Oftentimes, students can impart Unfortunately, communication between parents and children is not always as effective as it should be. Contact parents as soon as you see a problem and be sure to document such conversations. You may be surprised how much impact a coach or advisor may have.
Understanding Internal Motivation Most schools and classrooms operate on the reward or punishment model, and use stimulus-response, behavior modification, or assertive discipline techniques. Rooted in 19th-century wisdom, this model is based on the belief that human behavior is the result of environmental factors.
Explaining the impetus for great works of art and other spontaneous human behaviors requires us to identify the shortcomings of the reward or punishment model and to reject it as incomplete.
Given that we've spent a century or so believing that external stimuli explain human behavior, teacher training programs typically require educators to learn how to systematically reward and punish students.
Many educators thus see themselves as responsible for shaping the behavior of students by extrinsically rewarding them for compliance. Yet ironically, our system of rewarding students for academic achievement devalues the very thing we say we want: We send an alarmingly clear message, even if it is unintended: According to William Powersdeveloper of perceptual control theory, one of the first articulated theories of internal control, People control their own experiences.
The only way you can truly force them to behave as you wish is through the threat or actuality of overwhelmingly superior physical force—and even that is only a temporary solution. Renowned author, consultant, and speaker Alfie Kohn notes: Young children don't need to be rewarded to learn.
At any age rewards are less effective than intrinsic motivation for promoting effective learning. Rewards for learning undermine intrinsic motivation. If the learner is doing the task to get the reward, it will be understood, on some level, that the task is inherently undesirable. Forget the use of rewards.
Make school meaningful, relevant, and fun.
Then you won't have to bribe students. What happens outside of us has a lot to do with what we choose to do, but the outside event does not cause our behavior. What we get, and all we ever get, from the outside is information; how we choose to act on that information is up to us.
To help you take full advantage of the case studies that make up the bulk of Activating the Desire to Learn, this chapter provides a comprehensive overview of internal control psychology with an emphasis on choice theory.
I highlight choice theory for several reasons: Choice theory is a fully developed theory of human behavior, not simply a collection of strategies. William Glasser has been involved in schools for over 40 years.
His ideas have stood the test of time and have improved the quality of education. Choice theory is the approach I have practiced personally and professionally for more than 20 years. On the other hand, if you believe in free will and personal responsibility, then you must be troubled by the prevailing fascination with rewards, punishment, and the desire to externally control others.2- Acquisition/ Learning Hypothesis: 'Adults have two distinctive ways of developing competences in second languages..
acquisition, that is by using language for real communication (natural environment) learning.. "knowing about" language'. Important: ESL students need to have grade-appropriate cognitive challenges. Making things easier for ESL students in the mainstream classroom means making accommodations that help them to do the tasks that the native speakers are expected to do.
While there is no magic answer or easy solution, here are four tips on how to deal with students’ deficient work habits and late / missing homework. Parents often feel it’s their job to get their kids to do well in school.
Naturally, you might get anxious about this responsibility as a parent. You might also get nervous about your kids succeeding in life—and homework often becomes the focus of that concern. Important: ESL students need to have grade-appropriate cognitive challenges.
Making things easier for ESL students in the mainstream classroom means making accommodations that help them to do the tasks that the native speakers are expected to do.
Mark it one color if you did the homework (good job!), another color if you didn't have homework (woo-hoo!), include a mark for turned-in/incomplete, and a bad mark for failed to do.
[Or happy face, check mark, X, sad face, party hat, whatever works for you.