1. Toolbox Strategies for Motivation
Helping our ESOL population succeed
Cathie Seibert and Rose Wichterman

2. My Beliefs About Intelligence:
Reflect on your beliefs about intelligence and/or what you were taught about student intelligence as you prepared to be a teacher.
How much does intellect affect a student’s ability or motivation to learn?
What do you believe about the intelligence of your English Language Learners?
What do you believe about their ability or motivation to learn?
Turn and Talk to your elbow partner
Riccci, 2015

3. Introduction
75% of achievement is psychosocial skills (non-cognitive factors)
Perseverance
Resilience
Grit
Emotional Regulation
Comfort with intellectual intelligence/discourse
Self-confidence
Coping with failure
Handling constructive feedback
Picture a teacher who made a difference – Write 2 qualities you admired – think of a student who you have struggled to support – what would it take for you to be that person’s equivalent
Olzweski and Kubilius 2013

4. Objectives for this session
Participants will gain knowledge of motivation and psychosocial strategies to support students cognitive processes.
Participants will learn strategies to support ESOL students in the academic setting.
Teacher talk – strategy for ESOL, simplify teacher talk. Adjust speech to match the student’s proficiency level.
Echevarria, Vogt, Short, 2017

5. Activity #1: Classroom Gallery Strategies
In the classroom we will always…
Welcome EVERYONE to participate in challenging tasks or activities
Learn from errors and failures
Praise
EFFORT
Perseverance
Process
Think about neurons connecting when we struggle or do challenging work
Do a gallery walk. Write example of time you were able to implement or encourage these strategies. Perhaps this is new, what could you do to encourage this mindset. Do you let your students struggle before giving them the answer? (wait time) How do you help students practice resilience and perseverance? Do you praise their effort and perseverance, and the process of learning? What scaffolds are necessary to welcome EVERYONE to participate in challenging tasks?
Practice resilience and perseverance
Recognize struggle is an important part of learning

6. Motivation and Discipline, Output, Achievement, Learning Helpless, Outlook
Rather than: 100%, A +, Perfect
Reward: Effort, Growth, and Progress
Does the practice reward: Motivation, Effort, Interest, or GRIT
Does it eliminate barriers for students?
Equitable ACCESS
Equitable Access means you must provide the scaffolds needed for all to succeed

7. Learning requires RISK – RISK requires safety
Respect and dignity
Motivation is an inherent trait; repeated failure or fear has a huge impact
Self esteem is only achieved after the process has happened – it’s not a reverse effect
Success comes with tools and strategies align to meet the students needs
Learning requires RISK – RISK requires safety
Krashen – Affective Filter Hypothesis –variables affect second language acquisition- motivation, self confidence, and anxiety. Students with a high level of motivation, self confidence, a good self image, and low anxiety, are better equipped for second language acquisition. Take responsibility, start over, curiosity, innovation – failure is s a friend ..

8. Effort = mindset Effort (output is key to performance)
Build on mistakes or partially correct answers (error analysis)
Focus on the learning process rather than outcome
3 R’s Redo, Retake, Revise: Grades should be only one piece of the puzzle – Acknowledge the strengths while focusing on the progress
Focus on small gestures; apply in your own life
Reason/ Rationale for effort (story) – What amount of work do you think you can complete – Why is it important?

9. Effort Strategies: words of encouragement
You are not quite there yet, but keep trying and practicing.
I like the way you persevered through the task.
If you are not happy with the outcome, try again and think about a different way.
I am proud of the way you struggled through that task.
I can see… effort, determination.
Can you think of a way to make this more challenging?
You must be proud of the way you embraced this challenge.
I am curious about your mistakes: let’s work together to see what happened.
Ricci, 2015

10. Hope – Principle of Contrast
Level of challenge too low – Motivation is lost!
Input: i +1 one step beyond the student’s current language ability to allow learners to progress with their language development
Challenge must match ability – lack of motivation is a learned behavior
Show how achievement benefits their life
Belief such as stupid or incapable fuels learned helplessness
Teach students self talk (affirmation) and goal setting strategies
Little steps – Cards, leadership opportunities, helping others in their strength (ESOL examples)
Climbing a mountain of dirt doesn’t motivated the way climbing a mountain; Create mountains students believe they can climb Krashen’s Input Hypothesis – the learner progresses and improves when given second language input that is one step beyond his/her current language acquisition level. Leadership activities: this can be done in Cooperative Learning groups. Assign roles – scribe, timekeeper, messenger, etc. Importance of interaction between student/teacher and student/students Less teacher talk, more student engagement in and interaction around subject matter. Brain stimulation, increased motivation, reduced risk, more processing time, increased attention.
Echevarria, Vogt, Short, 2017

11. Something students (humans) want?
Does refusal to do something give students power? Self-defeating strategies still gives independence and control
Teachers often feel frustration, helpless, and angry when the have tried to help students; however, student A remains unwilling to change or adapt to the classroom environment
Let go of the need to shape behavior
Empowering and respect Let them know they have the power to change circumstances – We both know _____ solicit opinions based on subject and topics – give them time to share a part of the lesson, activity, or share an ideas
Give time to show their expertise – examples or ideas
Catch them in small successes
Short term gain

12. References
Eschevaria, J. B., Vogt, M. E, Short, D. (2017). Making content comprehensible for english language learners; The SIOP model. Pearson Education.
Krashen, S. (1987). Principles and practice in second language acquisition . Prentice-Hall International .
Krashen, S. (1987). Second language acquisition and second language learning . Prentice-Hall International .
Ricci, M. C. (2015). Mindsets in the classroom; Everything educators need for building growth mindset learning communities. Waco: Prufrock Press Inc.
Souers, K & Hall, P (2015). Fostering resilient learners, ASCD