motivation Archives - Page 13 of 17 - Inspired Together Teachers

Are You Killing the Love of Reading?

January 4, 2017 by Inspired Together Teachers 6 Comments

There are many reasons to develop a love of reading. Reading, like playing tennis or a musical instrument, is a skill. When we read, we are practicing a skill, and as with any skill, the more you practice the better you will get. If you enjoy reading, you will be more likely to read, and more reading makes you a better reader.

Reading also helps us to bridge cultures, to learn about other people and places that we may not have had the chance to experience first hand. Reading is a source of unending information about almost any subject imaginable. It is a key to success in school and in life.

No parent or teacher would intentionally try to lessen a child’s success by killing the love of reading, but it happens every day.

Here are some ways adults unintentionally kill the love of reading:

Using long sessions of round robin reading.

You remember this from childhood. Going around in a circle, or up and down a row, each person reads a paragraph followed by the next person. Good readers are bored and read ahead. Poor readers count the paragraphs before their turn so they can silently practice it so they won’t look foolish. No one is actually paying much attention to the student who is actually reading. The lesson? Reading is boring.

Asking students to read as a punishment.

When reading is assigned as a punishment for some infraction, the message is that reading is a punishment. Enough said.

Never allowing students to choose their own reading material.

Our knowledge, abilities, and interests vary widely. We are more interested in reading when we have a choice in our reading material.

Allowing students to read only when all of their work is done.

In school, this often means that the students who most need to practice reading don’t get any time to read. Reading is seen as an “extra” and not as something important.

You don’t model a love of reading.

Children imitate adults. If they never see an adult read, they are not likely to understand the value of reading. If adults don’t think it is important, why should children?

You don’t allow students to reread a beloved book.

Good readers often reread favorite books. There is comfort and joy in rereading. It also helps beginning readers to develop fluency. Rereading is a sign of a good reader.

We hope that you are not committing readacide with your students.

.Do you want to help students to develop a love of reading? Here are some things you can do:

Read aloud to children every day.

Share your favorite books.

Encourage daily reading.

Take children to the library.

Buy children books.

Let children see you read.

Talk about what you are reading.

Building a love of reading isn’t rocket science. It is possible to promote reading and good reading habits. We hope you are doing all things in your power to help students to develop a love of reading and ultimately, to be good readers.

Happy reading,

Do you want to learn more about motivation? Get our free guide:

The Education Story that Should Be Going Viral but Isn’t

December 5, 2016 by Inspired Together Teachers Leave a Comment

It’s time for some good news in education. Here is a story that should be going viral, but probably isn’t.

A 16 year old boy recently accomplished an amazing feat. Using his school’s 3-D printer and information he learned from taking two semesters of a course called Fab Lab, he created a prosthetic hand for another local boy.

Ian Bormett of Stoughton, Wisconsin believed that he could create a working prosthetic and deliver it to an eleven year old boy born without a hand. His local public school provided training and access to top notch equipment. He used plans he found online and study hall time to access the 3-D printer. Ian used the skills and knowledge he learned at school to solve a problem and deliver a real world outcome. His work demonstrates critical and creative thinking at its best.

Eleven year old Jonah Friedrich spent two years on a waiting list to get a prosthetic hand. His mother made an adaptation for him by taping an Allen wrench to Jonah’s stub so that he could type. It was a valiant adaptation, but an adaptation that shouldn’t have been needed. We live in a post space- age era where James Bond like tools once thought of as ridiculously high tech are now not only possible, but commonplace. We can carry tiny, powerful computers in our pockets, but as a society, we can’t manage getting a child a much needed prosthesis?

Ian Bormett delivered something of value that the medical community, for whatever reason, was not able to deliver.

We often read about how our schools are failing while news of medical advances get more positive press. Press about education is often focused on Common Core or issues with standardized tests. You don’t have to dig very deep to find another story about how schools are failing.

