iGive+iBelieve

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Excellence can be attained if you... Care more than others think is wise. Risk more than others think is safe. Dream more than others think is practical. Expect more than others think is possible. -Unknown Author = = As a four year old child I recall being interviewed for entrance into a private school. I was asked to draw a picture of something that would show how I feel about learning. I drew a train, it was a steam train which was big, black and red and had people in the windows waving, there were large billows of smoke coming from the stack and white puffy clouds in a blue sky with a bright yellow sun in the picture. When I finished it the head Mistress asked me why I had chosen to draw that particular picture. I told her "I had drawn it to show where people could go if there was something strong pushing it along". She asked why I had not drawn any rear wheels on the train, I told her " Oh, there are rear wheels there, you just cannot see them because of the smoke and steam from the train!" Oh how naive we are as children, but also so bright and capable of seeing the larger picture in life, and if we missed it, able to make it be there. The positive figures that surround us on a day to day life, our parents, teachers, siblings, and the home and school background really drive us to be the people that we are in the future and can have some very positive or negative impact on our destiny. I also recall learning in that school about the imperial system of counting and math, driving in how to count in twelve's and being drummed for multiplication etc. Truth be told, I disliked math, and then I met Ms. Smith, wow!! light came on and everything seemed so clear and precise, we were a motivated group who were rewarded in a positive manner and everything was wonderful. Then catastrophe, Ms. Smith left to have her baby, we got Mr. Jones, he was old and stoic and could not understand our bright young minds, everything was about punishment and negativity. Then fractions entered the realm of learning, I could not make head nor tail out of it, I may as well have been being taught a foreign language. In 1968 the UK government decided to introduce decimalization currency into the scheme of things. I know that the British system of counting may sound strange to most, but sterling and counting in 12's was the way we had learned to count, this was in the era before computers and calculators were introduced (yes, there was time that was the case), the greatest inventions of technology were a slide rule and an abacus. Now, you would think being able to divide everything by ten would make way more sense, but we do have to remember Mr. Jones. I am pretty certain that many people suffered with the changes when their minds had become familiar with a particular system. I do have to say as a Chef, measurement, fractions and math calculations are extremely important part of what we do and required a great deal of work on my part through college and the persistence of my college instructor. He, again was able to make sense of the information and turn on the light bulb to allow us the ability to understand the course and learning material required to do the job, but it was a struggle and something a mature student should have full ability to master in a college setting. Some of us are blessed with the Ms.Smith's as instructors in life, the one who motivates and pushes us forward like that big black train with so much steam that it could hide the back wheels.

ERIC Digest defines student motivation as; "The students desire to participate in the learning process". They go on to say " But it also concerns the reasons or goals that underlie their involvement in academic activities. Although students may be equally motivated to perform a task, the sources of their motivation may differ". Take today's new era of learning in the modern world of technology, watch this video to understand this

media type="custom" key="11088946" Motivation in the new age

Can you imagine having those sort of resources or tools to introduce new concepts and learning skills to the children, how much easier would it be to do that? Or would it be? The instructors skill, experience and knowledge certainly is involved in the whole picture, how to make them see, open their eyes and minds to soak in the information, motivate them so that they know iGive, iBelieve! Edison: genius is 1% inspiration and 99%perspiration. Atkinson: achievement is 50% ability and 50% drive. Motivation gets you started, habit keeps you going. = = Let us look at the categories of motivational learning: <span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;">A student who is Intrinsically motivated, learns for their own sake, wants to learn the information in a need to know manner <span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;">On the other hand: <span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;">Extrinsic learning - motivation is more to do with rewards for their work, such as higher grades, value, words of praise etc. <span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;">Some strategies to motivate students to learn could be: <span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;">(adapted from 'Burden. P. R., 1995, Classroom Management and Discipline, Longman, New York'.)
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;">Capture the students interest in the subject matter - using different techniques and strategies to garner and hold the interest
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;">Have students do things that they can relate to, or are familiar with, using what the students have previously learned
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;">Help the students to maintain expectations for success, using their goals
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;">Design the course to allow for success - clear and concise expectations
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;">Differ instructional techniques and learning skills
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;">Promote individual independence by providing cooperative and competitive activities
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;">Provide an appropriate level of challenge and support
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;">Give the students a voice in the decision making
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;">Establish a supportive environment
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;">Express interest in the content - model interest in learning and motivation to learn
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;">Provide feedback - help students to attribute achievement to effort

