Key Components to Motivating Students

Teacher Characteristic- “Caring”Expectancy times Value TheorySelf-Efficacy TheoryClassroom ManagementPreventing School Violence

Teacher Characteristic- “Caring”

Communicate caring Build strong student-

teacher relationships We react positively to

warm, inviting people Relatedness=Belonging

Meet Maslow’s Hierarchy of Needs

Unconditional Positive Regard- feeling of being worthy

Develops Self-Efficacy Apathetic & Uninterested

Students

Teacher Characteristic- “Caring”Quotes to Remember

“We think of our instructors as ‘how human they are or how they treat us”

“Ignoring the human side of teaching leaves out an essential domain”

“Students experienced lower intrinsic motivation where they felt the teacher was cold and uncaring”

Expectancy times Value Theory-expectations to succeed times value of

success EXPECTANCY Anything times 0 is 0 Provide students with

task in which they can succeed

Build self-schemas Beliefs about capabilities

VALUE Intrinsic interest How important? Utility value- useful for

future goals Cost- is the activity worth

doing

“Teachers must help students appreciate the value of academic activities and make sure they can achieve success with effort”

Self-Efficacy- Beliefs About Capabilities

Domain Specific- task or subject Based on past performances Having good models- teacher characteristic Verbal persuasion from teacher Physiological factors Changes through grades- starts high and gets

progressively lower Set challenging yet attainable goals Provide feedback

Classroom Management

Develop procedures and routines

A procedure is “a method or process for accomplishing things in the classroom”(Wong)

3-2-1 Method- explain, rehearse, reinforce

Characteristics of a good classroom manager

Common sense Act quickly Fairness Courage Learn from mistakes “Withitness” Observe ALL students Good use of space Clear, disruption free instruction Holds students accountable *Focus on academic tasks

School Violence Prevention3 Important Factors

Recognizing At-Risk Students

Preventing Behaviors and Escalation

Available Programs

Recognizing At-Risk Students

Socially withdrawnFeelings of being alone or rejectionVictim of violence or bullyingLow interest levelHistory of violence or angerThreatsDrug useGang affiliation

Preventing Behaviors and Escalation

Clear rules and procedures

Interesting lessons Use of humor Eye contact Proximity Reinforce correct

behavior Praise other students

Quickly reinforce inappropriate behavior

Restate appropriate behavior

Avoid Argument Loss of privileges Follow through, then let it

go

Reacting with urgency in of the utmost importanceReacting with urgency in of the utmost importance

Available Programs

Counseling ServicesBullying PreventionPeer MediationAnger ManagementConflict ResolutionBehavior ManagementCrisis Management Team

Resources for further information and citations

Eggon, P. D. & Kauchak, D. P. (2006). Educational Psychology: Windows on Classrooms. Prentice Hall- used for all quotes and information in regards to teacher characteristic “caring”, expectancy times value, and self-efficacy

Holt, Reinhart, and Winston. The Well Managed Classroom. Retrieved December 15, 2007, from http://www.nwrel.org/scpd/sirs/5/cu9.html- used for Classroom Management and quote by Harry K Wong

http://www.indiana.edu/~safeschl/psv.pdf - used for School Violence Prevention