What is much less common is coverage of the ways schools are working in positive ways to empower students to handle real world work and challenges. Schools are using tools such as maker’s spaces and power hours where students are encouraged and supported in developing ideas and designing projects based on their interests and skills. It is a promising pathway that gets little attention.

We can spend precious school hours forcing students to memorize isolated bits of information and then test them by asking them to regurgitate information. Too much emphasis has been placed on giving students information, often under the guise of “back to basics” or “having high standards.” Standardized tests have been the all important measure of success in schools.

Most educators understand that what we really need to be doing is teaching students how to be critical thinkers. We need to teach them how to access information and apply it. We need to be fostering creativity, a skill that is needed in solving problems. But in today’s climate of high accountability, these important skills are not easily testable. Achievement in critical and creative thinking cannot easily be narrowed down to a grade that can be expressed as a percentage.

Ian Bormett is an example of what can happen when knowledge, skill, problem solving and passion come together. What could happen if we stopped using scores on a test as our measure of achievement? What could happen if we empowered students to use their skills to create new ideas and solve problems in new ways?

Maybe, as a society, we could do better than an Allen wrench and a roll of duct tape.

Maybe we could change lives.

What do you think? Have you seen or experienced a renewed emphasis on critical and creative thinking and application of ideas? If so, we would love to hear about it in the comments below. We would also love it if you could share this post to promote some good news in education!

2 Things You Can Do Today to Improve Motivation

November 10, 2016 by Inspired Together Teachers Leave a Comment

Most teachers are very interested in improving motivation in their classroom. Studies have shown that self-motivation is a key to higher productivity, higher levels of happiness, and higher satisfaction with our lives, families and jobs. Those who are self-motivated also earn more money than their peers and live longer.

The good news is that motivation is a skill which can be learned and developed.

Recent studies have indicated that there are two things that will consistently improve a person’s motivation.

The first key is that we must believe we have autonomy over our actions and surroundings. We want to feel that we are in control of our lives.

We can help others to be more internally self-motivated by giving them choices. Choices don’t have to be large, but they should be frequent. Would you like to finish the math or write your essay first? Would you like ham sandwiches or turkey? Make a goal sheet deciding the order you would you like to complete your tasks. Decide how to tackle a project. Determine which materials you should use or which space to work in.

The particular choices seem to matter less than the fact that people have choices. People are more motivated to complete difficult work or chores if they are presented as decisions rather than orders. The feeling of self-determination gets us going and encourages us to finish assignments or projects. When people feel in control, they work harder and push themselves more.

The second key to self-motivation is understand why you are doing things. The “why” is your purpose, your mission, your higher reason.

In addition to making self-directed choices, we need to see that our actions are connected to our values and goals. When students are told to do their math because the teacher says so, they do not connect the task to a higher purpose. When they do their math because they understand that it will help them to control their money or to be better, more logical thinkers which will help them be successful adults, they are connecting to purpose and values.

Likewise, when adults see no purpose in their jobs and no connection to a higher value, they become disengaged employees. The person who sees their job as a way to help others, or provide a good life for their families is more motivated than an employee who is just collecting a paycheck.

The way to connect to purpose and values is to ask “why.” Why does this matter? Why should I bother? Why should I complete this task? Why is this important?

When people don’t see a reason behind a task or project, they aren’t motivated to complete it. On the other hand, when people connect a task to a larger purpose of meaningful goals and values, they understand that they are making meaningful choices that impact things they care about. They then feel in control of their lives and motivated to move in directions that will allow them to achieve things that matter.

According to Charles Duhigg in his new book, Smarter, Faster, Better, “Self-motivation, in other words, is a choice we make because it is part of something bigger and more emotionally rewarding than the immediate task that needs doing.”

Knowing that we can increase self-motivation is a game changer. Giving people choices and helping them connect to a larger picture are two proven strategies that increase self-motivation.

What do you do to offer choices or help others connect to their values or purpose? We would love to hear your ideas.