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;">According to Jere Brophy (1987), motivation to learn is a competence acquired "through general experience but stimulated most directly through modeling, communication of expectations, and direct instruction or socialization by significant others (especially parents or teachers)" <span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;">Initially, the children's home environment is the model of their attitude and what and how they learn. At school age, they start to develop their own beliefs about success and effort in their learning. = = <span style="color: #800080; display: block; font-family: verdana,geneva,sans-serif; font-size: 90%; text-align: center;">To accomplish great things, we must not only act but also dream, not only plan but believe. <span style="color: #800080; display: block; font-family: verdana,geneva,sans-serif; font-size: 90%; text-align: center;">-Anatole France = = <span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;">The adult learner differs from the child or youth learner. How do we motivate when we step up the bar to instruct, or learn as adult learners? How do we motivate them? What occurs when we throw in people with barriers, addiction, low income, mental and physical challenges and lower education etc.? = = =<span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;">media type="custom" key="11088950" = =<span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;">Motivating adult learners =

@http://frank.mtsu.edu/~itconf/proceed01/22.pdf Doctor Karen Janet Thoms - They're not just big kids, motivating adult learners

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;">I can personally speak of both, as an adult learner and instructor. I have had the opportunity as a chef to instruct several courses in a shelter style facility, where adults come when they make the choice to make some positive lifestyle changes for their future. I instruct programs such as a basic cooking, budgeting on low income, nutrition, shopping course, WHMIS, food safety level one and two, and a culinary arts training program where the learners, upon completion, can go out and find employment in the food service industry. I find the ability to be able to share my skills and expertise with those less fortunate, to allow them to move on with their lives a gift, which is very self satisfying =<span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;"> = = = <span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;">The students come from a variety of backgrounds, addictions, abuse, homelessness, correctional incarceration, etc. Many of them fell through the cracks of the system in their childhood and home life, in school, in life in general. They often have life experience of being forgotten or ignored. I encourage through positive motivational learning, clear and concise expectations of behavior in the classroom and in their potential employment. Development of positive living and life skills is imperative to their success. Introduction of goals and milestones that are achievable and measurable, giving feedback and constructive criticism where required. First comes the building of the relationship on honesty and trust though, this takes practice and a constant monitoring of the students progress, success and honest feedback sessions, allowing the adult learner the ability to make required changes. Hardest of all is following through with the consequences when challenges and expectations are not being met and maintained. <span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;">I did no instructional background when I entered into the instructional part of my position, I did have many years of management, but had never been addicted in any way, or suffered homelessness, incarceration or mental health breakdown. I had started my life again after divorce away from those I loved and without anything. It is tough when you know what you have been through and someone looks you in the eye and tells you that you do not have a clue where they have been in life. I feel most blessed when I can say to them, no I don't!! For this I am happy, and pray that this will always be the case.... I did have concern when the students would say "you don't understand" when it came to being an adult having to learn again. After my learning challenges as a youth there was nothing I wanted more than to get out of high school, the day of graduation found me running as far from there as possible. I did stop to complete a two year college course in cooking, I did well in there as it was something I wanted to do, I was passionate about the subject and it has given me the skills and ability to do what I do now. Going back to school however was a challenge for me, when I was asked to do the PID course by my Director I procrastinated for a year. I realized I was being rather hypocritical in telling my students that they should not be afraid and could do anything they wanted if they tried.... I decided in January 2011 that I would do the course and try for my diploma and I wanted to complete it in one year. Technology has certainly changed a lot since my days in high school, and even college. There is no Mr. Jones or Ms. Smith, when we want to draw a train we do it on the computer. we sit here and have this incredible tool at our hands that can find any information and do anything that we want it to do. I guess the part I miss the most is the human connection, how can a square hard screen compare to a smiling or even grouchy face? There is no voice, unless we Skype or ooVoo with someone. What do we have to motivate us with this new technology? The need and want to succeed has never changed. This is my last course for my PID program and I only have the capstone project remaining. What an incredible journey of learning, experience and knowledge building that I can integrate into my courses for my students. The incredible thing is that all of my courses so far have reaped great rewards of an A student. I feel more confident as an instructor and can now look any student in the eye and say, oh yes I do!! Now my motivational speech contains the words iCan and iBelieve = = =<span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;"> = = = <span style="color: #800080; display: block; font-family: verdana,geneva,sans-serif; font-size: 90%; text-align: center;">One can never consent to creep when one feels an impulse to soar. <span style="color: #800080; display: block; font-family: verdana,geneva,sans-serif; font-size: 90%; text-align: center;">-Helen Keller = = <span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;">Malcolm Knowles (Birkenholz, 1999) defined these terms: <span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;">Knowles has shown that there are both similarities and differences in andragogy and pedagogy <span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;">Similarities of adult and youth education: <span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;">Differences between adult and youth education <span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;">Adults are: <span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;">@http://www.umsl.edu/services/ctl/DEID/destination2adultlearning/2hadultyouth.html = = <span style="color: #800080; display: block; font-family: verdana,geneva,sans-serif; font-size: 90%; text-align: center;">Nothing in the world can take the place of persistence. <span style="color: #800080; display: block; font-family: verdana,geneva,sans-serif; font-size: 90%; text-align: center;">Talent will not; nothing is more common than unsuccessful men with talent. <span style="color: #800080; display: block; font-family: verdana,geneva,sans-serif; font-size: 90%; text-align: center;">Genius will not; unrewarded genius is almost a proverb. <span style="color: #800080; display: block; font-family: verdana,geneva,sans-serif; font-size: 90%; text-align: center;">Education alone will not; the world is filled with educated derelicts. <span style="color: #800080; display: block; font-family: verdana,geneva,sans-serif; font-size: 90%; text-align: center;">Persistence and determination alone are omnipotent. <span style="color: #800080; display: block; font-family: verdana,geneva,sans-serif; font-size: 90%; text-align: center;">Calvin Coolidge, former President of the United States <span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;">According to: <span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;"> Psychological Self-Help Bibliography by Clay Tucker-Ladd (c2004) excerpts from Chapter four - Motivation <span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;">Changing involves both knowing how (learning) and wanting to (motivation). It is important to see that learning is different from performing. In terms of how far we get in life, how much we accomplish, motivation is just as important, if not more important than learning. We already know how to loose weight (don't eat) or get A's, or give generously to others. A common barrier of not accomplishing many goals is not wanting the goal enough to give it the necessary time and effort (or conning ourselves into believing we can reach our goal in some easy way). <span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;">Occasionally, a person will have enormous determination to achieve something requiring great effort over a period of years. It is emotionally moving to hear about such a person who has overcome great obstacles to achieve an impressive goal. Glenn Cunningham was told as a boy that he would never walk on his badly burned legs; he became a great miler. How do you get the drive to go to college at age 35, work full-time, care for three children, and graduate with honors? The same way Rebecca Lee in 1864 became the first black woman physician: you work to accomplish your dreams. There are many, many inspiring examples of great achievements. = = <span style="color: #800080; display: block; font-family: verdana,geneva,sans-serif; font-size: 90%; text-align: center;">The greater the island of knowledge, the longer the shoreline of wonder. <span style="color: #800080; display: block; font-family: verdana,geneva,sans-serif; font-size: 90%; text-align: center;">Anonymous = = <span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;">Some factors can affect motivation. In order to keep learners motivated, the following factors should be observed:
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;">Andragogy "The art and science of helping adults learn"
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;">Pedagogy "The art and science of helping children learn"
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;">learners must be ready to learn
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;">Learners need to have clear objectives
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;">Learners need to be taught at multiple levels of cognition
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;">People learn best through a variety of techniques
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;">Voluntary learners (for the most part)
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;">Application oriented
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;">Greater need to see the relevance of course content
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;">Know their needs better
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;">Adults have higher expectations and desire to achieve goals and objectives
 * <span style="font-family: Verdana,Geneva,sans-serif;">Opportunities for personal development and advancement
 * <span style="font-family: Verdana,Geneva,sans-serif;">Involved in the group processes, like problem solving, goal setting, and decision-making
 * <span style="font-family: Verdana,Geneva,sans-serif;">Personal needs are being met and they feel appreciated
 * <span style="font-family: Verdana,Geneva,sans-serif;">Receive private and public praise, rewards, and recognition
 * <span style="font-family: Verdana,Geneva,sans-serif;">Can see that their presence does make a difference and recognize that something significant will be produced by the group
 * <span style="font-family: Verdana,Geneva,sans-serif;">Feel capable and informed enough to handle the group tasks
 * <span style="font-family: Verdana,Geneva,sans-serif;">A sense of acceptance, belonging, and teamwork among group members

