5.May

MOTIVATION TO LEARN
Dreikurs theorises that there 5 main things that are sought in life:

1. a safe and secure place where they belong
2. To be loved and valued
3. To have power
4. To have freedom
5. To have fun and learning

Glasser says there are 5...

1. Love, belonging and acceptance
2. Personal power, competency and achievment
3. Survival, safety and security
4. Freedom, independence and autonomy
5. Fun and learning

Glasser psycologically based.
Dreikur coming more from social theory. Need to belong to a social group...So every lesson do group work.

Must create wonderful place to be ALSO as member of social group.
Dreikurs and Glasser go together. Social setting for group/class- the way we do things around here. In practise you need to teach the children how to operate effectively in a group.

Compare and contrast Dreikurs and Glasser.
Structure lesson so as these are

When Dreikurs says that the heart and soul is to BELONG and create UNITY

HOW TO MOTIVATE STUDENTS TO LEARN
1. Make sure that general environment is supportive of learning and co-operation, mutual respect.
2. This is the way we do things here in my classroom, in this learning place. Find the ones that feel they don't belong. Take time to be with them. If you can get them to feel they belong. Telling a good story is one way of doing it.. Play a game... Get them talking about something that's in the zpd of the day. .
If it still doesn't work.... Go to Canter and PUSH... Pretty difficult
Dominant model for classroom management in Australia is CANTER. '

Canter- teacher rights. All coming from sense of power and control. Doesn't work.
Rules in classroom based on needs of teacher, not students.

Two types of problems.
1. non-disruptive...looking out the window, day-dreaming
2. disruptive (see Dreikurs)

MASLOW'S HIERARCHY OF NEEDS

Comparing Glasser and Maslow...

Dreikurs says we have a need to belong to a social group. Glasser says yes- and 5 more needs. Maslow's and Glasser's are very similar...(Maslow came first)

Maslow further informs Glasser.

Maslow's Ten Points for educators....

1.We should teach people to be authentic, to be aware of their inner selves and to hear their inner-feeling voices.
2.We should teach people to transcend their cultural conditioning and become world citizens.
3.We should help people discover their vocation in life, their calling, fate or destiny. This is especially focused on finding the right career and the right mate.
4.We should teach people that life is precious, that there is joy to be experienced in life, and if people are open to seeing the good and joyous in all kinds of situations, it makes life worth living.
5.We must accept the person as he or she is and help the person learn their inner nature. From real knowledge of aptitudes and limitations we can know what to build upon, what potentials are really there.
6.We must see that the person's basic needs are satisfied. This includes safety, belongingness, and esteem needs.
7.We should refreshen consciousness, teaching the person to appreciate beauty and the other good things in nature and in living.
8.We should teach people that controls are good, and complete abandon is bad. It takes control to improve the quality of life in all areas.
9.We should teach people to transcend the trifling problems and grapple with the serious problems in life. These include the problems of injustice, of pain, suffering, and death.
10.We must teach people to be good choosers. They must be given practice in making good choices.

1. ZPD...make the topic relevant to students.

It has to be one that the 'worst kid' (or the most attention seeking one) in the class is interested in. Must connect with the children.

Of all the things you prepare- the first couple of minutes is vitally important. If child is interested and engaged- you have also set up a relationship with the child and brought them into the classroom and made them belong.

If you have 6 difficult children, you must be prepared before you start. Must give attention and responsibility. The naughtier the child needs inclusion.

Best maths teacher Alan ever saw carried around a bucket of chocolate frogs.

2. MOTIVATION

Abit of competition and acknowledgement. Put childs name on board who gets the question right.

Get to the point of looking at every child and getting Glasser classification.

eg.power....acknowledge them...Let them be in charge of a group.

Think of an activity that has fun.

3. Board of Studies. You need to make sure your lesson has the 3 outcomes

-knowledge, skills and values. You need to know this.

4. Let children know goals of class. What is expected of them, what they need to do.

5. Critical to determine what the students already know. (prior learning)

6. Must have concrete activities and do something that is constructive.

three domains(Gardener) or categories (intelligences) Must cater to all three domains to have a successful class. Give choice and diversity within the lesson. Hence all students are engaged.

www.surfaquarium.com really good to check out. So three activites eg. act out/dramatise topic, make a song, write an essay.

7. Key questions (Blooms). Must get up to top end of Bloom's taxonomy.

What colours are roses?

what kind of impressions may people have when encountering a rose.

how can you use a rose to really create something special?

Key questions must relate to deep learning ie higher order learning. Do activity and then answer questions. Often questions can't be answered....So we work in groups, and have social interaction which improves zpd etc.

3 types of groups

think pair share

jigsaw

'graffiti''

8. Communication. Affirming students