###Motivation - PowerPoint Presentation###
Motivation and Self-introspection
WELCOMEIce-BreakerExpectation CheckGround Rules
COURSE OBJECTIVESUpon completion of the course, you will be able
to:Develop self-awareness and sensitivity to students feeling.
Motivate students and understand their interest.Apply active
listening skills in teaching.Restore confidence in students.
Course Description:Course Objectives:Upon completion of the
course, students will be able toUnderstand the basic attending and
influencing skills used in counsellingAnalyze their own natural
style of helping and its impact on clientsMaster a basic structure
of the counselling that can be applied to many different
situation
3PARTICIPATE 100%Tell me, I forgetShow me, I rememberInvolve me,
I understandAncient Chinese ProverbDAY 1Understanding
counselingDeveloping self-awarenessEmpathizing with others
What is Counseling?Counseling is NOT:
Simply telling people what to doAdvisingSolving peoples
problemsGiving a pep talkJust listeningCOUNSELLING Is a purposeful
helping relationshipInvolves responding to students thoughts,
feelings, attitudes and behaviorEmpower and enable students to find
solutions to own problemsGoals of Intervention with Counselling
(Virginia Satir)Have higher self-esteemBe better choice makersBe
more responsibleBe more congruent
8Ultimate PurposeFeel SAFE and SECUREFeel LOVED and ACCEPTEDFind
a life of SIGNIFICANT9DEVELOPING SELF-AWARENESSKnowing the common
issues facedUnderstanding human natureCommon challenges faced by
teachersDiscussionCommon Issues facedAggressive
behaviorAttention-seekingDisobedientHot-temperedTemper
tantrumHyperactivityLazinessMessy & untidyOverdependent &
clingyPoor study habitsShort attention spanShyStealing
Look beyond the obvious!UNDERSTAND HUMAN NATURE
HUMAN IS LIKE AN ICEBERGWhat we see only 10%Satirs Human Iceberg
Metaphor
BEHAVIOR(action, story, event)COPING STANCES: Blame, Placate,
Withdraw, IrrelevantFEELINGS(joy, excitement, anger, hurt, fear,
sadness)Feelings about Feelings(feelings about how we
feel)PERCEPTION(beliefs, assumptions, mindset, subjective
reality)EXPECTATION(of self, of others, from others)YEARNING
(Universal)(to love, to be loved, accepted, validated)SELF (Spirit,
Soul)Satirs Iceberg Metaphor
FEELINGSTHINKINGBEHAVIORSELFDont Laugh At Me by Mark WillsIm a
little boy with glassesThe one they call the geekA little girl who
never smilescause Ive got braces on my teethAnd I know how it
feelsTo cry myself to sleep
Im that kid on every playgroundWhos always chosen lastA single
teenage motherTrying to overcome my pastYou dont have to be my
friendBut is it too much to ask
Dont laugh at meDont call me namesDont get your pleasure from my
painIn Gods eyes were all the sameSomeday well all have perfect
wingsDont laugh at me
Im the cripple on the cornerYouve passed me on the streetAnd I
wouldnt be out here beginIf I had enough to eatAnd dont think I
dont noticeThat our eyes never meet
I lost my wife and little boy whenSomeone cross that yellow
lineThe day we laid them in the groundIs the day I lost my mindAnd
right now Im down to holdingThis little cardboard sign...so
Dont laugh at meDont call me namesDont get your pleasure from my
painIn Gods eyes were all the sameSomeday well all have perfect
wingsDont laugh at me
Im fat, Im thin, Im short, Im tallIm deaf, Im blind, hey, arent
we all
Dont laugh at meDont call me namesDont get your pleasure from my
painIn gods eyes were all the sameSomeday well all have perfect
wingsDont laugh at me
http://www.youtube.com/watch?v=FVjbo8dW9c8Discuss: What happen to
the children in this song?"Don't Laugh at Me"The lyrics of "Don't
Laugh at Me" (Shamblin & Seskind, 1998) referto themes of
diversity, peer relationships, and acceptance. The
lyricistsarticulate the differences seen in everyday life and
emphasize that thesedifferences should be celebrated and accepted,
not ridiculed. Diversity )fbody type, belief systems, and social
standing are celebrated in this song,which has become an anthem for
multiculturalism.We suggest that the counselor play the song
through, and then focus onone aspect of the song which seems to
refer to the clients' issues. Forexample, the lyrics "I'm fat, I'm
thin, I'm short, I'm tall" might be used to help children who have
been laughed at because of their physical stature.The counselor
might help clients get in touch with feelings such as pride,
self-confidence, and self-assurance. This song might be used for
individual or group counseling.These lyrics, especially poignant
for adolescents and young adults,provide rich discussion points.
