CLASSROOM MOTIVATION BEGINS WITH YOU!

1. CLASSROOM MOTIVATION BEGINS WITH YOU!

2. Today’s Goals: Identify Basic Needs of Students Evaluate Current Planning Strategies Examine Characteristics of “Attempt Friendly” Classroom Provide some thoughts regarding classroom MOTIVATION that will allow you to appear omnipresent and “Ninja-like” in your swiftness of thinking and movement throughout the classroom.

3. Consider the Competition… Our problem is NOT content… Often it is DELIVERY We have to be MORE interesting than Facebook, PSP, & Virtual Gaming

4. Sled Dog photo

5. Eastman Wolf Pack & One Precious Lamb

6. Competition Sled Dogs -Begin training when still young by nurturing natural instincts in positive way to make sledding enjoyable. -Harness and pull small objects while calling short commands-feels like play to the puppy -Placed into short training sessions with other dogs to learn teamwork -Majority of early training on dry land vs. snow -Vary speed and intervals of sessions -Observed for their position in the team

7. Train up a child in the way he should go and when he is old he will not depart from it. -Proverbs 22:6 How can I meet the learning needs of all students??? Trainers need to become students of the students

8. List ONE characteristic of the BEST teacher you have ever had.

9. List ONE characteristic of theWORST learning experience you have ever had.

10. Spotlight On Research Students aged 11-15 weigh in on characteristics that may have a positive effect on learning Friendly (63%) Enthusiastic (54%) Sense of Humor (52%) Let student’s talk as they work (50%) Praise and Encouragement (50%) Courteous (45%)

11. YOUR TURN: Please take a moment to write down characteristics of your current teaching practices “What is the teacher doing in your current teaching practice?” “What is the student doing during your current teaching practice?” “What evidences of learning would a casual observer see in your classroom?”

12. YOUR TURN: Please take a moment to write down characteristics of your “Ideal Classroom” • “What is the teacher doing in your ideal classroom?” • “What is the student doing in the ideal classroom?” • “What evidences of learning would a casual observer see in your classroom?”

13. Does the Classroom Environment & Student Outcomes You Are Currently Experiencing Reflect the Reality You Desire For You and Your Students? ? ? ?

15. You Control The Environment! 1.Basic Needs of Students: • Love/Belonging • Freedom • Choice • Competence • Engagement

16. 2. Planning for Engagement START with clearly conceived Student Learning Objectives. Know the learning outcomes you are trying to help students master. -  Concepts (lots of illustration/examples) - Skills (Hands-On) -Information/Content (Scaffolding Segments) - Procedures (Step by step with examples) ONE SIZE DOES NOT FIT ALL LEARNING NEEDS. Select the MOST AUTHENTIC means to accomplish your objectives Have a lesson design for EACH of the type of learning outcomes list above. When will the students get to “put it all together?” Or is each lesson a disconnected chunk? Synthesis is motivating as well as cognitively essential.

17. Don’t Wait Fora Teachable Moment…Create It! I’m interested, tell me more!!! Don’t Wait For a Teachable Moment…Create It!

18. Neural networks are most effectively built in CONTEXT • Concrete: Authentic • Visit a court house • conduct an interview of a grandparent • Representative: Pictures or symbols • Photos • Drawings • Abstract: Words and numbers • Math • Definitions

19. s Use Your Common Sense ! ? Smell Taste Hearing Touch Visual

20. Brunelleschi’s Dome

21. 3. Atmosphere of Attempt • Language • Student Work • MORE STUDENT LESS TEACHER

22. Language Creates Social Reality Small things- comments, questions, responses, phrases, tone – often make a big difference in students’ attitudes, not merely toward their teacher, but toward what their teacher teaches. - Herbert Kohl (2002)

23. What You Say Matters… Language begins with Attitude “For his mouth speaks from that which fills his heart.” -Luke 6:45

24. STUDENT WORK! Consider your current grading policies for student work. -NEED FOR TEACHER CLARITY -NEED FOR COMPETENCE -NEED FOR ENGAGEMENT -HOMEWORK EXISTS TO PROVIDE PRACTICE NOT EXHAUSTION -NEED FOR ABILITY TO MAKE CORRECTIONS

25. MORE STUDENT, LESS TEACHER NO! YES!

26. No matter how interesting the lesson may seem to the instructor, if the teacher does all the interacting with the material, the teacher’s brain, NOT the student’s brain, will grow new connections.

27. IF ONLY… Thoughts from a wise tutor Most people do not need a change in circumstances but a change in FOCUS!

29. Visual Can't See? Eyes contain 70% of body’s sensor receptors Photo Research • 10,000 photos over 5 days for 5 seconds each • 160 randomly chosen photos matched with photo individual never seen prior • 73% ID correct photo

30. Make the Classroom a Visual Experience

31. GOT MATH?Classic Long Division Visual

32. USE a Visual Instructional Plan

33. NOTE-TAKING vs. Note-Making

34. Ask A Question Which Amendment is the BEST?

35. STUDENTS COME UP WITH A PICTURE!! 2nd Amendment: Right to Bear Arms

36. Make it a Pictorial Event

37. Picto-Word Concept: Alliances Create a definition in your own words: Coming to the mutual aid of another Create a symbol or picture that represents your definition Create a skit, slogan, or song that represents your definition

38. Touch (30% of learners) • Remember what was done, not what was seen or talked about. • Learn by imitation and practice. • Touches things to get a sense of them. • Love games OR Projects involving building

39. Smell / Taste Smell and taste create a powerful link to memory When you were a kid what aftershave did your father or grandfather wear? When you smell chocolate chip cookies what memories does the scent remind you of? = /

40. Relationships