Change Your Mind, Change Your Life!

We all need positive reinforcement to stay focused and driving toward our goals. The question is, what drives you? This blog entry will describe five major motivational theories at work each time we are invited to participate in school, or in life. As a teacher my primary goal is to advocate for learning. Sounds easy enough, right? Sometimes.

Well, keep in mind that each of us has free will. And, each of us has a handful of talent in a specific area or another. These areas soon dominate our behaviors, while our weaker areas become atrophied. Self- doubt soon creeps in and soon we might even begin to label ourselves as "good" or "bad" at entire subject areas! The truth is if we are curious and interested in the path that we are on we have the power to build skills in weaker areas of intelligences. Why? Because we choose to. So, how do we build motivation in students who are reluctant learners? What about negative self-talk? Self doubt about ability will cripple even the most gifted among us.

Beliefs About Ability

Rate the following statements taken from Dweck (2000) on a scale 

from 1 (Strongly Agree) to 6 (Strongly Disagree).

• ___ You have a certain amount of intelligence and you really can’t do much to change it.
• ___ You can learn new things, but you can’t really change your basic intelligence.
• ___ No matter who you are, you can change your intelligence a lot.
• ___ No matter how much intelligence you have, you can always change it quite a bit.

Some of the most powerful beliefs affecting motivation in school are about ability. By examining these beliefs and how they affect motivation, we will understand why some people set inappropriate, unmotivating goals; why some students adopt self-defeating strategies; and why some students seem to give up altogether. Adults use two basic concepts of ability (Dweck, 1999, 2002). An entity view of ability assumes that ability is a stable, uncontrollable trait—a characteristic of the individual that cannot be changed. According to this view, some people have more ability than others, but the amount each person has is set. An incremental view of ability, on the other hand, suggests that ability is unstable and controllable—“an ever-expanding repertoire of skills and knowledge” (Dweck & Bempechat, 1983, p. 244). By hard work, study, or practice, knowledge can be increased and thus ability can be improved. What is your view of ability? Look back at your answers to the questions above—you can tell.

Young children tend to hold an exclusively incremental view of ability. Through the early elementary grades, most students believe that effort is the same as intelligence. Smart people try hard and trying hard makes you smart. If you fail, you aren’t smart and you didn’t try hard; if you succeed, you must be a smart, hard worker (Stipek, 2002). Children are age 11 or 12 before they can differentiate among effort, ability, and performance. About this time, they come to believe that someone who succeeds without working at all must be really smart. This is when beliefs about ability begin to influence motivation (Anderman & Maehr, 1994).

Instructional Leadership: A Research-Based Guide to Learning in School, 3e

Chapter 5: Motivation

ISBN: 9780205578443 Authors: Anita Woolfolk Hoy, Wayne Kolter Hoy

Copyright © Pearson Education (2009)

5 Approaches to Motivation

Over the decades a compelling amount of research has been conducted and gathered regarding the significance surround the following five approaches to motivation:

• Behavioral
• Humanistic
• Cognitive
• Social cognitive
• Sociocultural

The essential question that any educator must ask oneself is, “What approach should be used?” directly followed by, “When should it be used?”  Educators have  potentially high impact if their emotional quotient (EQ) is in direct alignment to their student(s) chosen intelligences. We have any number of areas where we are each intellectually smart. 

IMAGE: http://www.connectionsacademy.com/blog/posts/2013-01-18/Understanding-Your-Student-s-Learning-Style-The-Theory-of-Multiple-Intelligences.aspx

Educators, and schools, are either effective or ineffective. A school that is effective as a whole has a very positive impact on individual achievement. The collectiveness of a school’s approach will have a direct correlation to the overall success of the individual students.  Additionally, incorporating a variety of approaches to motivation will directly impact the effectiveness of overall student programming, academic, socially, and socioculturally.

A comprehensive and collaborative plan utilizing the following five approaches to motivation increase the probability of student motivation:

	Behavioral	Humanistic	Cognitive	Social Cognitive	Sociocultural
Source of Motivation	Extrinsic	Intrinsic	Intrinsic	Intrinsic and Extrinsic	Intrinsic
Important Influences	Reinforcers, rewards, incentives, and punishers	Need for self-esteem, self-fulfillment, and self-determination	Beliefs, attributions for success and failure, expectations	Goals, expectations, intentions, self-efficacy	Engaged participation in learning communities: maintaining identity through participation in activities of group
Key Theorists	Skinner	Maslow Deci	Weiner Graham	Locke & Latham Bandura	Lave Wenger

Source: From Anita E. Woolfolk, Educational Psychology: Active Learning Edition, 10/e. Published by Allyn & Bacon, Boston, MA. Copyright © 2008 by Pearson Education. 