The authors use this music in a treatmentcenter for adolescents
diagnosed with substance abuse. These lyrics areused repeatedly to
stimulate group discussions. The previously mentionedquestions
pertaining to rhythm, lyrics, and color evoke emotionalresponses
ranging from sadness to regret and fear. Color
visualizationsunderscore these feelings and provide even further
descriptions of thefeelings.Additional questions might include the
following:1. Have there been other times that you felt these
feelings?2. Was there a time when you laughed at someone?3. Was
there a time when someone laughed at you?4. What thoughts did you
have while listening to the music?5. What color did you
visualize?The questions below are provided as examples to use
regarding sub-stance abuse:L When you have felt shame in the past,
what did you do to "self-medicate"?2. What role does shame play in
how you feel about yourself?3. Does shame encourage some people to
act out and shame others?4. How does substance use/abuse contribute
to feelings of shame andself-blame?The questions below are provided
as examples to use regardingdepression:1. When you have felt that
others make fun of you, did you then feeldepressed?2. What role
does anger play with depression? When others have madefun of you or
ridiculed you, have you been angry?3. When you have felt shame,
were you more or less likely to seek thecompany of
others?17Questions for ReflectionHave there been other times that
you felt these feelings?Was there a time when you laughed at
someone?Was there a time when someone laughed at you?What thoughts
did you have while listening to the music?What color did you
visualize?Identify Feelings
6 Main Feelings:
Recognizing Our Feelings: 6 Main Feelings
EMPATHYUNDERSTANDING OTHERSEmpathyRoot of empathy:(Germany
term)Einfuhlung feeling intoPathos passionate It means entering the
private perceptual world of the other and becoming thoroughly at
home in it.It involves being sensitive, moment by moment, to the
changing felt meanings which flow in this other person, to the fear
or rage or tenderness or confusion or whatever that he or she is
experiencing. EmpathyIt means temporarily living in the others
life, moving about in it delicately without making judgments.
(Roger, 1980)
Empathy entails not only sensitively and accurately
understanding the inner world of others, but also communicating
your understanding back to them so that they feel understood
(Richard Nelson-Jones).24Translation of the German term einfhlung:
the state of being emotionally and cognitively in tune with another
person, particularly by feeling what their situation is like from
the inside, or what it is like for them. Sometimes we feel what it
should be like for someone else, for instance by feeling
embarrassed for someone making a fool of themselves, although they
are unaware of it. Empathy may or may not precede sympathy. The
place of empathy both in our understanding of other persons and in
our ethical responses is much debated: see simulation theory,
Verstehen. Less centrally, empathy is invoked in the suggestion
that some aesthetic experiences have us feeling as if we ourselves
are part of the object, as when we tense our muscles while we look
at a flying buttress.
Choose a partnerInstructionExchange shoes with your partner.Walk
around for 2 minutes.What were you experiencing as you walk in the
other persons shoes?"Before you criticize someone, walk a mile in
his shoes."QUESTIONS?END OF DAY 1DAY 2Understanding multiple
intelligence Understanding about career interest Practicing active
listeningBuilding confidence and empowering students
30Understanding students interestDay 2
To ensure a fair selection, you all get the same test.You must
all climb that tree.The current school scenario!Kolej Tunku Abdul
Rahman, Open Day 32Gardners Theory of Multiple IntelligenceEight
different intelligences/abilities:Linguistic
Logical-mathematicalSpatial Musical Bodily kinesthetic
Interpersonal Intrapersonal Naturalist
The Reality: Multiple intelligence
John Hollands Theory of Career Development35Assumptions of
Hollands Career Interest TheoryThe choice of a career (course) is
an expression of personality.Members of a career (course) have
similar personalities.In our culture, people and environments can
be categorized in one of six types.People search for environments
that will let them exercise their skills, express values, and take
on agreeable problems/roles.36The Six TypesRealistic:people who
have athletic or mechanical ability, prefer to work with objects,
machines, tool, plants, or animals, or to be
outdoors.Investigative: People who like to observe, learn,
investigate, analyze, evaluate, or solve problemsArtistic: People
who have artistic, innovative, or intuitional abilities, and like
to work in unstructured situations, using their imagination or
creativity37The Six TypesSocial:People who like to work with
peopleto inform, enlighten, help, train, develop, or cure them, or
are skilled with words.Enterprising: People who like to work with
peopleinfluencing, persuading or performance, leading or managing
for organizational goals or for economic gain.Conventional: People
who like to work with data, have clerical or numerical ability,
carry things out in detail of following through on others
instructions.38Hollands
HexagonInvestigativeArtisticSocialEnterprisingConventionalRealisticDo
it.Explore it.Keep it going.Invent it.Make it happen.Talk about
it.39What careers & courses are suitable for students from each
type?Group DiscussionACTIVE LISTENING SKILLS IN TEACHINGIf you
think you know it all, then you havent been listening.
