your assigned quadrant (groups should specifically tell what is going on in the classroom – ex: “kids are up & about the room constantly”) Share to the audience your descriptions and allow others not in your group to add to your list “What is the climate of each of your class periods?” Sunny: high support, high challenge autonomy within structure students are trusted and made accountable creativity and humor are evident encouragement and genuine praise students feel valued they take responsibility for their own behavior and learning the focus is on self-emprovement

3 2 1 value enable restrict reject Our Goal Our Goal The self-motivating classroom: allows a measure of self determination 3 The humid classroom Our Goal Our Goal The sharing classroom: encourages and enables student autonomy 2 1 The secure classroom: sets clear limits enable restrict Goal: self-motivated empowered students Read pg. 11 bullets at bottom of page The cold classroom The stormy classroom reject Alan McLean ‘The Motivated Classroom’

The 3 “B’s” The need to BE- long The need to BE independent This is the need to fit in, to get along with other people and to feel understood, respected and accepted by other people. It’s also about recognizing that to get along with others you need to conform to group norms and rules. But pressurizing young people to conform can make them feel that they are not accepted and alienate them. The need to BE independent The need to be your own person, to stand out, be different, get ahead, push the limits and be allowed and trusted to do things your way. In the classroom and the home young people’s need to be independent can bring them into conflict with adult authority. If young people are not given some measure of autonomy they can simply switch off and become apathetic, or they can acquiesce and simply do things to please an adult. Or they can become angry and do things to prove an adult wrong, to undermine them or to get back at them. The need to BE-lieve in ourselves The need to believe that we are able, capable human beings. To believe we can both belong and be independent. To believe we can learn, we can achieve our goals, be successful. This is about confidence and optimism. It’s absolutely critical that youngsters receive the message that adults believe that they are capable human beings. If young people don’t believe in themselves they feel anxious (I’ll fail, I’ll look stupid) or helpless. Main sources: “The Motivated School” Alan Mclean “Self Determination Theory” Richard Ryan and Edward Deci “The Happiness Paradox” Ziyad Marar

The three basic psychological needs The need to Belong to fit in to connect to cooperate ( relationships) The need to Be different to stand out to be capable to compete (status) The need to Be trusted to be assertive to have rights to be responsible (autonomy) can drive autonomy too fast and lead to aggression can hold autonomy in check and lead to passive behavior

Let’s motivate our students by: Showing we care Giving support Establishing high expectations Empowering them to learn Meeting their basic needs Providing accurate feedback Intrinsic or extrinsic? Using more intrinsic motivation relevant engaging lessons

Read pg. 12 “I have come to a frightening conclusion, I am the decisive element in the classroom It is my personal approach that creates the climate. It is my daily mood that makes the weather. As a teacher I possess tremendous power to make a child’s life miserable or joyous…” “Teacher and Child” Haim Ginott

Closure Activity: “Place Mat” Topic: Motivation in the Classroom Directions Separate flip chart into parts (based on # in group) Each person in group gets a place Write down what you know or learned about the topic Read each person’s response in your group Pick top 3 and place in middle of “place mat” Share with audience place mat