Don't Wait Fora Teachable Moment…Create It_

							CLASSROOM
MOTIVATION
BEGINS WITH
   YOU!
                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.
 Consider the Competition…
   Our problem is NOT content…
        Often it is DELIVERY




We have to be MORE interesting than
 Facebook, PSP, & Virtual Gaming
• Sled Dog photo
Eastman Wolf Pack &
 One Precious Lamb
          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
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
         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%)
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?”
  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?”
Does the Classroom Environment & Student
 Outcomes You Are Currently Experiencing
 Reflect the Reality You Desire For You and
               Your Students?
   You Control The Environment!
1.Basic Needs of Students:
               • Love/Belonging
                   • Freedom
                    • Choice
                 • Competence
                 • Engagement
                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.
      Don’t Wait For a
        Teachable
     Moment…Create It!
        more!!!
I’m interested, tell me
• 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
    Use Your Common Sense s
   Smell              Taste



           Hearing




Touch                    Visual
Brunelleschi’s Dome
 3. Atmosphere of Attempt

    •Language
  •Student Work
•MORE STUDENT LESS
     TEACHER
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)
    What You Say Matters…
 Language begins with Attitude
“For his mouth speaks from that
      which fills his heart.”
           -Luke 6:45
         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
MORE STUDENT, LESS TEACHER
  NO!



 YES!
 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.
          IF ONLY…

    Thoughts from a wise tutor

Most people do not need a change in
circumstances but a change in FOCUS!
                   Visual
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
Make the Classroom a Visual Experience
        GOT MATH?
Classic Long Division Visual
USE a Visual Instructional Plan
NOTE-TAKING
  vs.
Ask A Question
STUDENTS COME UP WITH A
       PICTURE!!

    2nd Amendment:
    Right to Bear Arms
Make it a Pictorial Event
                  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
                 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
                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?
Relationships