       It's worth mentioning that:    

•  Performance goals set by students include reaching his or her personal best. Progress will be measured incrementally toward meeting individual academic benchmarks.

• Assessment may be informal and/or formal through ongoing observation and also by factoring in summative assessment.

How to introduce a plan utilizing the behavioral theory:

Explain that rewards and consequences may be used to manage and modify student behavior.  Habits are learned behaviors. So, this means that they may also be “unlearned.” Behavior modification takes time, and it takes desire. The desire to change ones behavior depends on the results or consequences that are possible. The end result is that the student learns that he or she has control over both the earning either rewards, or consequences dependent on the ability to self-control. In the end, procrastination becomes an undesirable habit. If any reward or incentive systems are used, make sure participants (teachers or students) understand that the goal is to learn and improve in some area, not just to perform well or look smart. And be sure the goal is not too difficult. Individual students or teachers may not yet be expert at setting their own goals or keeping the goal in mind, so encouragement and accurate feedback are necessary (Hoy, 2009).

Rewards Reinforcer:

Punishment / Consequences:

IMAGE: https://winecountrymom.files.wordpress.com/2014/06/the-village-chore-points-list.jpg

A chart like the one above may used as an example to customize and personalize for home or classroom use.

 How to introduce a plan utilizing the humanistic theory:

There are many theories surround the topic of achievement and motivation. A humanistic view of behavior motivation recognizes the need for self-esteem, self-fulfillment, and self-determination. The source of motivation in the humanistic view of motivation is intrinsic. According to Schunk (2000):

Some psychologists see achievement motivation as a stable and unconscious trait, something the individual has more or less of. Children who see that their actions can have an impact and who are taught how to recognize a good performance are more likely to grow up with the desire to excel (Hoy, 2009). 

IMAGE: http://mikaljackson.wordpress.com/tag/happiness/

Explain that the goal is to improve in some area, and that the goal is not too difficult. Every step toward concept attainment is a step forward, even if a first or second attempt didn’t succeed. Remind students that failure signals that more effort is needed, and does not signal that it’s time to quit. Everyone has certain strengths and weaknesses.  Encourage students to use their strengths to build up their weaknesses.

 How to introduce a plan utilizing the cognitive theory:

“Students and teachers are more likely to work toward goals that are clear, specific, reasonable, moderately challenging, and attainable within a relatively short period of time,” (Hoy & Hoy, 2009). Goal setting at the onset of the school year is most important. The goals that teachers set need to be clear and specific, and attainable. Martin Covington (1992) maintains that individual student goals are most effective when students are involved in setting them (Marzano, 2003).

The cognitive view to approaching behavior is based on cognitive drivers with intrinsic motivators that are influenced by beliefs, attributions for success and failure, and expectations. According to Stipek, 2002:

Other theorists see achievement motivation as a set of conscious beliefs and values shaped mainly by recent experiences with success and failure and by factors in the immediate situation such as the difficulty of the task or the incentives available (Hoy, 2009). 

Explain that behavior needs to be monitored to be certain that working integrity remains high, and the cheating or self-defeating actions doe not undermine student success (Hoy, 2009. Anderman & Maehr, 1994). 

How to introduce a plan utilizing the social cognitive theory:

“What choices do people make about their behavior? Motivation is either internal or external. Internal motivation is personal factors such as needs, interests, curiosity and enjoyment. External motivation is environmental factors such as rewards, social pressure, and punishment” (Hoy, 2009).  Students make choices about their behavior based on a grade, rewards, needs, or advancement. Advancement may take the form of knowledge, or it may be related to social status. Belonging to a particular group or another carries social stigmas, whether we intend for these stigmas to exist or not.

IMAGE: http://www.dominatethegmat.com/2013/10/from-550-to-710-in-3-months-a-gmat-success-story/

Explain that the goal is to improve in some area, and not just to perform well or to appear to be smart. Reinforce that predictors based on past performance are best minimized. Every opportunity to learn is a new opportunity to see things in new ways. Henry Ford once said, “Whether you believe you can, or you believe you can’t– you’re right.”

How to introduce a plan utilizing the sociocultural theory:

Atkinson’s view of behavior motivation is based on social cognitive and sociocultural motivators, and is highly influenced by both intrinsic and extrinsic drivers.

Atkinson (1964) added a new consideration to the theory of achievement need when he noted that all people have a need to avoid failure as well as a need to achieve. If the need to avoid failure is greater than the need to achieve in a particular situation, the risk will be threatening rather than challenging, and the resultant motivation will be to avoid the situation (Hoy, 2009).

IMAGE: http://www.ultimatemartialfitness.com.au/blog/beliefs-create-reality/

Encourage intrinsic drivers through recognizing the value of knowledge for the sake of knowledge. Concept mastery is the goal, as opposed to social hierarchy or positioning.