~ La RochefoucauldThe Importance and Skill of Listening
The Importance of Active ListeningActive listening:Shows the
student you are concerned.Leads to getting better
information.Encourages further communication.Has the potential to
enhance relationships.Can calm down someone who is upset.Invites
others to listen to you.Leads to better cooperation and problem
solving.
The Complete MessageStutteringShrillnessRapid speechTenseness of
the voicePauses in speakingReflects a persons emotional
statePhysical symptomsFrequent body movementDressSlowness of action
or speechSeductive behaviorLocation of
counseleeLaughterPunctualityImpact of our facial expression and
body languageBy Dr A. Mehrabian55% of the social meaning in a
conversation is sent through nonverbal means such as:Hand
gesturesRolling the eyesNodding the headLooking away while someone
is speakingNonverbal communication often contradicts verbal
communication.Some people believe nonverbal messages hold more true
meaning than the verbal message.
44The Skills of Physically Tuning In To StudentsS.O.L.E.R.S: Sit
SquarelyO:Open postureL: Lean forwardE: Eye contactR: Relaxed, or
be natural in these behaviors.Attending Skills
(Role Play)Find a partnerAttending Skills Find a Partner
RoundShare about your happiest moment (A share, B ignore A &
reverse)Share about your embarrassing moment (A share, and B refute
A, & reverse)Share about your scariest moment (A & B talk
together)47Happiest moment:A talk, B ignoreEmbarrassing moment:A
talk, B refuteScariest moment:A talk, B talkCurrent difficulty:A
talk, B listensB Summarize, A verifyWhat was your experience when
you were ignored, refuted, and not listened
to?DebriefOBSERVABLEUNOBSERVABLEContent
QuestionsBehaviorAntecedentsConsequencesPlansGoalsProcess
QuestionsNeedsMotivationFeelingsThoughtsProblem CausesBehavior and
ConsequencesNew Behavior and Consequences AFeelings StateBNew
Feelings CNew FeelingsREFLECTION OF CONTENT(Paraphrase &
Summarize)REFLECTION OF FEELING21ACTIVE LISTENING SKILLSLearners
Formula for Basic Empathic Understanding You feel . . . [name the
correct emotion expressed by the student] ...
because . . . [indicate the correct thoughts, experiences, and
behaviors that give rise to the feelings].Active Listening
(Role Play)Back to your partnerActive ListeningRound 4
Share about your current difficulty (A share, B listens, then B
summarize, A verify Bs summarization)52Happiest moment:A talk, B
ignoreEmbarrassing moment:A talk, B refuteScariest moment:A talk, B
talkCurrent difficulty:A talk, B listensB Summarize, A verifyWhat
was your experience when you were listened to?DebriefRestoring
Confidence in StudentsHow can educators foster motivation in
children?
Provide a caring, supportive environment where children are
respected and feel a sense of belonging. Believe that every student
has the ability to learn. Involve students in making classroom
rules and consequences that are clear and understandable to all.
Emphasize students' strengths; do not dwell on their weaknesses.Get
to know your students' interests, talents, goals, and the way each
learns best. Treat each student fairly; exhibit no favoritism. How
can educators foster motivation in children? Provide a caring,
supportive environment where children are respected and feel a
sense of belonging. Believe that every child has the ability to
learn. Involve children in making classroom rules and consequences
that are clear and understandable to all. Emphasize children's
strengths; do not dwell on their weaknesses.Get to know your
students' interests, talents, goals, and the way each learns best.
Treat each child fairly; exhibit no favoritism. Use consistent
discipline and maintain an organized, calm classroom that is
conducive to student concentration. Vary your teaching methods and
make the lessons interesting and enjoyable. For example, play a
game like "Jeopardy" to review a unit or a form of Bingo to learn
new words.Network with other teachers to plan and adapt lessons to
meet the students' needs. Define work in specific, short-term goals
that can help children associate effort with success. Assist
students in seeing that failure is not usually due to lack of
ability but to ineffective study habits. Teach children helpful
study and time management skills. Help children understand that it
is not always easy to develop proficiency in a subject; it takes
time and effort. Make expectations clear and provide feedback and
credit for work well done. Refrain from offering nonspecific praise
for little effort (see past article, Effective Praise). Never
embarrass or ridicule a child. Assign homework that is specific to
the educational needs of the child. Expect low-performing children
to accomplish achievable tasks. Enhance the status of "doing one's
best" and provide group recognition for effort and/or excellence.
