What to do with a student with no inclination to do anything? Let's say that after establishing a relationship with that student, there still isn't anything to help with motivation. The only motivation he or she has is to sit and stare. These students may cause few problems or cause little drama in your class. What's plan B? First relax, every teacher in the world has experienced this issue. Start with a reachable goal that the student understands and can help create. This student and his or her personal life was created under circumstances beyond control. The student can't be allowed to give up or zap all of the teacher's energy.
I personally have had two students who had decided to completely tune out. With one I beat my head against the wall trying to change him and never got anywhere. The other, even though she initially resisted, I was able to find a way in by making a point to connect with her daily. I discovered this student was the neighborhood hair stylist and from that moment on everything I had her do in class was related to hair. Hey, it was a start! I found out about her interest in hair styling in March and for the remainder of the year she was actually engaged with her learning. Realize that your plan for this student may not be his or her plan and your attempt to exert control will leave you exhausted and the student even further entrenched. A student's world is often different than your world and their belief structure is too.
One of our fifth grade teachers asked her students, "what is motivation?" They wrote answers on note cards and they were very informing!
8 students listed parents or family as motivating factors.
5 students listed stuff - money, video games, candy, etc...
3 students wrote something about personal improvement.
4 students thought motivation was something about moving or movement.
1 student said she motivates herself to try hard and eat right.
We anticipated student motivation to be focused around stuff - candy, video games, money, but the majority of our students listed family - a surprise.
Through discussions with our teachers this week, it's occurred to me that maybe we've got the wrong questions. Our students have deficiencies beyond reading and math. Educators can model and teach self-improvement, inquisitiveness, curiosity and a desire to be a positive force within family and community. Our society is raising students differently today. Regardless of whether the new generations methods are right or wrong, it's a fact.
How many of us take the time to think about what is motivating our students? This week the fifth grade class was asked to think about and discuss motivation. First, we asked, "What motivates you?" Next, we asked, " Do you think you are born smart or you can work hard to be smart?" Everyone agreed that you have to work to get smarter. Wow, maybe they do get it! Still over half of the class was not able to list anything they do to improve. Many don't meet personal AR goals or complete homework. So, if a student believes that hard work will improve grades, why aren't they doing it? I believe that there is a disconnect in how they see the future and the work that they are doing to prepare for that future today. Their perception of hard work or just living is what they see family doing each day. Since 50% of the student's motivation in the class previously mentioned comes from parents, I want to know what families are doing. Are they struggling to pay the bills, sleeping in and not working, going to college at night, reading for pleasure, practicing an instrument, playing video games, working jobs they dislike, working three jobs, or fill in the blank? Student perception of what life is about could be driving motivation. Many of the students who don't seem motivated are often quick to say what they think the teacher wants to hear. They may answer, "I come to school to learn", "I come to school to get a good job" or "I come to school so I can go to college." However, ask them what they want to do with their life or if they control their own destiny, and the answer is often, "I don't know". Shoulders shrug when students have to give details of how they will fulfill their destiny. Maybe this is too hard of a question for a fifth grader. Why won't many students practice daily reading if they know it will increase reading level and fluency? We could make guesses, but I have some ideas. It goes back to why I eat that second piece of cake. I know it's not good for me, but I do it anyway. Human nature plays a significant part in motivation. What makes someone feel good? Perhaps it's friends, family, food, books, doing well in front of peers, doing well for the teacher, getting a compliment or being rewarded.
A major focus of mine is how to address motivation to improve classroom instruction. We can build relationships with students so that we discover answers, thoughts, and get a feel for what may possibly drive these young individuals. Do you tell your boss how you really feel? Probably not, but if the relationship is a trusting one built on mutual respect, chances are you would.
As I research and think about the idea of motivation, I realize how hard it is to get answers about what motivates. Why do some of us get it (life) right and some do not. I've spent the last few hours at my mother in-laws. She lives in an expensive suburban neighborhood. Everyone has had to get something right just to buy into this comfort. There is a peaceful, lush, 3 plus mile nature trail that Langston (my puppy) and I are exploring today. Everything is brand new to him. Born in the winter, he's enjoying a day that is warm with birds and bees zooming overhead. We walk by a pond, he sniffs and jumps! I imagine every one of us experiencing life for the first time. A success or failure occurs at every moment. The response from family, friends, or something else (a feeling?) creates our motivation. I love being outdoors. As a child I spent the majority of my days outside -- why would anyone want to be inside, right? To this day being outside makes me feel better. That cue or link to feeling better is what I believe motivation is probably about. Does answering a question make you feel good? What about solving a problem? Helping someone? Being a part of something?
Acceptance. Most humans want to belong to a group and if they don't, something may be wrong. Yes, we all want peace at times and may desire a short period of being alone. For some, acceptance can be stronger than doing what is right. Gangs use acceptance to create a family where one doesn't exist.