How to Implement these Strategies at Home and at School

So, now that you have a better understanding about the five major theories surrounding behavior modification the time has come to put them into action. Any action plan needs to be measurable in order to capture whether results have been gained. The chart below is a great way to get started on personalizing your own progress towards goals. 

Theory into Action Guidelines: Family and Community Partnerships

Understand family goals for children.

Examples

1.      In an informal setting, around a coffee pot or snacks, meet with families individually or in small groups to listen to what they want for their children.

2.      Mail out questionnaires or send response cards home with students, asking what skills the families believe their children most need to work on. Pick one goal for each child and develop a plan for working toward the goal both inside and outside school. Share the plan with the families and ask for feedback.

Identify student and family interests that can be related to goals.

Examples

1.      Ask a member of the family to share a skill or hobby with the class.

2.      Identify “family favorites”—favorite foods, music, vacations, sports, colors, activities, hymns, movies, games, snacks, recipes, memories. Tie class lessons to interests.

Give families a way to track progress toward goals.

Examples

1.      Provide simple “progress charts” or goal cards that can be posted on the refrigerator.

2.      Ask for feedback (and mean it) about parents’ perceptions of your effectiveness in helping students reach goals.

In conclusion, keep in mind that it's important to set realistic goals. Sometimes this means setting up incremental goals along the way.  Keep track of your accomplishments by being accountable to someone that you trust. Remember to celebrate all accomplishments, both big and small along the way to keep motivation and spirit strong! 

References

Hoy, A. W., & Hoy, W. K. (2009). Instructional leadership: A research-based guide to   
       learning in schools (3rd ed.). Boston, MA: Pearson Education.

Marzano, R. J. (2003). What Works In Schools. Alexandria, Virginia: Association for
         Supervision and Curriculum Development.

Values & Beliefs of a Teacher Leader

Upon reflection of the past week I find myself compelled to compare my experiences as a teacher leader with those of a Starbucks barista. At first you might question this comparison but with deeper reflection I believe that you will realize that the alliance is clearly there. And, it is quite profound. Honestly, I did not expect to discover such an alliance, but it is true to say that I have indeed discovered that the values, beliefs, and assumptions of a Starbucks barista do not venture far off track of those of the credentialed teacher.

Starbucks' values are:

Passion for everything we do

Integrity

Entrepreneurial spirit and drive

Respect for our partners

Respect for each other is really important in both arenas. Social camaraderie is high in a well-run school, and at a well-managed Starbucks. Work ethic is the most important thing about being a barista, and one of the most important things about being a qualified teacher of record. Our summers are spent planning for better lesson instruction, delivery, and facilitation. Reinventing ourselves comes with the title. Social skills and making eye contact with customers (students) is also very important. Shared values are what will make or break any organization. In my opinion it seems as though the educational system would benefit from taking on the vision and values of a top-notch entrepreneurial establishment such as Starbucks.

There is always room for growth, and room for acquiring new knowledge. We are both customer focused, with the end result being centered on growth. Not only growth of the individual, but also of the establishment as a whole. If the educational systems at large could bring things basics into focus, and keep the student at the center of all actions, what a world it could be! I am hopeful that this will be accomplished during the next reform. Common Core State Standards are a call to action to implement these sorts of shifts in how our nation's schools operate. At the risk of sounding starry-eyed and unrealistic, I truly believe that creating student-centered schools is a real possibility. I realize that it starts with small meaningful actions that, overtime, create a ripple effect that cannot be ignored. I have put my toes in the water, and have already experienced the positive momentum that comes from this sort of mindset. Moving forward into the 21st century I realize that educational reform will take time and patience until we're all "in the pink." Our collaborative focus needs to remain centered on our students. They deserve the very best that all of us have to offer. Together, we are stronger and smarter than any one of us could be alone. So, in light of Starbucks' core purpose, "To provide an uplifting experience that enriches people’s daily lives."

I believe that we will get there. As a teacher leader my integrity, spirit, drive, and respect for my peers and students will be the driving force to achieving our mutual educational goals. The guiding principles, values, and beliefs of Starbucks Corporation are in direct alignment with those of our educational model:

•    Provide a great work (school) environment and treat each other with respect and dignity.

•    Embrace diversity as an essential component to the way we do business (school).

•    Develop enthusiastically satisfied customers (students) all of the time.

•    Contribute positively to our communities and our environment.

•    Recognize that profitability (growth) is essential to our future success.

