1. Motivating Your Students to WANT to LEARN
Presented By:
KMJ Consultant Corporation
Kelli Tielking
Malikah Griffin
James Rumbaugh
Griffin, Rumbaugh, and Tielking (2006)

2. GOALS OF THE WORKSHOP
Our goal at KMJ Consultation Corporation is to give teachers the knowledge and strategies about how to motivate their students to want to learn and be successful throughout their academic career.
Griffin, Rumbaugh, and Tielking (2006)

3. OBJECTIVES OF THE WORKSHOP
Teachers will determine and reflect upon their own motivation style as well as their motivation to work within a school setting
Teachers will identify the differences between intrinsic and extrinsic motivation to learn
Teachers will learn classroom conditions and strategies that foster motivation to learn
Teachers will learn how to increase student motivation to learn in the time of standardized assessments
Teachers will learn how to motivate parents to get involved and support their child’s academic success
Griffin, Rumbaugh, and Tielking (2006)

4. Outline for the Workshop
Introductions
Icebreaker Exercise
Results of Bel Pre Survey
Power Point about Student Motivation
Activity
Questions
Evaluation
Griffin, Rumbaugh, and Tielking (2006)

5. What’s Your Motivation Style?
Workshop Exercise
Griffin, Rumbaugh, and Tielking (2006)

6. What is Motivation?
Motivation is the force that draws you to act upon something. Motivation styles vary depending upon the situation and/or topic but nonetheless, you draw on your style of learning when you are trying to learning something new or challenging. Motivational styles allow you to identify the situation that best satisfies your needs (Conner, )
Griffin, Rumbaugh, and Tielking (2006)

7. Motivation Style Questionnaire
Complete the following questionnaire to determine your preferred motivation style.
Circle the response that best describes you, answering as honestly as possible.
Count the number of circled items and write your total at the bottom of each column. These questions have no right or wrong answers.
Your response offers insight about how your motivated to learn and how you may be motivate your students to learn.
(c) Marcia L. Conner,
Griffin, Rumbaugh, and Tielking (2006)

8. Demographics of Bel Pre Middle School
43.7 % Female
46.5 % African American
13.4 % Asian
42.9 % FARMS
Grade 6 – 293 students
56.3 % Male
27.6 % Hispanic
12.2 % White
648 Total Students
7.9 % ESOL
Grade 7 – 183 student
Grade 8 – 172 students
Griffin, Rumbaugh, and Tielking (2006)

9. Bel Pre Survey KMJ consultants: Observed classrooms
Interviewed teachers at each grade level
Administered a survey to students (assembly for each grade level)
Analyzed previous years test scores
Griffin, Rumbaugh, and Tielking (2006)

10. Results of Bel Pre Survey
Griffin, Rumbaugh, and Tielking (2006)

11. Results of Bel Pre Survey Cont’d
Grade 6 – 61% of students unmotivated
Grade 7 – 49% of students unmotivated
Grade 8 – 55% of students unmotivated
Griffin, Rumbaugh, and Tielking (2006)

12. Previous Research about Student Motivation
Researchers have found that goal setting and teacher expectations significantly improve student motivation and achievement (Madden, 1997).
Eccles & Midgley (1989) found that motivation declines for many children as result of transitioning from elementary school to middle school.
Griffin, Rumbaugh, and Tielking (2006)

13. Previous Research about Student Motivation-cont’d
McCombs (1991) said that learners of all ages are naturally quite adept at being self-motivated and managing the learning tasks they perceive as fun, interesting, personally meaningful, or relevant in some way.
Griffin, Rumbaugh, and Tielking (2006)

14. What is Student Motivation?
A student’s desire to participate in the learning process
Reasons or goals that underlie their involvement or noninvolvement to academic activities
“The meaningfulness, value, and benefits of academic tasks to the learner, regardless of whether or not they are intrinsically motivated (Hermine Marshall, 1987)”.
Griffin, Rumbaugh, and Tielking (2006)

15. Intrinsic verses Extrinsic Motivation
Intrinsically Motivated students participate in learning “for their own sake” and their feelings of accomplishment
Extrinsically Motivated students participate in learning in order to obtain a reward or avoid punishment
Griffin, Rumbaugh, and Tielking (2006)