P.S. Want more help? Get our Free guide to here:

How to Really Know and Understand a Child

October 26, 2016 by Inspired Together Teachers Leave a Comment

What does it mean to know and understand a child well? As educators, we want to think that we really know the children in our care. When we really know and understand the characteristics and traits that make up a personality we can more easily guide them and teach them. Children, like all people, are multilayered.

When you consider how well you know someone, consider the following:

Interests

What does a child like to do? What are their hobbies? Given free reign, how would they choose to spend their time? Knowing a child’s interests helps us to connect to them. A child’s interests are often keys to other skills and talents and preferences.

Skills and Talents

We all have skills and talents. Perhaps a child is good at drawing or soccer. Perhaps they are especially empathetic, kind or thoughtful. Maybe they express themselves well or show leadership. Understanding a child’s skills and talents means we can offer opportunities to build on those skills and help develop them.

Introversion versus Extroversion

Does the child gain energy from being in a group or seem to need to spend quiet time alone? Do they make quick and decisive decisions or prefer time to think and process? Are they easily bored and restless or able to entertain themselves for hours? Once you understand a child’s natural preferences, it is easier to help the child find the situations that give him or her the time and space they need to function well.

Learning Preferences

How does the child learn best? We all have different combinations of learning preferences, but often, particular preferences rise to the top. Does the child prefer to learn by touching and doing things? Are they particularly engaged when watching something or reading? Are they acute listeners, learning through songs or discussions? Do they learn best alone or in a group? Knowing how a child learns helps us to put learning in a context that is most helpful.

Emotional Intelligence

Emotional intelligence refers to a person’s ability to understand and control their own emotions. More than intellect or academic training, emotional intelligence has been connected to career and life success. How does the child control frustration, anxiety or anger? Does the child show self-confidence, adaptability or innovation? Are they generally optimistic? Do they feel empathy and have appropriate communication skills? These are all skills that can be taught, and doing so often improves personal success.

Motivation

Motivation is not a one-size-fits-all proposition. Some people are motivated by others. Some people are motivated by following rules and procedures. Competition is motivating to some, while others dislike competition. Some people are motivated by prizes or rewards, others are motivated by autonomy, creating and following their personal rules. Some people are motivated by authority, others rebel and become less motivated. Understanding how a child is motivated helps us to understand how to best work with a child.

Multiple Intelligences

Harvard psychologist Howard Gardner has determined that rather than one type of intelligence which connects to intellect and academic success, we all possess different combinations of varying types of intelligence. In Gardner’s theory, we each have some combination of the following intelligences:

Linguistic intelligence (the ability to think and use language well)

Logical-mathematical intelligence (the ability to calculate, quantify and carry out complex logical and mathematical propositions)

Spatial intelligence (the ability to think in three dimensional ways, navigate through space, and produce and decode visual or graphic information)

Bodily-kinesthetic intelligence (the ability to use our bodies and manipulate objects with precision)

Musical intelligence (the ability to understand and respond to melody, pitch, tone and rhythm)

Interpersonal intelligence (the ability to know, understand and work well with others)

Intrapersonal intelligence (the ability to know, plan and direct one’s own life)

Naturalistic intelligence (the ability to observe patterns in nature and identify and classify objects and systems)

Existential intelligence (the ability to understand and tackle deep questions about human existence and the meaning of life)

Working with our natural intelligences does not mean that we can’t work in other ways, but understanding our predilections will often helps us to find activities and careers that we are both good at and that we enjoy.

Knowing and understanding children well is the key to working successfully with them.

It pays to look at a child through various lenses, to understand who they really are, and to use that insight to forge successful relationships. Our goal should not be to make everyone the same, but to encourage children to be more of who they are and to learn to use their personal traits in positive ways in order to become their best selves.

How do you go about understanding a knowing a child well? We would love to hear your insight.

Share this:

Share this:

Share this:

Share this:

Share this:

Connect with us on Social Media!