These are the tenants that Starbucks partners live by. It seems to me that public education would benefit from following the steps that Starbucks has firmly positioned. In the process of comparing and contrasting the vision and values of this top-notch American enterprise it is apparent that many of their organizational beliefs and values are directly transferrable to the educational setting. Enabling teacher leaders to utilize shared best practices will ultimately create a united vision that shows in everything that we do. After reporting on Starbucks and how they do business around the globe, I discovered that all Starbucks locations are consistent in their shared beliefs and practices, but are still able to remain flexible within their own cultures. Sharing core principles doesn't mean that we need to become cookie-cutter versions of each other. In fact, our diversity is what makes is unique. This begs the question, “Should educational reform aim to restructure schools to behave and respond identically in all regions?” It appears that the influence of the culture of a surrounding area plays a significant role in how the organization looks and feels, but not in how it behaves or is structurally organized. 

As a teacher leader I am inspired. The value of positive personal and interpersonal relationships is beyond measure. I understand that leadership begins with me. Who knew I would discover so many connections between teaching and being a top-notch Starbucks barista? I am ready, able, and willing to make the leap to consciously incorporate these tenets into my daily life. Although I believe that I have personally developed these guiding principles throughout my life, the intent of my actions will be more focused by naming these tenants and keeping them visible. As a teacher leader I plan to share these tenants with my partners. After all, attitudes and actions are contagious. Just imagine how our schools will look, sound, and feel when everyone behaves with these principles at the core of everything that they do? Our future is bright. 

Diana Stein

EDL/515

June 9, 2014

Jonathan Lewis

http://activ8positivity.blogspot.com/2014/06/values-beliefs-of-teacher-leader.html

https://sites.google.com/site/clickclacx/home/values-beliefs-of-a-teacher-leader

Integrating Global Perspectives Into the Classroom

How do I integrate global perspectives into my standards-based K-12 curriculum?

One way is to build relevance of current world events into our lessons. Robert Hanvey’s foundational essay “An Attainable Global Perspective” (1976), is regarded widely as the foundation for global education. Within this essay Hanvey persuaded educators that we need to move beyond the “surface layer” of understanding cultural differences and socialization variances, and provide our students with a variety of lenses to view cultures world wide. When students are given creative and expressive freedom their discoveries are richer, deeper, and wider reaching. Our culturally diverse world is filled with challenges and opportunities. In order for students to be filled with the rigor of this sort of engagement to learning, they need to be committed to the causes that they are aligning themselves with.

Hanvey suggests that educators address real world issues such as global warming, terrorism, and pandemics. Although I understand the value of harnessing students’ passion and collectively directing it important world issues I would caution how early these issues are discussed with younger children. Exposure to the ills of the planet before one is old enough to reason abstractly could be cause for panic and depression. To keep things in perspective this may be the end of the world as we know it, but the end could take millions of years to happen. A second grader has no true comprehension of how long 100 years is, so grasping the notion of millions of years is unattainable at that age. Hanvey’s five dimensions provide useful framework for teachers who are exploring and expanding global learning. These stages are helpful gages for knowing how much crisis information to share at each stage of pedagogy. Hanley’s basic stages for global perspectives helps students to refocus from being exclusively conscious of their own values and beliefs, to being aware of others without feeling threatened. These five stages are:

1. Perspective consciousness: Understanding that each of us has a world view, or “cognitive map”. It not universally shared, and it is shaped by factors that we may not be aware of or able to control.

2. Knowledge of world conditions: This is also known as a “state-of-the-planet awareness” including population growth, migration, economic conditions, natural resources, and physical environment. This awareness also includes issues including political developments, science and technology, law, health, and international and intranational conflicts.

3. Cross-cultural awareness: Respect and knowledge for the differing ideas, values, and practices found in human societies throughout the world.

4. Knowledge of global dynamics: Understanding how the world works, and in particular, understanding the key features of mechanisms of various global systems (e.g., cultural economic, political, ecological, and social).

5. Knowledge of alternatives (also called “awareness of human choices”): Awareness of alternatives to practices like unrestrained economic growth, current foreign aid/technical assistance policies, and existing consumption patterns.

Handvey’s five dimensions provide useful framework for teachers who are exploring or expanding on global learning. Most importantly, Hanvey’s scheme understands the ways that that the development of young children, from solipsism– their view that the world they see around them is the only one– toward respect and understanding of others, can finally move to a mature engagement with real world issues and choices. (p.82)

Quick Ways to Get Started

Collaboration on a project that includes international partners may take weeks of planning and preparation. Planning for elementary school aged students will require different tools than say planning for middle school or high school students.

While primary school students would be fascinated by making friends with an online ePal about Cinderella stories, secondary and high school students would be better served to research topics that they are already passionate about. For example, Peters mentions that global music is a natural vehicle to connect students from around the world. Music allows students to investigate how cultures, traditions, and styles convey social, political, and cultural messages.

Amnesty International offers web-based lesson plans and resources for an entire range of human rights issues that are currently in the news. www.amnesty.org.au/hre/comments/2310

Source:

(Global Education, Laurence Peters, 2009,pp. 93-95)