WHEN YOU RETURN FROM

LUNCH
Make sure you are finished with the
Zone of Control Activity
(sunshine/cloud).
 Including #4

Discussion after lunch

MOTIVATING
STUDENTS
Strategies to Light
the Fire of
Engagement
 Build a
Classroom
Learning
Community

Describe
Ensure
& Plan
Learning
Learning

Promote
Find
Choice & Adventure
Control
MOTIVATION
An internal state or feeling that makes
us want to act
 Intrinsic
 Extrinsic

“Greatness and
nearsightedness
are incompatible.”
– Daniel Pink
HIGH LEVELS OF MOTIVATION
High levels of motivation result when:
 Students are competent
 Students have sufficient autonomy
 Students set worthwhile goals
 Students get feedback
 Students are affirmed by others
RELATIONSHIPS,
RELATIONSHIPS!
Students with strong personal
relationships with teachers internalize
the way to be academically successful.
Sense of Belonging Increase in Self-
Worth Higher Motivation
INFLUENCES ON MOTIVATION
Interests & Passions
Trust & Belonging
Strengths
Efficacy & Belief
INFLUENCES ON MOTIVATION
Adventure
Challenges
Connections
Curiosity
INFLUENCES ON MOTIVATION
Choice & Control
Outside Influences
Past Experiences
TYPES OF UNMOTIVATED
LEARNERS
Assign roles.
Sketch your assigned character.
Record attributes at the top.
Record possible causes of
demotivation in the middle.
Record ways to motivate and reach
your type of learner at the bottom.
TYPES OF UNMOTIVATED
LEARNERS

Add notes from the book that you

didn’t list (pages 12-14) in an open area.
Report to the whole group.
TYPES OF UNMOTIVATED LEARNERS

“I Don’t Care”

TYPES OF UNMOTIVATED LEARNERS

Stressed Out
TYPES OF UNMOTIVATED LEARNERS

Daydreaming
TYPES OF UNMOTIVATED LEARNERS

“I Don’t Know”

TYPES OF UNMOTIVATED LEARNERS

Been There,
Done That
TYPES OF UNMOTIVATED LEARNERS

Deafeatist
TYPES OF UNMOTIVATED LEARNERS

Class Clown
WHO IS RESPONSIBLE?
Ultimately, the decision resides with the
student.
Policies and practices of the school,
teacher, and classroom influence that
choice.
Take inventory of your
strategies for lighting the
fire of engagement.

Pages 17-19 in
Motivating Students book

10-15 minutes
BUILDING A
CLASSROOM
LEARNING
COMMUNITY
THE TEACHER…
Seeks to learn the interests,
learning styles, beliefs, and strengths
of each student
Uses that knowledge to plan
instruction and create relevance
Fosters trust and belief in all
students and their capacities to learn
THE TEACHER
Builds quality relationships
with and among students
Makes students and their
learning the center of
classroom work
Carefully chooses words and
uses tone to instruct, redirect, and
facilitate students
Know your
students’ interests,
personalities, and
beliefs.
TIPS/TRAPS FOR STRATEGY #1
Be careful when asking personal questions.
If you collect the information, use it.
Communicate that there are no right or
wrong answers.
When you use an idea from your students,
give them credit.
PUT IT INTO PRACTICE
Surveys
Interviews
Informal
Conversations
Parent or Family
Conversations
A PERSONAL VIEW OF YOU
Page 29
Draw or write something to describe
you, using the question in the first
column. There are no right or wrong
answers!
How can this benefit you?
Is this a tool you would consider using in
the type of class you teach?
Discover how
your students
learn best.
TIPS/TRAPS FOR STRATEGY #2
Use what you collect.
Be transparent.
Clearly describe the goal.
Use a variety of strategies.
PUT IT INTO PRACTICE
Rating How You Learn
Exploring Your Smarts
Student Feedback on
Class
Activities/Procedures
(exit slips)
Learning Style Inventory
Be
culturally
responsive.
5 ELEMENTS TO CULTURALLY
RESPONSIVE TEACHING
1. Learn about cultural
diversity.
2. Design culturally
relevant curriculum.
3. Enact culturally diverse
curriculum flexibly and
responsively.
5 ELEMENTS TO CULTURALLY
RESPONSIVE TEACHING
4. Learn about cultural communication
patterns.
5. Align your new cultural
understandings with your classroom
practice.
TIPS/TRAPS FOR STRATEGY #3
Set high expectations…
Ask students how they expect to perform.
When students interrupt…
Avoid joining negative teacher talk…
Mainstream media offers stereotypes…
PUT IT INTO PRACTICE
Celebrating the
Accomplishments of
Our Students
Collaboration Activities
What’s Your
Communication Style?
Build
relationships
with and among
students.
FEARS
Learning something new
Feeling inadequate
“Once burned, twice shy”
TIPS/TRAPS FOR STRATEGY #4
Encourage students to express themselves
with words.
Stay neutral during disputes or
brainstorming sessions.
Be careful to not show favoritism.
Be open to suggestions from students.
Do not let outside forces consume you.
Don’t take it out on the students!
PUT IT INTO PRACTICE
Cubing
Group Sharing
Make it Personal
Remember the Little
Things
Check the Mailbox
TO-DO LIST
Make a list of 5 things you will do
to make your classroom more
friendly this year.
Set CLEAR
rules and
expectations.
CLASSROOM GUIDELINES
Define acceptable classroom behavior
Plan your response to broken rules
Establish procedures
Give clear directions
 Right before work time
 Written
 Tell someone
 Display key words
TIPS/TRAPS FOR STRATEGY #5
Spoon-feed long directions.
Don’t expect them to always understand
the textbook directions.
Avoid asking “Do you have any
questions?”
TIPS/TRAPS FOR STRATEGY #5
Trial runs are good for movement
activities.
If an entire class is struggling with a rule,
make the entire class part of the
solution.
Use laughter, not sarcasm, to relieve
stress or uncomfortable moments.
PUT IT INTO PRACTICE
Describe Best and Worst Outcomes
Ineffective and Effective Responses to
Classroom Disruptions