Motivation: Leading the Way to Successful Literacy Learning

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MotivationLeading the Way to Successful
Literacy Learning
Just Read, Florida! K-12 Coaching
Academy August, 2005
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Why MOTIVATION matters

• It is generally acknowledged that motivation
  plays a critical role in learning. It often makes
  the difference between learning that is
  superficial and shallow, and learning that is
  deep and internalized.
• Linda Gambrell, 1996

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Why MOTIVATION matters to YOU!

• The K-12 Comprehensive Research- Based Reading
  Plan, Technical Assistance document, states that
  the key factor to an individual schools success
  is the building principal.

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Pathways to AccountabilityRecent Trends and
Actions

• Findings of the National Reading Panel
• No Child Left Behind
• Increased Emphasis on High Stakes Testing
• Tougher Requirements for Promotion and Graduation
• Focus on Literacy Skills

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Accountability

• There are few instructional tasks more
• important than teaching children to read. The
  consequences of low achievement in reading are
  costly both to individuals and society. Low
  achievement in literacy correlates with high
  rates of school drop-out, poverty, and
  underemployment.
• Statement from the International
  Reading Association, 2002

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Consider this . . .

• Most people want to be part of their
  organization they want to know the
  organizations purpose they want to make a
  difference. When the individual soul is connected
  to the organization, people become connected to
  something deeper the desire to contribute to a
  larger purpose, to feel they are part of a
  greater whole, a web of connection (p. 27).
• Lewin and Regine, 2000)

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Accountability
Telling teachers exactly what to do and then
holding them accountable for the results does
not necessarily reflect a commitment to
excellence. Frederick Herzberg explains that
truly motivational factors are recognition,
achievement, responsibility, and things of a more
intrinsic nature.
T. Whitaker, B. Whitaker, D. Lumpa (2000)
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Motivation Herzbergs Theory

• Frederick Herzberg offered his perspective on
  what motivates people.
• He developed a two-factor theory which consists
  of dissatisfiers or satisfiers.

Herzberg, F. Mausner, B.
Snyderman, B. (1993)
The Motivation to Work
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Raise the PraiseMinimize the Criticize

• Consistently taking a positive approach is a
  central element in establishing and enhancing the
  morale of those we work with. Looking for,
  acknowledging, and reinforcing the many positive
  things that occur in our organization may be the
  single most essential factor in cultivating
  positive morale.
• Whitaker, Whitaker, and Lumpa, 2000

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Five Things That Help Praise Work

• Praise needs to be
• Authentic
• Specific
• Immediate
• Clean
• Private

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What MOTIVATES Reading

• Using Herzbergs Theory, what are some
  dissatisfiers that teachers may observe while
  motivating students to read?

Using Herzbergs Theory, what are some
satisfiers that teachers employ while motivating
students to read?
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Motivation to READ!

• External motivators and internal
• emotional state influence intention to read.
  External
• motivators have less intrinsic relationship to
  reading
• than does attitude. Attitude towards reading
  includes
• evaluations of content and purpose, feelings
  about
• engaging in a particular kind of reading, and
  action
• readiness for initiating and sustaining reading
  activity.
• External motivators are incentives, purpose,
  norms,
• and settings outside of readers that influence
  their
• intention to engage in reading activity.
• 
  Grover Matthewson, 1994

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Attitude Really is Everything

• What are students
• Evaluations of content and purpose?
• Feelings about engaging in a particular kind of
  reading?
• Action readiness for initiating and sustaining
  reading activity?

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Now consider . . .

• External motivators in schools include
• Incentives/Rewards
• Purpose Read to pass FCAT?
• Norms

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To Motivate Students Learning

• Reading materials need to match reading ability
  and interests
• Coherent Instructional Design must be evident
• Active student learning must be employed

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A Community of Learners

• The teacher who builds community, a solid team
  of learners, has always made a difference in
  childrens learning. Lets allow children to see
  the patient, expectant look on the faces of
  their teachers.
• Donald H. Graves, 2002

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Motivation as a Common Thread

• Encouraging communication between home and school
• Motivating participation in staff development for
  student achievement
• Empowering students to read for intrinsic
  reasons (not just external rewards).
• Fostering a positive school climate

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Indicators of School Climate

• Respect
• Caring
• High morale
• Opportunities for input
• Continuous academic and social growth
• School renewal
• Cohesiveness
• Trust

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Practices that Contribute to Positive Climate

• Visibility
• Knowledge of staff beyond school
• Regular communication
• Positive and productive meetings
• Knowledge of teacher strengths
• Modeling
• Professional learning environment

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ONE MINUTE BUZZ
Turn to a shoulder partner and discuss what your
ultimate goal is in motivating your teachers and
students to learn.
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Pause and Reflect
In schools, treading water is no longer an
option. School people must either propel
themselves in some direction, be towed, or sink.
Roland Barth Improving School from Within

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Parting Thought . . .

• Education is not the filling
• of a pail, but the lighting of
• a fire.
• William Butler Yeats

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References

• Block, C., Israel, S. (2005). Reading First and
  Beyond The Complete Guide for Teachers and
  Literacy Coaches. Thousand Oaks, CA. Corwin Press
• Covey, S.R (2004). The 8th Habit From
  Effectiveness to Greatness. New York, NY. Free
  Press.
• Goleman, D. (1998). Working with Emotional
  Intelligence. New York, NY. Bantam Books
• Whitaker, T., Whitaker B., Lumpa D. (2000)
  Motivating and Inspiring Teachers. Larchmont, NY.
  Eye On Education.
• Williams, Dr. Nancy (2005) Motivating Reluctant
  ReadersA Multi-Faceted Approach. University
  South Florida. Flare Faculty Fellow.