Whetzel,+Kimberly-Student+Motivation

A Little about myself Hello there. My name is Kimberly Whetzel. I am currently in the 2-yr MAT program at Southern Oregon University. I hope to take my degree and teach at a local elementary school near Days Creek, Oregon. I am very thankful for this less-intense program as it allows me to work part-time as well as spend time with my children, husband and friends all while receiving an education. My husband Cody and I have been friends since the sixth grade and now together almost 12 years. We have two children, Courtney is 6 and in the first grade and Adam is 4. Every thing I do is for them and so that I can be with them and support them in everything that they do. I think that me choosing to continue my education after having both children has led me to teaching partially because of the schedule. I have many fears as a future teacher. I wonder if I will be effective in my delivery. I wonder if the ideal teacher within will shine through as my true self. I wonder if I will be creative enough in my lessons so that I will reach all students. I wonder if I will get hired. And these are just to name a few. Luckily I know that I will not be released from my schooling without the proper tools. This course is just one more step in aquiring the tools for myself and my future students' success. I look forward to learning how to help all my students become empathetic towards differences. I also am eager to learn the laws (do's and don'ts) as they pertain to children with disabilities. STUDENT MOTIVATION  Student motivation can be such a broad topic. Huge debates have occurred between rewards versus bribes; intrinsic versus extrinsic motivators. What motivates today’s learner? I chose to cover this topic because it is one that every new and veteran teacher needs to know. As I have learned through my studies, research is ever-changing and so are the strategies that we must incorporate for our students. What works for one student or perhaps even one year may not work for the next. This is why having a toolbox of many ideas is most beneficial for all.

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**__ Top 5 Things I learned __**
 * It is important to know our students to identify whether they are more intrinsically or extrisically motivated...or a combination of both. However it is not always a case of one or the other. What motivates a student one day during one activity may differ from situation to situation.


 * According to Richard Lavoie, "All human behavior is motivated". This means that even the student that has a head on the desk and refuses to listen or participate in a lesson is motivated, perhaps just not by the instructor at the time. It then becomes the goal (as it should already be) to find out what is motivating that student at that particular time and to adjust it so that he/she is motivated in the classroom instruction.
 * Reward or token systems should be treated as a reward for finishing a task not for just participating. The ultimate goal with extrinsic rewards or tokens is to bait them enough to WANT to do it when you (the teacher) are not there holding their hand or rewarding them.


 * Effectively motivating students begins before the students even walk into the classroom. It is important to create "*A supportive, organized classroom environment, *Instructional materials that are at an appropriate difficulty level, *Meaningful and relevant instructional tasks, and *Task-oriented classrooms."~The Inclusive Classroom~page 200 If our students do not see HOW the information being learned is relevant to them and their lives, they hold not motivation to learn it or to own it.


 * Students need to be encouraged and appreciated. By praising our student's real efforts and acknowledging their successes we build their self-esteem. At the same time, false praises or generalized praising teaches the student nothing about the task at hand and being successful. Statistics show that a high level of self-esteem often is seen in students with higher motivation to be successful. In addition, when we create opportunities for students to be successful we build their self-efficacy which is also linked to higher motivation.

**__ Number One Resource __** Priceless Teching Strategies Student Motivation is a Necessity. Here's How to Achieve It! I found this site to be very helpful. Not only did it provide great tips on implementing motivational techniques, it also linked to sites that you can find printouts for awards. This site was overall very easy to navigate and useful in other content areas. 5/5

__** Additional Resources **__

1) The Lesmeister Five This video is one by a Graduate student named Sarah Lesmeister on five techniques that teachers use to motivate their elementary students to learn and succeed. It is presented in a very organized and informational way that I found very appealing. While it is a little slow and some of the information is repeated, I feel that it is a great resource in understanding our students emotional needs to be motivated.  4/5 media type="youtube" key="XGy3pbgUn2M" height="219" width="392" align="left"

