Shut up and pick it!
LD OnLine Motivation is key to school success.
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Just as the actor asks a director, "What is my motivation, for this scene? Motivation is often defined as a need or drive that energizes behavior toward a goal. As the new school year begins the most common problem that teachers and parents face is lack of student motivation.
Motivation can either come from within the student intrinsic or from outside extrinsic. A child who is intrinsically motivated performs a task because of the joy that comes from learning new materials. A child who performs in school to gain parent approval, grades, or rewards is externally motivated.
While research shows that those children with internal motivation may achieve greater success, teachers and parents often find that many children seek external reinforcers. Parents who ask questions that lead to more questions for a child are more successful in developing intrinsic motivation.
For example, a parent that gives a child a special toy as a "reward" for reading a lesson about how an airplane works and for completing the related homework that requires answers to questions about the parts of an airplane will stimulate less motivation than the parent who helps a child discover how planes work by building a balsam plane and letting the child practice flying it.
The child can then experiment, discover and generate new questions and new discoveries. Motivation, as parents and teachers know, often varies depending on the setting, the people involved, the task and the situation.
A child with a learning disability may be a very reluctant reader who resists reading a science assignment or writing the homework assignment but eagerly absorb all the teacher shows about vaporization of water in a science class.
The key for each learner is to find that which motivates. Some of these factors are: Fear of failure Children can be afraid to complete work because they are afraid to make mistakes.
They do not want to look foolish in front of their peers, teachers, siblings, or parents. A child with a learning disability might, for example, constantly distract the class with wonderful humor, but never complete an assignment or answer a question in class.
The humor covers his reading difficulty and is a cover-up for his inability to complete his work as well as most of the students in the class. Lack of challenge Children can be bored with schoolwork.
This may be for good reason. The child with LD may also be unmotivated if it is apparent that the teacher attributes a lack of potential success to the child based on the label of LD.
This can be especially troubling for a student with LD. A student with a visual-motor problem, for example, may find it very difficult to organize math problems in order to assure the correct answer. The student always gets the problem wrong because the columns of a long addition problem get mixed up.
That student knows the calculator can do the problem correctly in a second. The student is likely to see no meaning to a class on addition, division, or any other math concept. Anxiety, fear, depression or perhaps problems related to home could interfere. Children with LD often have emotions related to the frustration of the learning disability or other related emotional patterns that limit motivation for schoolwork.
Anger Some children use schoolwork, or lack of schoolwork, as an expression of anger towards the parents.
This is often called a passive-aggressive approach. For example, if a child feels intense pressure to succeed academically, a factor the student cannot control, the student may yell or argue with the parent. Rather, low grades are earned. The more the parent tries to control and structure reinforcers, the lower the grades fall.
Desire for attention Unfortunately some children use lack of academic success as a way of getting parent or teacher attention. Children that come home, do their chores, complete their homework, and achieve academically can be ignored simply because they are not causing problems.
Children who act out or who seem "helpless" with schoolwork often can gain support and attention. Attention for children is a powerful motivator.
It is important to periodically review what types of behavior earn a child attention at home or at school. Children with LD can find learning a difficult and painful process.- A Successful Coach and Motivator INTRODUCTION This paper will focus on what it takes to be a successful coach and motivator in the 21st century and the general characteristics of the coaching process for the future leaders of corporate america.
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