Key Components to Motivating Students Teacher Characteristic- “Caring” Expectancy times Value Theory Self-Efficacy Theory Classroom Management Preventing School Violence

Teacher Characteristic- “Caring” Communicate caring Build strong student-teacher relationships We react positively to warm, inviting people Relatedness=Belonging Meet Maslow’s Hierarchy of Needs Unconditional Positive Regard- feeling of being worthy Develops Self-Efficacy Apathetic & Uninterested Students

Teacher Characteristic- “Caring” Quotes to Remember “We think of our instructors as ‘how human they are or how they treat us” “Ignoring the human side of teaching leaves out an essential domain” “Students experienced lower intrinsic motivation where they felt the teacher was cold and uncaring”

Expectancy times Value Theory- expectations to succeed times value of success Intrinsic interest How important? Utility value- useful for future goals Cost- is the activity worth doing EXPECTANCY Anything times 0 is 0 Provide students with task in which they can succeed Build self-schemas Beliefs about capabilities “Teachers must help students appreciate the value of academic activities and make sure they can achieve success with effort”

Self-Efficacy- Beliefs About Capabilities Domain Specific- task or subject Based on past performances Having good models- teacher characteristic Verbal persuasion from teacher Physiological factors Changes through grades- starts high and gets progressively lower Set challenging yet attainable goals Provide feedback

Classroom Management Develop procedures and routines A procedure is “a method or process for accomplishing things in the classroom”(Wong) 3-2-1 Method- explain, rehearse, reinforce Characteristics of a good classroom manager Common sense Act quickly Fairness Courage Learn from mistakes “Withitness” Observe ALL students Good use of space Clear, disruption free instruction Holds students accountable *Focus on academic tasks

School Violence Prevention 3 Important Factors Recognizing At-Risk Students Preventing Behaviors and Escalation Available Programs

Recognizing At-Risk Students Socially withdrawn Feelings of being alone or rejection Victim of violence or bullying Low interest level History of violence or anger Threats Drug use Gang affiliation

Preventing Behaviors and Escalation Clear rules and procedures Interesting lessons Use of humor Eye contact Proximity Reinforce correct behavior Praise other students Quickly reinforce inappropriate behavior Restate appropriate behavior Avoid Argument Loss of privileges Follow through, then let it go Reacting with urgency in of the utmost importance

Available Programs Counseling Services Bullying Prevention Peer Mediation Anger Management Conflict Resolution Behavior Management Crisis Management Team

Resources for further information and citations Eggon, P. D. & Kauchak, D. P. (2006). Educational Psychology: Windows on Classrooms. Prentice Hall- used for all quotes and information in regards to teacher characteristic “caring”, expectancy times value, and self-efficacy Holt, Reinhart, and Winston. The Well Managed Classroom. Retrieved December 15, 2007, from http://www.nwrel.org/scpd/sirs/5/cu9.html- used for Classroom Management and quote by Harry K Wong http://www.indiana.edu/~safeschl/psv.pdf - used for School Violence Prevention