2) Classroom Rewards Reap Dividends for Teachers and Students The above link will take you to an article from Education Wold. It shows how three teachers from various locations use rewards in the classroom. While they note that the ultimate goal is to create learners that are intrinsically motivated, they are aware that sometimes in order to get the students to school and participating extrensic rewards are necessary. One thing on this particular page of Education World worth mentioning is the Ten Tips for Using Rewards. I beleive that it is this particular information that deemed this page useful for myself and hopefully others.  4/5

3) Developing Responsible and Autonomous Learners: A Key to Motivating Students In this site by the American Psychological Association you will find module after module showcasing ways in which we can give our students more choices and responsibility and research as to why we should. My favorite part of this was on page 4 where there is a FAQ section; it is well broken down and very user friendly.  4/5

4) Classroom Management-Reward Ideas

Are you looking for ACTUAL ideas for implementing a reward or Positive Behavior Support system into your classroom? Look no further! This site provides numorous ideas for both general and weekly awards. Have a student that is especially difficult to motivate? Don't fret because when one idea does not work another might. This site has so much to offer beyond ideas as well. A must see to appreciate sight. 5/5  5) Academic Motivation: Strategies for Parents  Ok, so when you click on this site you might notice something; It is really titled as Strategies for Students. However, most of this article by the National Association for School Psychologists is directed at how the PARENTS can help students to be more motivated. One particular thing discussed is a students Natural Motivation and how sometimes something or someone can get in the way of that creating the unmotivated student. This PDF is very informative and I beleive that parents could benefit from it as well. Afterall, we know that motivated classrooms are ones that communicate with parents/guardians.  5/5

6) SlideShare PowerPoint presentation below is about finding ways to motivate our students without bribing them with "junk food". Each slide is intentionally chosen as a way to create healthy rewards for our students in a time where many classrooms use unhealthy foods as a way to motivate. The following ideas are presented with materials needed and the actual idea. Great resource from veteran teachers that actually utilize these methods. 5/5

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7) I would be hard-pressed to be able to discuss what motivates today's children without incorporating the fact that they are different today than yesterday's generation. This factor therefore comes with the notion that we must include technology into our classrooms. __A Vision of K-12 Students Today__ is a video that illustrates how a classroom can use technology to motivate. I found this especially intriguing because I was also able to learn about some educational websites that I had previously never heard of. (Websites are listed below in "For more information" section.) 5/5

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8) Learning Matters: Should We be Paying Students? This is a video from the PBS station on studies that have been done (and are currently still in action) on motivating students with Money. Basically companies in lower-socioeconomic status communities pay students when they pass their stadardized tests. For each section passed out of five, a student can receive $20.00. This means a student can receive up to $100.00 for studying hard for a test. What research has shown is that test scores have improved. However there is a catch. Monetary rewards are only provided for students in the fourth and seventh grades. Research followed the students from fourth to fifth grade and found that when there was no money to be gained the students did worse on the tests. Shocker, I know. This ends up being a case in which extrinsic rewards are valued more than intrinsic and the students showed that in the research. Very informative on the current trend in research right now. 4/5

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__** For more information **__ Richard Lavoie: The Motivation Breakthrough

BrainPOP

Educational HipHop

Punished by Rewards: The trouble with gold stars, incentive plans, A's, praise, and other bribes

Dissability Community Based Learning Project For my Community Based Learning Project (CBL), I had the privilege of observing a young boy and his family in their home. The following depicts my experience. Subject: CB Age: 6  Grade: First  Exceptionality: Aspergers with many food allergies  Family Present: Mother (KB), Younger Sister (JB) age 3. Non-Present Family Member: Father-at work (JRB)

