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Glasser’s Choice What motivates my students? Linda Segars NW GA RESA.

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Presentation on theme: "Glasser’s Choice What motivates my students? Linda Segars NW GA RESA."— Presentation transcript:

1 Glasser’s Choice What motivates my students? Linda Segars NW GA RESA

2 The Brain Seeks Two Things: ► Emotion This is the “hook” to get students’ attention and peak interest. ► Meaning This how the brain can make sense of the information coming in…and anchor it to something it already knows. (These are the reasons for using Activating Strategies…they hook the students in emotionally and then link the new learning to what they already know or have experienced so the brain can create meaning.)

3 Research Quotes ► Information stays in short-term memory only briefly. It moves from short-term to long- term memory only if there a compelling reason to remember the information—a WHY. ► More than ninety percent of our reasons for taking action and remembering –the “whys” –occur in the unconscious mind. ► The part of the brain that determines what we remember resides in the same area as emotions. Therefore, if the “why” to remember something is linked to emotions, it is more likely to be retained longer than if it is not. ALL LEARNING IS LINKED TO EMOTIONS. Continued in next slide…

4 Research Quotes (Continued from previous slide.) ► Students come to school with their own “whys”— emotional reasons for being there. These “whys” are basic needs to survive, to belong and love, to gain power, to be free, and to have fun. ► Students possessing negative attitudes toward learning are limited in their ability to transfer their knowledge to new learning situations. ► Teachers can aid students’ desire to learn, affecting their emotions and attitudes, by addressing students’ basic needs through what they say and what they do in the classroom.

5 William Glasser’s Choice Theory We all make choices according to basic needs that come from within ourselves. The needs drive our choices and influence how we behave in those choices.

6 5 Basic Needs (according to Glasser) o Fun o Freedom o Power o Belonging o Survival

7 Fun ► The need for pleasure ► To play ► To laugh ► Naturally motivating ► No one has to bribe you to do these things Try to imagine life without fun…

8 Freedom ► The need for independence ► For autonomy ► For control over one’s own life ► For choice Some students have had little experience with choice…

9 Power ► Empowerment ► The need to achieve ► To be recognized for achievement/skills ► To have a sense of self-worth ► To contribute What makes your students feel valued?

10 Belonging ► The need for love ► For relationships ► Social connection ► Part of a group In schools, we must work to make students (parents, teachers) feel they belong…

11 Survival ► Physiological ► The need for food, shelter, safety ► Safe from bullying Schools should be a safe environment from bodily harm, mental or physical intimidation, abuse.

12 A Compelling Why …is a term used for an emotionally-linked reason or motive that drives a person to make a choice. …”compels” us to want to learn something, commit information to long-term memory, and to recall it when desired.

13 ALL BEHAVIOR IS PURPOSEFUL! ► It is our best attempt, ► at the time, ► given our current knowledge and skills, ► to meet one or more of our basic human needs. Dr. William Glasser Dr. William Glasser

14 So, what does that have to do with my classroom?

15 Characteristics of the 5 basic needs: ► Universal ► Innate ► Overlapping ► Satisfied from moment to moment ► Conflict with other’s needs

16 Classroom Implications ► What needs are met with Cooperative Learning (Collaborative Pairs, Group Work)? ► Classroom Rules? ► Athletics? ► Clubs/Organizations? ► Community service? ► Review games? ► Posting student work? ► Hot and cold lunch lines? ► Positive phone calls home?

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