How does this affect the classroom? When students walk in they all have a preformed perception of motivation. They have developed cues that tell them what to do. These cues likely come from the pleasure or control area of the brain. Children have had hundreds of hours at home or in a day care to develop a response system. That system may have been carefully developed or not thought of at all. Some children manage by avoidance, stay out of sight and hope everything will be ok. Some students have demands placed on them and others do not.
Classrooms should be well thought-out environments where the teacher is developing habits of the mind. Teachers teach not only the curriculum, but how to think and learn. Every minute of the day should be crafted to create students/people that can contribute to our society and that our society has a use for. Sounds hokey, but we all know that the students of today are our future.
Let's go back to that classroom and start with planning. A different type of planning that I call a flow system. No one with the exception of a robot can be expected to sit and take in information all day. If school is an unrealistic place or if school doesn't resemble life, it will be useless to the learner. A day developed around a system of high and low points physically and mentally is a good idea. P.E. or recess should be used as a release point. Also, walking around the building or going outside to read are activities that help students improve mental alertness.
Today I listen to a book while driving, talk with my family, take a long walk with my dog while continuing to listen to a book, play a game, take a short nap, and work on writing this blog. I'm completely at ease enjoying a day. My daughter is reading, playing frisbee, napping, and reading some more. My wife and her mother are shopping. The three or four year old next door is singing in the sand box. Life is good! How did I get to this point? At one time in my life when I had little job experience, I would be working on Saturday or any given holiday. I feel like I have worked hard to get where I am in life.
Back to designing that classroom. The first question you have to ask yourself is: Do you let the the day run you or do you try to organize and gain control the best you can? When students walk into your room is it with a clear purpose? The morning should be a constant push to reach goals, conquer problems, and for the best teaching to occur. After lunch is a more relaxing time of reading to students, finishing work, and doing hands-on projects. Be conscious of how much you talk. Students learn the habit of not listening because everyone repeats instruction/directions for them. Stop, get their attention, speak and then ask for a response.
I hope Mrs. Alexander comes up with another round of questions for her fifth graders and I plan to work with some fourth graders on behavior modification for the rest of the year. My next blog post will continue to focus on developing the classroom and helping to form habits that encourage learning and self improvement.
Ted Talks - This link will take you to a group of Ted Talks on the creative spark. David Kelly's talk, the second one, fits best with this blog post.
What Really Motivates Workers
by Teresa M. Amabile and Steven J. Kramer
Understanding the power of progress.
The Problem.
Ask leaders what they think makes employees enthusiastic about work, and they’ll tell you in no uncertain terms. In a recent survey we invited more than 600 managers from dozens of companies to rank the impact on employee motivation and emotions of five workplace factors commonly considered significant: recognition, incentives, interpersonal support, support for making progress, and clear goals. “Recognition for good work (either public or private)” came out number one.
Unfortunately, those managers are wrong.
Having just completed a multiyear study tracking the day-to-day activities, emotions, and motivation levels of hundreds of knowledge workers in a wide variety of settings, we now know what the top motivator of performance is—and, amazingly, it’s the factor those survey participants ranked dead last. It’s progress. On days when workers have the sense they’re making headway in their jobs, or when they receive support that helps them overcome obstacles, their emotions are most positive and their drive to succeed is at its peak. On days when they feel they are spinning their wheels or encountering roadblocks to meaningful accomplishment, their moods and motivation are lowest.
This was apparent in vivid detail in the diaries we asked these knowledge workers to e-mail us every day. In one end-of-day entry, an information systems professional rejoiced that she’d finally figured out why something hadn’t been working correctly. “I felt relieved and happy because this was a minor milestone for me,” she wrote, adding that her efforts to enhance a specific version of software were now “90% complete.” A close analysis of nearly 12,000 diary entries, together with the writers’ daily ratings of their motivation and emotions, shows that making progress in one’s work—even incremental progress—is more frequently associated with positive emotions and high motivation than any other workday event. For example, it was noted on 76% of people’s best days, when their reported moods were most buoyant, and on only 25% of their worst. (The exhibit “What Happens on a Great Workday?” shows how progress compared with the other four most frequently reported positive events.)
The Breakthrough Idea.
As a manager of people, you should regard this as very good news: The key to motivation turns out to be largely within your control. What’s more, it doesn’t depend on elaborate incentive systems. (In fact, the people in our study rarely mentioned incentives in their diaries.) Managers have powerful influence over events that facilitate or undermine progress. They can provide meaningful goals, resources, and encouragement, and they can protect their people from irrelevant demands. Or they can fail to do so.
This brings us to perhaps the strongest advice we offer from this study: Scrupulously avoid impeding progress by changing goals autocratically, being indecisive, or holding up resources. Negative events generally have a greater effect on people’s emotions, perceptions, and motivation than positive ones, and nothing is more demotivating than a setback—the most prominent type of event on knowledge workers’ worst days.
Links below are to explore other viewpoints of motivation:Carol Dweck Mind set web site