Observation: Upon my initial arrival, CB and his sister were both in the sitting room watching television. Shortly after, they were called into the kitchen for lunch. CB comes running into the kitchen with a headset dragging behind him. He is asked to "try it again". CB then goes back into the sitting room and WALKS back into the kitchen. For lunch both children are given peanut-butter and jelly sandwiches. I see that CB and JB have different breads for their lunches. (This is due to CB Gluten intolerance). "Mommy, may I please have some milk? Remember...sweet."-CB KB pulls the Unsweetened Almond Milk out of the refrigerator and places a few drops of Stevia into a glass of freshly poured milk. As JB sits quietly across the table, CB carries many little conversations on with KB. "After lunch CB, we can finish your dinosaur craft. Do you remember why we get to do it?"-KB "Yeah. Green day on field trip day."-CB

CB is now beginning to slump in his chair. He has also propped is feet up on the chair in which I was seated. CB continues to bring up various conversations. One of which was about Groundhog Day. "They took his shadow out. I heard it at school when I was on the radio...I heard it on Country seven, zero, zero."-CB As KB tries to decipher whether this was the teacher that told him or where he heard it, she realized that he had been listening the radio on his recess break and overheard the radio personnel say that the Groundhog had seen his shadow. CB had already moved on to another conversation by time KB realized his rationale. KB stands up and retrieves the rest of CB's daily pills. KB pours more milk and CB takes the pills with very little dialogue. Sister JB takes her two vitamins and offers me one as well. JB mentions to me that she doesn't know WHY she is now getting TWO vitamins. I suggest that it might be because she is getting so big. CB says "No Jewel. She has always given you two." Then he whispers to me "She just doesn't remember that stuff."

CB then grabs his headphones that have been hanging from his belt loops on the floor and puts them on his head. He pretends to be talking on them as if they are a phone as well. He interrupts his "phone conversation" to let me know that his dad has shaved his mustache off. KB informs me that CB did struggle initially with this transition as it was "too much change" for CB.

CB then begins to tell a story about him and his fathers' interaction that morning. "I argued with dad this morning about Cliff bars."-CB "How'd that go?"-KB "Not very good. Some cryin'...from me. But I ended up getting a Cliff bar because he (Dad) didn't want to argue any more."-CB KB rolls her eyes and busies herself. Much of CB's conversations had fillers such as "ummm...in the...ummmm" etc. CB finishes his lunch and jumps up to get behind KB. "CB, did you ask to be excused?"-KB "Ummm...no. Mommy, may I please be excused?"-KB as he sits back down. "No CB. You have to sit there forever."-KB says with a smile. CB laughs and slyly says to me "She always says that" as he gets up and moves on.

<span style="font-family: Georgia,serif; font-size: 120%;">CB gets out his dinosaur project while KB begins going through her paperwork before our interview. CB looks anxious and begins to say silly things while being very squirmy. "CB, what number are you?"-KB (PLEASE REFER TO IMAGE BELOW TO MAKE CONNECTIONS WITH "NUMBER/EMOTIONS" AS THEY PERTAIN TO SUBJECT) "NONE! Number SILLY!"-CB "Look at me. I think you might need to take a break because rude and strange things that I don't understand are being said."-KB "I will stop if you get the dinosaurs out!"-CB "Why don't you go take a break, either in your room or on the step, while I get the dinosaur out." CB gets a little upset but chooses to walk away for a break. Shortly after, he returns and wispers in KB's ear; "I used my calm down card."-CB "Which steps did you use?"-KB "I used sit, feet on floor, count to ten, three deep breaths, go to work."-CB "Good job CB. You get a marble."-KB CB then continues on with his dinosaur project. I notice that his is being very particular to piece each numbered peice in it's correct place while maintaining the colors are properly positioned. CB insists that I stay until he is finished with his project. So I do. :) <span style="font-family: Georgia,serif; font-size: 120%;">IMAGE BELOW: Five point scale to recognize emotions. Used at home and at school.



