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Index
1. Three most prevalent types of unmotivated students 1. Power 2. Models 3. Connectiveness 2. Strategies 1. Power 2. Models 3. Connectiveness 3. Behaviors that Indicate a Problem With: 1. Power 2. Models 3. Connectiveness
Power Definition: Having the resources, the opportunity, and the capability to influence the circumstances of ones own life.
A sense of power is about: - Having the competence to do what I must. - Believing that I can do what I set out to do. - Feeling that I can handle what is put before me. - Knowing that I can get what I need in order to do what I must. - Feeling that I am in charge of my own life. - Knowing that others cannot make me do anything I really do not want to do. - Feeling that I can make decisions and solve most of my problems. Go To: Its a Problem if Behaviors that Indicate a Problem with Power Power Strategies Index
Its a Problem If
Number: If a student does a lot of the behaviors mentioned. Frequency: The student does the behaviors often. Intensity: The student does the behaviors with emotionality or to the extreme.
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Power Strategies:
1. Choose, Decide, Pick (3 Strategies) 2. Please Make a Different Choice 3. Use Freedom Phrases 4. Stretch, Risk, Challenge 5. Risk Pads 6. Please Make a BE Choice 7. Employ Attribute Theory 8. Employ the I Cant Antidote 9. Behave Calmly and Consistently 10. Move UP Before You Move IN 11. Teach Conflict Resolution 12. Involve Students in the Process of Evaluation and Self-Evaluation 13. Make Yourself Dispensable 14. Invite Student Input 15. Refrain from Teacher Talk that Escalates 16. Communicate Anger Without Wounding the Spirit Index
Examples of using choose, decide and pick to notice choices or inquire about choice
1. I noticed that you chose to feel angry during PE class. 2. I see you decided to staple it rather than use tape. 3. What behavior did you pick when the assembly ran over? 4. I see you decided to work with Carlos. 5. What attitude did you pick when the problems got tougher? 6. I noticed you picked words to tell him about your frustration. For more examples, please see Liz Go to: Strategy 1 Strategy 3 Power Strategies Index Index
Freedom Phrases
You decide. Its up to you. You choose. You can pick. You get to decide. You make that decision. Im comfortable with whatever you decide. Index
Q: May I go to the library now? A: My concern is that you be back here at 11:15. You choose.
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Make No Assumptions
As adults, we think we know we think we know why the student lied to use, we think we know what the student is thinking. Allowing assumptions to control your mind leads to conflict and misunderstanding. Tell yourself: I may not know for sure what is going on here. I will keep an open mind. Understanding is my top priority. Index
Power Strategy 11: Involve Students in the Process of Evaluation and Self-Evaluation
Evaluation is a power issue. The one who evaluates has the power.
Liz has numerous examples of how to involve students in the evaluation and selfevaluation process.
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Students with a strong sense of models: - Use models to make sense out of their lives. - Use models to clarify their own standards and live up to them. - Know the standards of performance by which they will be judged and realize how close they are to those standards. - Know what quality work looks like. - Make sense of what is going on around them. - Use their values to guide them. - Look up to and respect positive attributes in others and themselves. Go To: Its a Problem if Behaviors that Indicate a Problem with Models Models Strategies Index
Model Strategies
1. Use the Teacher Talk strategy, Next Time 2. Teach how to do things in class 3. Make expectations clear and simple 4. Use the One Minute Behavior Modifier 5. Because 6. Give constructive examples of how students can improve 7. See one, do one, teach one 8. Divide and limit information 9. Check on students soon and often 10. Create structure 11. Be redundant 12. Help students get organized 13. Demonstrate patterns 14. Help students set goals 15. Provide role models mentor and mentee 16. Hold students accountable 17. Be consistent 18. Use visualization Index
Anything you can do to reduce ambiguity will help students understand expectations. Let them see, touch, hear an example of quality work. Limit to 3-5 things to remember/do. Index
Create Structure
Students who are low in models need structure and routine. - Structure reduces ambiguity - Reducing ambiguity lowers anxiety - Lowering anxiety increases learning
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Demonstrate Patterns
Creative work is often difficult for students low in models. Showing the patterns in creative work helps these students to produce (outlines, the steps for solving a problem, etc.) Acronyms help these students (ex: the three Cs of a classroom) Use graphic organizers for note taking and studying. Index
Use Visualization
Teaching students to mentally picture a desired outcome helps them to focus on the end results rather than the problem. Visualization creates a model of a desired behavior. Visualization allows students to do a mental run-through of an event. Visualization helps students to imagine alternatives to behaviors so that they are able to choose the appropriate way to act. Index
Connectiveness: A sense of belonging, closeness or affection to people that are important to me.
A sense of connectiveness is about: - Being part of something. - Feeling related to others. - Identifying with the group. - Getting involved in and enjoying group activities. - Learning to make friends and build relationships. - Learning to communicate verbally with people. - Feeling comfortable around other people. Go To: Its a Problem if Behaviors that Indicate a Problem with Connectiveness Connectiveness Strategies Index
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Connectiveness Strategies
1. Get Involved in a Long-term, In-depth, Skilloriented Cooperative Learning Training Program 2. Structure Some Student-to-Student Interaction Time Every Day 3. Use Connective Teacher Talk 4. Create an Our Classroom Feeling 5. Create an Our School Feeling 6. Reach Out Index
This does not refer to group work! Presented and structured unskillfully, group work can lead to alienation and distancing. Develop proficiency in a cooperative learning model that:
Teaches interpersonal skills as well as task skills Purposely includes positive interdependence Teaches how to debrief lessons in ways that help students stay conscious of the choices they make during work time and how to set goals for the future.
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3.
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E.
F.
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Make a memory:
Red day Hat day Index
Reach Out
Actively reach out to students who appear to lack connection and feelings of belonging.
KEYS:
Reach out when students least expect it Do not require students to respond Index