16. Intrinsic verses Extrinsic Motivation-cont’d
Are there advantages to intrinsic motivation?
Intrinsically motivated students tend to choose more challenging tasks and extrinsically motivated students gravitate toward tasks with low difficulty.
More logical information-gathering and decision making strategies are used by students with intrinsic motivation when handed a complex task.
Over time, extrinsic motivators can produce intrinsic motivation.
Griffin, Rumbaugh, and Tielking (2006)

17. Why are Students Unmotivated?
Dominguez (2003) found three possible reasons for students’ lack of motivation:
Transitioning
Autonomy
Perception of Failure
Griffin, Rumbaugh, and Tielking (2006)

18. Factors that Influence Student Motivation
Student’s home environment
Teacher’s beliefs and expectations about learning
Schoolwide goals, policies, and procedures
Developmental Changes
Griffin, Rumbaugh, and Tielking (2006)

19. What Students Think is a Motivating Class
Sass (1989) asked his classes to recall two recent classes. One class that was highly motivating and another that their motivation was low.
Major contributors to student motivation:
Instructor's enthusiasm
Relevance of the Material
Griffin, Rumbaugh, and Tielking (2006)

20. What Students think is a Motivating Class-cont’d
Organization of the class
Appropriate difficulty level of the material
Active involvement of students
Variety
Rapport between teacher and student
Use of appropriate, concrete, and understandable examples
Griffin, Rumbaugh, and Tielking (2006)

21. Strategies/Behaviors to Increase Student Motivation
Hold High and Realistic Expectations for your students
Help your students set achievable goals for themselves
Show and tell students how to succeed in your class
Strengthen students’ self-motivation
Saying “I think you will find…” instead of “you must” or “I require”
Griffin, Rumbaugh, and Tielking (2006)

22. Strategies/Behaviors to Increase Student Motivation-cont’d
Avoid creating intense competition among students
BE ENTHUSIASTIC ABOUT YOUR SUBJECT
Vary your teaching methods
Let students have some say in choosing what will be studied
Work from students’ strengths and interests
Emphasize mastery and learning rather than grades
Griffin, Rumbaugh, and Tielking (2006)

23. Responding to Students Work
Give students feedback as quickly as possible
Reward success
Introduce students to the good work of their peers
Be specific when giving negative feedback
Avoid demeaning comments
Griffin, Rumbaugh, and Tielking (2006)

24. Students Who Are Engaged
Three characteristics:
Students are attracted to their work
Students are persistent in their work despite challenges and obstacles
Students are visibly proud and delighted in completing and accomplishing their work
Griffin, Rumbaugh, and Tielking (2006)

25. The SCORE S – success (the need for mastery)
C – curiosity (the need for understanding)
O – originality (the need for self-expression)
R – relationship (the need for involvement with others)
E – ENGAGEMENT
The SCORE represents the Goals and Needs students have when engaged in their work and learning.
Which of these goals are particularly important to you?
Griffin, Rumbaugh, and Tielking (2006)

26. Getting Parents Involved
Establish honest and effective communication with parents
Take the initiative to build relationships
Give parents the skills and information needed to motivate their students
Make a connection with students
Leave emotion out of the situation
“Programs and interventions that engage families in supporting their children’s learning at home are linked to higher student achievement (Dominguez, 2003)”.
Griffin, Rumbaugh, and Tielking (2006)

27. HMMMMMM…..
Workshop Activity
Griffin, Rumbaugh, and Tielking (2006)

28. THINK BUBBLE ACTIVITY Break into groups of 2 or 3 people.
Think of five reasons of why school is important and write your thoughts in the think bubble.
Discuss why you chose your five reasons to the group.
Explain how these reasons may motivate your students to stay focused on doing their best in school.
Griffin, Rumbaugh, and Tielking (2006)

29. Questions
Griffin, Rumbaugh, and Tielking (2006)

30. Evaluation Please a take a moment to fill out an evaluation form
Evaluation Please a take a moment to fill out an evaluation form. We appreciate your time today. Thanks for you participation!!
Griffin, Rumbaugh, and Tielking (2006)