Emphasize cooperation rather then competition; support
opportunities for students to help one another. Assist children in
dealing with frustrations by helping them discover ways to cope
with problems. Provide the opportunity for all children to lead a
classroom activity. Avoid practices that discourage student
initiative. Instead of offering help when none is requested or
giving the answer, ask questions that encourage thought and offer
suggestions of how to find a solution. Use tangible rewards
sparingly. Keep in mind that they may negatively effect children's
pursuit of learning for pure pleasure. Provide intangible rewards
for unusual student effort or success. For example, a child may
receive extra computer time, choose a book to be read to the class,
assist the librarian, lead a class game, or eat lunch with the
teacher. Remember that many low-achieving students deny the
importance of studying and stop working to avoid the shame of
having tried and failed. Understand that when students refuse to
begin or complete their work, or copy from another child, they may
be doing so to protect their self-image (see past article,
Understanding Self-Esteem). Establish a close working relationship
with parents of children who are struggling. Together determine
ways to provide a routine, decrease distractions, and help their
child acquire good study habits at home (see, Guidelines for
Educator-Parent Conferences).Encourage parents to assist their
child in forming healthy habits such as getting enough rest, eating
well and exercising so that they will be ready to learn at school
(see past article, Overweight Children). Realize that no teacher is
perfect or does everything well. Discover your strengths (see past
article, Coping With Stress -- Tips for Educators), learn from your
mistakes, and concentrate on doing your best.55How can educators
foster motivation in children?
Use consistent discipline and maintain an organized, calm
classroom that is conducive to student concentration. Vary your
teaching methods and make the lessons interesting and enjoyable.
Network with other teachers to plan and adapt lessons to meet the
students' needs. Define work in specific, short-term goals that can
help children associate effort with success. Assist students in
seeing that failure is not usually due to lack of ability but to
ineffective study habits. How can educators foster motivation in
children? Provide a caring, supportive environment where children
are respected and feel a sense of belonging. Believe that every
child has the ability to learn. Involve children in making
classroom rules and consequences that are clear and understandable
to all. Emphasize children's strengths; do not dwell on their
weaknesses.Get to know your students' interests, talents, goals,
and the way each learns best. Treat each child fairly; exhibit no
favoritism. Use consistent discipline and maintain an organized,
calm classroom that is conducive to student concentration. Vary
your teaching methods and make the lessons interesting and
enjoyable. For example, play a game like "Jeopardy" to review a
unit or a form of Bingo to learn new words.Network with other
teachers to plan and adapt lessons to meet the students' needs.
Define work in specific, short-term goals that can help children
associate effort with success. Assist students in seeing that
failure is not usually due to lack of ability but to ineffective
study habits. Teach children helpful study and time management
skills. Help children understand that it is not always easy to
develop proficiency in a subject; it takes time and effort. Make
expectations clear and provide feedback and credit for work well
done. Refrain from offering nonspecific praise for little effort
(see past article, Effective Praise). Never embarrass or ridicule a
child. Assign homework that is specific to the educational needs of
the child. Expect low-performing children to accomplish achievable
tasks. Enhance the status of "doing one's best" and provide group
recognition for effort and/or excellence. Emphasize cooperation
rather then competition; support opportunities for students to help
one another. Assist children in dealing with frustrations by
helping them discover ways to cope with problems. Provide the
opportunity for all children to lead a classroom activity. Avoid
practices that discourage student initiative. Instead of offering
help when none is requested or giving the answer, ask questions
that encourage thought and offer suggestions of how to find a
solution. Use tangible rewards sparingly. Keep in mind that they
may negatively effect children's pursuit of learning for pure
pleasure. Provide intangible rewards for unusual student effort or
success. For example, a child may receive extra computer time,
choose a book to be read to the class, assist the librarian, lead a
class game, or eat lunch with the teacher. Remember that many
low-achieving students deny the importance of studying and stop
working to avoid the shame of having tried and failed. Understand
that when students refuse to begin or complete their work, or copy
from another child, they may be doing so to protect their
self-image (see past article, Understanding Self-Esteem). Establish
a close working relationship with parents of children who are
struggling. Together determine ways to provide a routine, decrease
distractions, and help their child acquire good study habits at
home (see, Guidelines for Educator-Parent Conferences).Encourage
parents to assist their child in forming healthy habits such as
getting enough rest, eating well and exercising so that they will
be ready to learn at school (see past article, Overweight
Children). Realize that no teacher is perfect or does everything
well. Discover your strengths (see past article, Coping With Stress
-- Tips for Educators), learn from your mistakes, and concentrate
on doing your best.56How can educators foster motivation in
children?
