Getting Teachers to Motivate

Students
Welcome back!!
Objectives for this session
RECAP:
Correlates of Learning/Literacy Difficulties
Relationship between motivation,
behaviors and
literacy difficulties.
Strategies for enhancing motivation and
positive
behaviors.

ECOLOGICAL AND STUDENT FACTORS

STUDENT
FACTORS
Language
processing issues
Receptive
/comprehension
Oral language
issues
Word finding
/retrieval/storage
Completing story
with words without N
Visual perceptual
skills
Not seeing the
right thing

Picture of the cow

Reading and decoding
Letter reversals
/orientation
Reading
comprehension
Affected by
vocabulary and
grammatical
structures
Visual motor
integration
Copying using

Activity
In your group
Share a particular low motivation
concern about your student.
What behaviours does a student with
low
motivation display?
Write these down on a sheet of paper
(10 min)

Activity
Continue your group
discussion
For the case you
discussed, are there
relationships among
literacy difficulties
low motivation
negative behaviours
teacher factors
peer factors
physical setting
curriculum and
resources
family/external
factors

As we go through the
next slides

Think and discuss

How will you improve

your skills in each of the areas mentioned?

How well do you communicate caring?

Do you
Learn students names quickly, and call on students
by their first
names.
Get to know your students as individuals by
commenting on and
asking about personal items, such as a new hairdo,
family member, or activity.
Make eye contact, smile, lean toward students when
talking, and
demonstrate relaxed body language.
Use we and our rather than you and your in
reference to class activities and assignments.
Spend time with students.
Demonstrate respect for students as individuals by

How do you know if

you are promoting success in learners
Begin lessons with open-ended
questions.
Use a variety of high-quality examples.
Develop lessons with questioning.
Provide scaffolded practice before
students work on their own.
Make assessment an integral part of the
teaching
learning process, and provide detailed
feedback on all assignments.

Which one of the following are

important?
What will you say?
1. Call on all the students as equally as
possible.
2. Ask students to describe the purpose
for the activity in which theyre involved.
3. Use real-world examples to which the
students can relate.
4. Establish a set of rules that are fairly
and consistently enforced.
5. Prompt students when theyre initially
unable to answer or answer incorrectly.

6. Thoroughly discuss tests and quizzes as

soon as possible after theyre given.
7. Emphasize how much you (as a teacher)
study, and how much smarter youre getting
as a result.
8. Begin lessons with a question, problem, or
eye-catching example that serves as an
umbrella for the lesson.
9. Hold students to high standards, and refuse
to accept slipshod or careless work.
10. As much as possible, require your students
to apply the content theyre learning rather
than simply memorize information.

Activity In your group

Discuss one student you have difficulty
motivating
Fill in the Ecological Framework worksheet
Come up with a list of possible factors for
each ecological
domain (including factors with the student) that
can result
in low motivation and negative behaviours.
Which of these can you make changes/affect?
Highlight them in a different colour
What and how will you recommend to change
these factors?
Do you think your students will be receptive