<span style="font-family: Georgia,serif; font-size: 120%;">INTERVIEW with KB-Mother

<span style="font-family: Georgia,serif; font-size: 120%;">Before our interview started, KB pulled out her "CB folder" which was a large 3-ring black binder filled with ALL notes ever taken on CB. In addition were notes taken during conversations with KB and school personell, as well as specialists. In the front of the binder there was an outdated copy of the Oregon Special Education Procedural Safegards document. KB informed me that she receives one at the first Individual Education Plan (IEP) meeting each year.

<span style="font-family: Georgia,serif; font-size: 120%;">KB also hands me what she called her "most helpful book"; __IEP and Inclusion TIPS for Parents and Teachers__ written by Anne I. Eason and Kathleen Whitbread. Another book that I make note of is __The Asperger Parent.__ KB then shows me her PowerPoint handout from a class that she took in 2011 titled __IEP's: Advocates or Adversaries. Understanding IEPs and Collaboration with School Personnel__ presented by Cindy Herr and Mary Ann Winter-Messiers. <span style="font-family: Georgia,serif; font-size: 120%;">"I also used to have a copy of a Special Ed Law book which I took to IEP meetings and placed on top of all my notes. It was used to seem a little intimidating to teachers and specialists but it was also handy for me to be able to refer back to specific laws and know what I was talking about."-KB

<span style="font-family: Georgia,serif; font-size: 120%;">__QUESTION:__ **What kind of system is used at school for behavioral support with CB?** <span style="font-family: Georgia,serif; font-size: 120%;">__ANSWER:__ "It is a color-based system. <span style="background-color: #000000; color: #23f623; font-family: Georgia,serif; font-size: 120%;">Green means that he used good listening, was safe, respectful and responsible. <span style="background-color: #000000; color: #ffe500; font-family: Georgia,serif; font-size: 120%;">Yellow means he did not do that great but perhaps it was just a rough day. <span style="background-color: #000000; color: #ff0000; font-family: Georgia,serif; font-size: 120%;">Red means that he escelated to a point where he put himself (CB) or others into an unsafe situation."

<span style="font-family: Georgia,serif; font-size: 120%;">__QUESTION:__ **How do you know what "color of day" CB has at school?** <span style="font-family: Georgia,serif; font-size: 120%;">__ANSWER:__ "There are color graphs that the teacher is supposed to fill out at the end of each day. There are key words, safe, respectful, responsible that have a color scale next to each. The teacher places a mark on each one indicating which color best represents each. There are also check-in points throughout the day to see where he (CB) feels that he is at. At the end of each day a colored sticker is placed at the top of the card to let CB and myself know what color his day was. The teacher also writes notes with any specifics."

<span style="font-family: Georgia,serif; font-size: 120%;">__QUESTION:__ **How do the colors become relevant once CB is home?** <span style="font-family: Georgia,serif; font-size: 120%;">__ANSWER:__ "We use a marble system at home that is based off of his colors at school. CB receives ONE marble just for showing me his card at the end of the day and discussing it/the color. We are working on communication with this  <span style="font-family: Georgia,serif; font-size: 120%;">When he has a <span style="background-color: #000000; color: #23f623; font-family: Georgia,serif; font-size: 120%;">green day, he gets three more marbles and one hour of free choice after school. A <span style="background-color: #000000; color: #ffe500; font-family: Georgia,serif; font-size: 120%;">yellow day still gets the one marble for discussing color, however that is it as far as marbles. He also spends the first hour after school in quiet time in his room. I usually go up after a half-hour to discuss his day and choices that can be made to make better decisions. We then put it behind us and move on with our day. A <span style="background-color: #000000; color: #ff0000; font-family: Georgia,serif; font-size: 120%;">red day means a really bad day and usually requires CB to go directly to his room for quiet time. Usually quiet time for myself (KB) to figure out how to address the day's issues. He has to do homework right after quiet time. He then has to write appology letters to all those involved in the day being red. I still give CB his one marble for the communication and discussion of his color card. However, if there was anything fun planned for the afternoon in which a red occurs, it has to be cancled until another day."