=<span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;">media type="custom" key="11066548" = = = = = =<span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;">@http://www.teachermatters.com/teacher-teasers/praise-versus-encouragement.html = =<span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;">Praises versus encouragement quiz for instructors = = = = = = = =<span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;">@http://www.ericdigests.org/pre-9213/praise.htm = =<span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;">Effective praise and encouragement in the classroom = = = = = =<span style="color: #800080; font-family: Verdana,Geneva,sans-serif; font-size: 90%;">References: = = = =<span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;">Brophy, Jere. ON MOTIVATING STUDENTS. Occasional Paper No. 101. East Lansing, Michigan: Institute for Research on Teaching, Michigan State University, October 1986. 73 pages. ED 276 724. = = = =<span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;">http://www.ericdigests.org/1995-1/learn.htm = = = =<span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;">http://en.wikipedia.org/wiki/Decimal_Day = = = =<span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;">http://www.teachermatters.com/classroom-management/roles-of-the-teacher/motivating.htmlReferences = = = =<span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;">http://www.umsl.edu/services/ctl/DEID/destination2adultlearning/2hadultyouth.html = = = =<span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;">http://www.psychologicalselfhelp.org/Chapter4.pdf =

=<span style="color: #800080; font-family: Verdana,Geneva,sans-serif;">http://www.units.muohio.edu/saf/sac/handout/groupmotivationalfactors.shtml =