Teach students helpful study and time management skills. Help
students understand that it is not always easy to develop
proficiency in a subject; it takes time and effort. Make
expectations clear and provide feedback and credit for work well
done. Refrain from offering nonspecific praise for little
effort.Never embarrass or ridicule any student. Assign homework
that is specific to the educational needs of the student. How can
educators foster motivation in children? Provide a caring,
supportive environment where children are respected and feel a
sense of belonging. Believe that every child has the ability to
learn. Involve children in making classroom rules and consequences
that are clear and understandable to all. Emphasize children's
strengths; do not dwell on their weaknesses.Get to know your
students' interests, talents, goals, and the way each learns best.
Treat each child fairly; exhibit no favoritism. Use consistent
discipline and maintain an organized, calm classroom that is
conducive to student concentration. Vary your teaching methods and
make the lessons interesting and enjoyable. For example, play a
game like "Jeopardy" to review a unit or a form of Bingo to learn
new words.Network with other teachers to plan and adapt lessons to
meet the students' needs. Define work in specific, short-term goals
that can help children associate effort with success. Assist
students in seeing that failure is not usually due to lack of
ability but to ineffective study habits. Teach children helpful
study and time management skills. Help children understand that it
is not always easy to develop proficiency in a subject; it takes
time and effort. Make expectations clear and provide feedback and
credit for work well done. Refrain from offering nonspecific praise
for little effort (see past article, Effective Praise). Never
embarrass or ridicule a child. Assign homework that is specific to
the educational needs of the child. Expect low-performing children
to accomplish achievable tasks. Enhance the status of "doing one's
best" and provide group recognition for effort and/or excellence.
Emphasize cooperation rather then competition; support
opportunities for students to help one another. Assist children in
dealing with frustrations by helping them discover ways to cope
with problems. Provide the opportunity for all children to lead a
classroom activity. Avoid practices that discourage student
initiative. Instead of offering help when none is requested or
giving the answer, ask questions that encourage thought and offer
suggestions of how to find a solution. Use tangible rewards
sparingly. Keep in mind that they may negatively effect children's
pursuit of learning for pure pleasure. Provide intangible rewards
for unusual student effort or success. For example, a child may
receive extra computer time, choose a book to be read to the class,
assist the librarian, lead a class game, or eat lunch with the
teacher. Remember that many low-achieving students deny the
importance of studying and stop working to avoid the shame of
having tried and failed. Understand that when students refuse to
begin or complete their work, or copy from another child, they may
be doing so to protect their self-image (see past article,
Understanding Self-Esteem). Establish a close working relationship
with parents of children who are struggling. Together determine
ways to provide a routine, decrease distractions, and help their
child acquire good study habits at home (see, Guidelines for
Educator-Parent Conferences).Encourage parents to assist their
child in forming healthy habits such as getting enough rest, eating
well and exercising so that they will be ready to learn at school
(see past article, Overweight Children). Realize that no teacher is
perfect or does everything well. Discover your strengths (see past
article, Coping With Stress -- Tips for Educators), learn from your
mistakes, and concentrate on doing your best.57How can educators
foster motivation in children?
Expect low-performing students to accomplish achievable tasks.
Enhance the status of "doing one's best" and provide group
recognition for effort and/or excellence. Emphasize cooperation
rather then competition; support opportunities for students to help
one another. Assist students in dealing with frustrations by
helping them discover ways to cope with problems.Provide the
opportunity for all students to lead a classroom activity. How can
educators foster motivation in children? Provide a caring,
supportive environment where children are respected and feel a
sense of belonging. Believe that every child has the ability to
learn. Involve children in making classroom rules and consequences
that are clear and understandable to all. Emphasize children's
strengths; do not dwell on their weaknesses.Get to know your
students' interests, talents, goals, and the way each learns best.
Treat each child fairly; exhibit no favoritism. Use consistent
discipline and maintain an organized, calm classroom that is
conducive to student concentration. Vary your teaching methods and
make the lessons interesting and enjoyable. For example, play a
game like "Jeopardy" to review a unit or a form of Bingo to learn
new words.Network with other teachers to plan and adapt lessons to
meet the students' needs. Define work in specific, short-term goals
that can help children associate effort with success. Assist
students in seeing that failure is not usually due to lack of
ability but to ineffective study habits. Teach children helpful
study and time management skills. Help children understand that it
is not always easy to develop proficiency in a subject; it takes
time and effort. Make expectations clear and provide feedback and
credit for work well done. Refrain from offering nonspecific praise
for little effort (see past article, Effective Praise). Never
embarrass or ridicule a child. Assign homework that is specific to
the educational needs of the child. Expect low-performing children
to accomplish achievable tasks. Enhance the status of "doing one's
best" and provide group recognition for effort and/or excellence.
