Author Archives: affectivelearning
Competition As Motivation
A day after the superbowl, it is easy to see how competition is a very strong motivator. At school, when it comes to academics (not sports), is there a place for competition? I say yes, on every level, as long it is used along with teaching how one is a good winner, as well as a good loser. I do not subscribe to “all kids” win. Sure, there are times when all students should be acknowledged for their hard work and efforts. You cannot have competition unless you have participation. Students can be motivated by classroom level, school level, district level, community level, regional level, state and national level competitions. Although there are just too many to name, a few come to mind quickly: Math and Science Olympiads, Nature, Geography and Math Bowls, Science Fairs, Lego Competitions, Spelling Bees, and countless Essay Competitions. Awards can be intrinsic (knowing they did a great job), and/or extrinsic (ribbons, trophies, and awards). An important thing to remember, is to use competition in a positive constructive manner, which will give students a reason and buy-in to encourage them to learn concepts that will later help them in life.
Play To Learn, Learn to Play
As education continues to move toward proof of student’s academic learning through testing and statistics, it inadvertently moves further away from understanding whole student, development and the life-long learning process of learning. The reason for this blog is to reach an audience who is interested in practical application as opposed to theoretical rhetoric, and I acknowledge that the overall goal of academia is for our youth to be educated so they are productive and successful members in our society. When I was a student teacher, my master teacher had a great saying: Play to Learn-Learn to Play. His understanding of his kindergarten students was that if the teacher/facilitator/parent, realizes that children, and for that matter adults, enjoy interacting on a non-stressful and engaging level, the activity can teach them the same concept as “practicing” the information with pencil and paper. Soon, I will be releasing an ebook that give 25 free (or nearly free) practical ways to practice reading with your young child. Please stay tuned!
Toys Without Boundaries
Children today have a wide variety of choices to engage their minds during their free time. Electronic games have goals to reach, board games have a means to the end, and sporting games eventually have winners and losers. I encourage my students and children to do activities that have no “end game”. Toys like building blocks, connecting rods, and erector sets. Crafts like painting, working with crafts and modeling clay. And imaginative play, like role playing, building then playing creative instruments, and just playing. These activities engage the imagination, remove boundaries and and encourages creativity. The late amazing Walt Disney was asked if he thinks outside the box, and he replied, “why does there have to be a box?” Therefore, next time your child or student says “I’m bored”, answer them, “then you are not curious”.
Animals in the classroom, in middle school?
I very much enjoy working at the middle school level. But all middle school kids have interest far beyond the classroom, and even when they are in the classroom, their minds may not be. Enter Robin, our newest addition to the class. As most new additions, all students are interested to get to know her, what she likes to eat, and if she will be their friend. But Robin is a bit different than middle school students: she is alot younger, alot furrier, and will climb on anyone who allows her…she is our clasroom pet rat.
I bought her from a breeder, because I wanted to be sure she was hand raised from birth. Her entire name is RobinHood, because she has hooded markings. The students instantly responded and became excited about her. They were motivated to get their work done so I would bring her out to play. They arrived to class early because I would bring her out to play. And they signed up quickly for the chance to take her home for the night or weekend. Most of my teaching career, I saw animals in the classrooms of younger students, kindergarten through 5th. At middle school grades, animals are commonly found in the science room, (alive or preserved) and only if they made students ‘freak out’ like tarantulas and snakes. In the world of electronics, movies and instant gratification, I under-estimated the real impact and motivation a simple animal, such as a rat, can have on the students.
Easy To Learn, If You Love It
Ever since my daughter was young, she loved horses. We put her on a pony at 2 1/2 years old, and she has never looked back. At 5 years old, we started formal training lessons, and now she is advancing quickly. We don’t have to beg her to get ready to go to lessons, it doesn’t matter how cold or hot the weather is, or even if she is sick (unless she is really sick), she is enthusiastic and eager to learn. When you really find something that you love doing, it is easy to learn about it because your interest is high. Many people love horses. Some just like to look at them, some would never climb up on top of an animal that is 1000 lbs and has it’s own mind and some like to watch them race like the wind. But when you enjoy something…anything, you will have the excitement, that will drive you to learn even more. Encourage your students to find what they love. 
Finding Motivation
I often hear teachers discussing the concerns of extrinsic rewards. How the student needs to do the activity, assignment or projects and just feel good about it (intrinsic reward), and they shouldn’t have to give them anything else. My response is this: Why do adults get extrinsic rewards, often rewarding themselves, but yet children/students, have to “feel good about their work” without rewards? Usually the response is, I don’t have extrinsic rewards….Oh yes, you do…that “mocha latte, the paycheck, the nice car, the new “gaget”, the lastest phone, the vacation “you need”, and on and on. Bribing the student “if you get this done, you will receive that” is a different arguement, and not for this post. Just be aware, that everyone has a “modiva” (a motive), and finding what motivates your students, even if it is extrinsic reward, is a valid way to promote students participation.
Your Attitude Determines Your Altitude
What a great attitude!
Affective Learning 