MOTIVATING THE UNMOTIVATED TEENAGER · 2019. 8. 23. · • Do not expect all of your students to be motivated by the same ‘star chart’ or the same reward system. • Celebrate

TED ISTANBUL COLLEGE FOUNDATION PRIVATE MIDDLE SCHOOLTED ISTANBUL COLLEGE FOUNDATION PRIVATE MIDDLE SCHOOL

MOTIVATING THE UNMOTIVATED

TEENAGERBy Müzeyyen Yazıcıoğlu

TED Istanbul College





Which type of motivation?• Intrinsic Motivation: Intrinsic motivation, or

internalized motivation, is one in which learners find their own personal reasons for learning.

• Extrinsic Motivation: or externalized, motivation is when learners are driven by others’ ideas of what to learn, how to learn it, and how success in learning might be measured.

The challenge here is: how to move extrinsically motivated learners to become intrinsically motivated ones. Achieving this shift fosters better attitudes toward learning and develops a culture of lifelong learning.




What are the drives and needs?

Human motivation is a complex concept and we areall motivated by a variety of drives and needs. One ofthe major responsibilities of a teacher is to inspirestudents to reach their fullest potential. Each studenthas a unique combination of drives that will keephim/herself motivated to be successful in his/heracademic work.

‘If the child cannot learn the way we teach, we must teach the way he/she learns’


THE 6 P’s of MOTIVATION• PROJECTS: motivate the autonomous or curious child• PEOPLE: motivate the sociable or affiliation-driven child• PRAISE: motivate the status-driven or recognition-driven

or affiliation-driven child

• PRIZES: motivate the status-driven or recognition- drivenor affiliation-driven or power-driven child

• PRESTIGE: motivates the autonomous or status-driven oraggressive or power-driven child

• POWER: motivates the power-driven or autonomous oraggressive child.

(by Richard Lavoie)



PRAISE‘You are a clever young girl/woman’

vs‘You are a very hard worker’

(Praise regarding student’s intelligence: the student becomesdependent upon praise & eager to please adults )

vs(Praise regarding student’s effort: Student remains interested and

motivated throughout the task)https://www.youtube.com/watch?v=NWv1VdDeoRY

https://www.youtube.com/watch?v=NWv1VdDeoRY


PRIZES-REWARDING THE STUDENTS• Are they buddies or enemies?They can be buddies if they are used wisely. Someeducators believe that it kills motivation because it teaches ss obedience rather than «trying somethingnew». They believe it kills creativity.• «Never getting a reward» can be counted as a

‘punishment’ whereas «getting a lot of rewards» can minimize the effect of it.

• You may use rewards to arouse interestand to trigger intrinsic motivation.


WARNINGS/THREATSWarnings and threats have limited impact on behaviour!Likewise ‘punishment’ has a negative impact especiallyupon relationships with a child.Why are we resistant to warnings?- Because when we are frightened we usually shut

down ourselves or run away.- People like to listen to positive information!


COMPETITION vs COLLABORATION• Competition is not a good motivator because we do our best

when we compete against ourselves, not against others!

• I can control and improve only my own behaviour!• Encourage your students to improve their own performance

and not to care too much about others’ performance.‘PERSONAL BEST’ should replace ‘the best’!

• A cooperative classroom features active learners working busilyin small groups, where they share ideas, initiate discussions andreinforce one another.


ATMOSPHERE/ENVIRONMENT• Each child must feel valued, accepted, included and safe.• Always greet your students before you start the lesson.• Smile and make eye contact.• Attend their school plays, games, sports activities when you

have the chance.• Criticize in private, praise in public!• Circulate around the classroom in a natural non-threatening

manner. Walk & talk.• Use their names when writing comments on assignments.• Always avoid humiliation, ridicule, impatience, anger or

disappointment.


COGNITIVE EMPATHYListen to your students without commentary, without judgement, without advice! They should feelthat they are understood by you.


FEEDBACK• The right quantity and quality of feedback is important

for establishing the right relationships with yourstudents. Correcting every mistake of your student willharm this relationship. They may respect yourknowledge, but they won’t feel connected to you.

• It is important to give positive feedback, likecompliments and encouragement, as well as criticism. Itis always better to start with positive feedback.

• You don’t have to be the only source of feedback for yourstudents. Encourage peer feedback and self-evaluation.

• Be specific when you give negative feedback.


10 STRATEGIES TO KEEP YOUR STUDENTS MOTIVATED

1. Teach enthusiastically2. Focus on Strengths

3. Recognize, reinforce, and celebrate success, effort, andprogress but praise wisely! Catch them when they are good! (Find opportunities to praise them, to tell them sth good. Do not dwell on mistakes or crush their confidence!)

4. Encourage and promote creativity5. Promote cooperation – not competition within your

classroom


6. Establish long-term and short-term goals for and with thestudents. Let them be the decision-makers!

7. Whenever possible, provide the students with opportunities tomake decisions and choices.

8. Demonstrate that you genuinely care for your students andtheir progress.

9. Build connections with your ss through music, dance, art etc.

10. Build conflicts to make ss talk; eg. you don’t have money but you want to buy a waffle.


SOME TIPS TO FOLLOW

• Avoid using ‘if you do …’ sentences. Instead use ‘When you do …’ or ‘Once you do…’

• Encourage your ss to avoid using the words ‘try’ and ‘hope’.

• Avoid giving advice unless it is requested! Teenagers are unlikely to accept and act upon advicethey haven’t requested.

• There is no point in participating in an argument with your ss or your child.

• Do not expect all of your students to be motivated by the same ‘star chart’ or the same rewardsystem.

• Celebrate achievements! Go around in a circle and have everyone share something they believethey did well that day, week or month. Have their peers give them a round of applause orcompliments to celebrate.

• Step away from the textbooks. Create your own activities that will meet the needs and interestsof your students.

• Use different materials and vary teaching methods.

• Have high but attainable expectations for your students.

• Be caring and supportive.


The Motivation Breakthrough, Richard Lavoie, 2007, Touchstone Motivating Your Intelligent but Unmotivated Teenager, Dennis Bumgarner When Does Real Learning Happen? by Tanmay Vora www.teachthought.com www.teachers-corner.co.uk www.britishcouncil.com www.fluentu.com https://www.youtube.com/watch?v=xp0O2vi8DX4 Tali Sharot, Behavioral

Neuroscientist Challenging Behaviour as a SEN, Marie Delaney, IATEFL Conference, Brighton, 2018

[email protected]

http://www.teachthought.com/

http://www.teachers-corner.co.uk/

http://www.britishcouncil.com/

http://www.fluentu.com/

https://www.youtube.com/watch?v=xp0O2vi8DX4

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MOTIVATING THE UNMOTIVATED TEENAGER · 2019. 8. 23. · • Do not expect all of your students to be motivated by the same ‘star chart’ or the same reward system. • Celebrate