Emphasize cooperation rather then competition; support
opportunities for students to help one another. Assist children in
dealing with frustrations by helping them discover ways to cope
with problems. Provide the opportunity for all children to lead a
classroom activity. Avoid practices that discourage student
initiative. Instead of offering help when none is requested or
giving the answer, ask questions that encourage thought and offer
suggestions of how to find a solution. Use tangible rewards
sparingly. Keep in mind that they may negatively effect children's
pursuit of learning for pure pleasure. Provide intangible rewards
for unusual student effort or success. For example, a child may
receive extra computer time, choose a book to be read to the class,
assist the librarian, lead a class game, or eat lunch with the
teacher. Remember that many low-achieving students deny the
importance of studying and stop working to avoid the shame of
having tried and failed. Understand that when students refuse to
begin or complete their work, or copy from another child, they may
be doing so to protect their self-image (see past article,
Understanding Self-Esteem). Establish a close working relationship
with parents of children who are struggling. Together determine
ways to provide a routine, decrease distractions, and help their
child acquire good study habits at home (see, Guidelines for
Educator-Parent Conferences).Encourage parents to assist their
child in forming healthy habits such as getting enough rest, eating
well and exercising so that they will be ready to learn at school
(see past article, Overweight Children). Realize that no teacher is
perfect or does everything well. Discover your strengths (see past
article, Coping With Stress -- Tips for Educators), learn from your
mistakes, and concentrate on doing your best.58How can educators
foster motivation in children?
Avoid practices that discourage student initiative. Instead of
offering help when none is requested or giving the answer, ask
questions that encourage thought and offer suggestions of how to
find a solution. Use tangible rewards sparingly. Keep in mind that
they may negatively effect students pursuit of learning for pure
pleasure. Provide intangible rewards for unusual student effort or
success. For example, a child may receive extra computer time,
choose a book to be read to the class, assist the librarian, lead a
class game, or eat lunch with the teacher. How can educators foster
motivation in children? Provide a caring, supportive environment
where children are respected and feel a sense of belonging. Believe
that every child has the ability to learn. Involve children in
making classroom rules and consequences that are clear and
understandable to all. Emphasize children's strengths; do not dwell
on their weaknesses.Get to know your students' interests, talents,
goals, and the way each learns best. Treat each child fairly;
exhibit no favoritism. Use consistent discipline and maintain an
organized, calm classroom that is conducive to student
concentration. Vary your teaching methods and make the lessons
interesting and enjoyable. For example, play a game like "Jeopardy"
to review a unit or a form of Bingo to learn new words.Network with
other teachers to plan and adapt lessons to meet the students'
needs. Define work in specific, short-term goals that can help
children associate effort with success. Assist students in seeing
that failure is not usually due to lack of ability but to
ineffective study habits. Teach children helpful study and time
management skills. Help children understand that it is not always
easy to develop proficiency in a subject; it takes time and effort.
Make expectations clear and provide feedback and credit for work
well done. Refrain from offering nonspecific praise for little
effort (see past article, Effective Praise). Never embarrass or
ridicule a child. Assign homework that is specific to the
educational needs of the child. Expect low-performing children to
accomplish achievable tasks. Enhance the status of "doing one's
best" and provide group recognition for effort and/or excellence.
Emphasize cooperation rather then competition; support
opportunities for students to help one another. Assist children in
dealing with frustrations by helping them discover ways to cope
with problems. Provide the opportunity for all children to lead a
classroom activity. Avoid practices that discourage student
initiative. Instead of offering help when none is requested or
giving the answer, ask questions that encourage thought and offer
suggestions of how to find a solution. Use tangible rewards
sparingly. Keep in mind that they may negatively effect children's
pursuit of learning for pure pleasure. Provide intangible rewards
for unusual student effort or success. For example, a child may
receive extra computer time, choose a book to be read to the class,
assist the librarian, lead a class game, or eat lunch with the
teacher. Remember that many low-achieving students deny the
importance of studying and stop working to avoid the shame of
having tried and failed. Understand that when students refuse to
begin or complete their work, or copy from another child, they may
be doing so to protect their self-image (see past article,
Understanding Self-Esteem). Establish a close working relationship
with parents of children who are struggling. Together determine
ways to provide a routine, decrease distractions, and help their
child acquire good study habits at home (see, Guidelines for
Educator-Parent Conferences).Encourage parents to assist their
child in forming healthy habits such as getting enough rest, eating
well and exercising so that they will be ready to learn at school
(see past article, Overweight Children). Realize that no teacher is
perfect or does everything well. Discover your strengths (see past
article, Coping With Stress -- Tips for Educators), learn from your
mistakes, and concentrate on doing your best.59How can educators
foster motivation in children?