<span style="font-family: Georgia,serif; font-size: 120%;">__QUESTION:__ **What is the incentive for CB to have GREEN days and how many does he have to have in order to receive it?** __<span style="font-family: Georgia,serif; font-size: 120%;">ANSWER: __<span style="font-family: Georgia,serif; font-size: 120%;"> "CB works towards a school reward as well as a home reward. Right now, when he gets 25 green days he gets to take a six-month old goat to school for show and tell. This is a reward that was presented by the Special ED director. When he comes home with so many green days and receives marbles, that goes towards the home goal. The home goal is when the marble jar is full CB gets to choose an activity suchas Jungle Jump, lunch out, going to movies or buying a new movie. I make great effort to also just spend time with CB so that he knows that when we spend time together it is because it is OUR time not to be confused with a reward for his green days. <span style="font-family: Georgia,serif; font-size: 120%;">We are also currently working on one of his ticks. When he gets eight green days for his tick he will get a special trip to visit family in California without me tagging along."

<span style="font-family: Georgia,serif; font-size: 120%;">__QUESTION:__ **How often are CB's goals addressed in regards to his IEP?** <span style="font-family: Georgia,serif; font-size: 120%;">__ANSWER:__ "A progress report is supposed to be filled out as often as report cards which is based off of his IEP goals. This report is also not academic and should not coincide with the report card as far as timing. I believe this is supposed to be done by his teacher as well but have not seen one done by her yet. They have always been filled out by the Special ED director which has a significant less amount of time of observation time with him. I question if it is as accurate as it could be."

<span style="font-family: Georgia,serif; font-size: 120%;">__QUESTION:__ **Do you feel that CB is receiving all the support that he should be in his classroom?** <span style="font-family: Georgia,serif; font-size: 120%;">__ANSWER:__ "I think that there have been great improvements this year through the many transitions but I also think there is still room for improvement. I think that without an AIDE this yearm sometimes the IEP is not being followed as precisely as it should. But...there is definitely some improvement and lots of communication between all necessary parties."

<span style="font-family: Georgia,serif; font-size: 120%;">__QUESTION:__ **What key element in CB's current IEP do you see dissapearing over the next five years, if any?** <span style="font-family: Georgia,serif; font-size: 120%;">__ANSWER?__ "The biggest element is an aide, which has already been taken away. That was a huge step this year. We probably will see his color-coding of his day go away because he will be more aware of himself and his ability to self-regulate. However, each year there will be more and different challenges so there will always be SOMETHING that will be in place."

<span style="font-family: Georgia,serif; font-size: 120%;">REFLECTION: This learning opportunity was wonderful. I felt that having a sit down with a parent was very eye-opening. I think that perhaps this particular parent is very well educated on the IEP process and how to seek out advocates which made this interview very easy. I was given the opportunity to see a IFSP from a couple years ago that outlined so many aspects suchas measurable goals, how CB should interact with other students, how transition periods should occur ect. Seeing the candid interactions between CB and KB was also very helpful. It reassured me that there can be interactions around an IEP that have meaning. (Not sure if that sounds right.) I also believe that this is possible because of the interventions and collaboration between school and home. CB has set boundaries and goals and they are mirrored in all of his regular environments...which makes following them easier and more consistant. <span style="font-family: Georgia,serif; font-size: 120%;">Knowing this family and how much research KB has done makes me wonder how other families navigate the world of IEP's. One thing that KB mentioned that I found amazing was that she never goes to an IEP meeting without food. She said she does that so that everyone involved does not feel as if she is coming in to make judgements or attack. It makes the environment comfortable and open. How might another parent, with less education on the process, feel in a similar situation? <span style="font-family: Georgia,serif; font-size: 120%;">Overall, I know that I could learn so much from this parent to better myself as a future teacher that interacts with parents/students and IEP's. The amount of time spent with a teacher really has such an impact on a child and their success in every life aspect. I look forward to having a positive partnership with my classroom parents.