Remember that many low-achieving students deny the importance of
studying and stop working to avoid the shame of having tried and
failed. Understand that when students refuse to begin or complete
their work, or copy from another student, they may be doing so to
protect their self-image.Establish a close working relationship
with parents of children who are struggling. Together determine
ways to provide a routine, decrease distractions, and help their
child acquire good study habits at.How can educators foster
motivation in children? Provide a caring, supportive environment
where children are respected and feel a sense of belonging. Believe
that every child has the ability to learn. Involve children in
making classroom rules and consequences that are clear and
understandable to all. Emphasize children's strengths; do not dwell
on their weaknesses.Get to know your students' interests, talents,
goals, and the way each learns best. Treat each child fairly;
exhibit no favoritism. Use consistent discipline and maintain an
organized, calm classroom that is conducive to student
concentration. Vary your teaching methods and make the lessons
interesting and enjoyable. For example, play a game like "Jeopardy"
to review a unit or a form of Bingo to learn new words.Network with
other teachers to plan and adapt lessons to meet the students'
needs. Define work in specific, short-term goals that can help
children associate effort with success. Assist students in seeing
that failure is not usually due to lack of ability but to
ineffective study habits. Teach children helpful study and time
management skills. Help children understand that it is not always
easy to develop proficiency in a subject; it takes time and effort.
Make expectations clear and provide feedback and credit for work
well done. Refrain from offering nonspecific praise for little
effort (see past article, Effective Praise). Never embarrass or
ridicule a child. Assign homework that is specific to the
educational needs of the child. Expect low-performing children to
accomplish achievable tasks. Enhance the status of "doing one's
best" and provide group recognition for effort and/or excellence.
Emphasize cooperation rather then competition; support
opportunities for students to help one another. Assist children in
dealing with frustrations by helping them discover ways to cope
with problems. Provide the opportunity for all children to lead a
classroom activity. Avoid practices that discourage student
initiative. Instead of offering help when none is requested or
giving the answer, ask questions that encourage thought and offer
suggestions of how to find a solution. Use tangible rewards
sparingly. Keep in mind that they may negatively effect children's
pursuit of learning for pure pleasure. Provide intangible rewards
for unusual student effort or success. For example, a child may
receive extra computer time, choose a book to be read to the class,
assist the librarian, lead a class game, or eat lunch with the
teacher. Remember that many low-achieving students deny the
importance of studying and stop working to avoid the shame of
having tried and failed. Understand that when students refuse to
begin or complete their work, or copy from another child, they may
be doing so to protect their self-image (see past article,
Understanding Self-Esteem). Establish a close working relationship
with parents of children who are struggling. Together determine
ways to provide a routine, decrease distractions, and help their
child acquire good study habits at home (see, Guidelines for
Educator-Parent Conferences).Encourage parents to assist their
child in forming healthy habits such as getting enough rest, eating
well and exercising so that they will be ready to learn at school
(see past article, Overweight Children). Realize that no teacher is
perfect or does everything well. Discover your strengths (see past
article, Coping With Stress -- Tips for Educators), learn from your
mistakes, and concentrate on doing your best.60How can educators
foster motivation in children?
Encourage parents to assist their child in forming healthy
habits such as getting enough rest, eating well and exercising so
that they will be ready to learn at school.Realize that no teacher
is perfect or does everything well. Discover your strengths, learn
from your mistakes, and concentrate on doing your best.
Theres no mistake, only feedback."How can educators foster
motivation in children? Provide a caring, supportive environment
where children are respected and feel a sense of belonging. Believe
that every child has the ability to learn. Involve children in
making classroom rules and consequences that are clear and
understandable to all. Emphasize children's strengths; do not dwell
on their weaknesses.Get to know your students' interests, talents,
goals, and the way each learns best. Treat each child fairly;
exhibit no favoritism. Use consistent discipline and maintain an
organized, calm classroom that is conducive to student
concentration. Vary your teaching methods and make the lessons
interesting and enjoyable. For example, play a game like "Jeopardy"
to review a unit or a form of Bingo to learn new words.Network with
other teachers to plan and adapt lessons to meet the students'
needs. Define work in specific, short-term goals that can help
children associate effort with success. Assist students in seeing
that failure is not usually due to lack of ability but to
ineffective study habits. Teach children helpful study and time
management skills. Help children understand that it is not always
easy to develop proficiency in a subject; it takes time and effort.
Make expectations clear and provide feedback and credit for work
well done. Refrain from offering nonspecific praise for little
effort (see past article, Effective Praise). Never embarrass or
ridicule a child. Assign homework that is specific to the
educational needs of the child. Expect low-performing children to
accomplish achievable tasks. Enhance the status of "doing one's
best" and provide group recognition for effort and/or excellence.
Emphasize cooperation rather then competition; support
opportunities for students to help one another. Assist children in
dealing with frustrations by helping them discover ways to cope
with problems. Provide the opportunity for all children to lead a
classroom activity. Avoid practices that discourage student
initiative. Instead of offering help when none is requested or
giving the answer, ask questions that encourage thought and offer
suggestions of how to find a solution. Use tangible rewards
sparingly. Keep in mind that they may negatively effect children's
pursuit of learning for pure pleasure. Provide intangible rewards
for unusual student effort or success. For example, a child may
receive extra computer time, choose a book to be read to the class,
assist the librarian, lead a class game, or eat lunch with the
teacher. Remember that many low-achieving students deny the
importance of studying and stop working to avoid the shame of
having tried and failed. Understand that when students refuse to
begin or complete their work, or copy from another child, they may
be doing so to protect their self-image (see past article,
Understanding Self-Esteem). Establish a close working relationship
with parents of children who are struggling. Together determine
ways to provide a routine, decrease distractions, and help their
child acquire good study habits at home (see, Guidelines for
Educator-Parent Conferences).Encourage parents to assist their
child in forming healthy habits such as getting enough rest, eating
well and exercising so that they will be ready to learn at school
(see past article, Overweight Children). Realize that no teacher is
perfect or does everything well. Discover your strengths (see past
article, Coping With Stress -- Tips for Educators), learn from your
mistakes, and concentrate on doing your best.61Fifteen steps
(Furman, 2004)Converting problems into skills.Agreeing on the skill
to learn.Exploring the benefits of the skill.Naming the
skill.Choosing the power creature.Gathering supporters.Building
confidence.Planning the celebration.Defining the skill.Going
public.Practicing the skill.Creating reminders.Celebrating
success.Passing the skill on to others.Moving on to the next
skill.
EMPOWERING STUDENTSConverting problems into skills. Find out
what skill the child needs to acquire to overcome the problem.
Agreeing on the skill to learn.Discuss the issue with the child
and agree on what skill he will start learning.
Exploring the benefits of the skill.Help the child become aware
of the advantages of having the skill.
Naming the skill.Let the child give the skill a name.
Choosing the power creature.Let the child choose an animal, or
some other character to help him/her learn the skill.Gathering
supporters.Let the child invite a number of people to become his
supporters.
Building confidence.Help the child build confidence in her
ability to learn the skill.
Planning the celebration.Plan with the child, ahead of time, how
to celebrate when the skill has been acquired.
Defining the skill.Ask the child to tell you, and to act out for
you, how she will behave when she has acquired the skill.
Going public.Inform people what skill the child is
learning.Practicing the skill.Agree with the child about how he/she
will practice the skill.
Creating reminders.Let the child tell you how he/she wants
others to react if he/she forgets the skill.
Celebrating success.When the child has acquired the skill, it is
time to celebrate and to give her an opportunity to acknowledge all
those who helped him/her learn it.
Passing the skill on to others.Encourage the child to teach the
new skill to another child.
Moving on to the next skill.Final agreement with the child about
the next skill to learn.
62Role PlayFind a partner.Think of a student and his/her
situation.Information to find out including the following:How old
are you?What are some things that you are good at?Would you like to
change a negative (bad) habit?Tell how the negative habit hurts
you?Tell who you would like to have as a support team?What would
you like to name the new solution?How can you get started
practicing?What would you like your support team to remind you
about if you forget to practice?
CelebrationCERTIFICATE OF SUCCESS
This certifies that:JANE (Name of student)
Has done an extraordinary job at defeating shyness.
She has done so by learning new skills such as:
Asking her friends to play with her, one at a time.Watching for
signs that other students like her company.Playing politely
alongside other students.
JANE has done a great job.
Teacher
Your NameGeneral Steps in Building Confidence and Empowering
StudentsThe focus: to provide a safe, secure and nurturing climate
in which the student can grow as a healthy, whole
individual.Recognize the student as need for intervention and build
rapport Find an appropriate time to truly listen to the student.
Help the student identify and clarify the problem. Illuminate
options and alternatives for problem solving.
CONCLUSIONhttp://jan.ucc.nau.edu/~jde7/ese425/eco/optional/counselor.html65General
Steps in Building Confidence and Empowering StudentsHelp create
goals to facilitate improvement or change. Encourage the student to
succeed.Enhance the students perspectives on well being through
educating about the problem.Refer to others if in-depth skills are
needed.Keep confidentiality unless abuse is involved or it is
believed that the student might hurt self or others. Listen to the
inner messages that come through interaction with the student.
CONCLUSIONhttp://jan.ucc.nau.edu/~jde7/ese425/eco/optional/counselor.html66Questions?End
of Day 2
