How to Motivate Children: For the classroom, homeschool, teacher, parent and administrator
Low reading scores. Fighting. Yelling. Inappropriate outbursts. Getting out of one’s seat. Incomplete work. Interrupting others. Lack of interest.
All of these behaviors are disturbing to parents, teachers and administrators; but when they occur repeatedly, it drives teachers and parents to want to simply quit. These behaviors are not just frustrating and disturbing to adults but lead to self-defeating attributes for the child, limiting their progression in the attainment of lifelong learning characteristics. To deter these undesired behaviors, a more productive atmosphere can be created based on behavior modification, value foundations, effective learning communities and increasing personal behaviors.
Course Objectives
- Understand behavior is influenced by consequences.
- Identify consequences to develop student motivation.
- Recognize positive and negative reinforcers.
- Create a plan to bring extinction to undesirable behaviors.
- Develop an understanding for prompt reinforcement.
- Using reinforcement to embed desired behaviors.
By Tracy Atkinson
Tracy Atkinson, mother of six, lives in the Midwest with her husband and spirited long-haired miniature dachshunds. She is a teacher, having taught elementary school to higher education, holding degrees in elementary education and a master’s in higher education. Her passion is researching, studying and investigating the attributes related to self-directed learners and learning styles. She speaks at conferences on learning styles and has published several titles, including MBTI Learning Styles: A Practical Approach, The Art of Learning Journals, Calais: The Annals of the Hidden, Lemosa: The Annals of the Hidden, Book Two, Rachel’s 8, The Personal Pursuit of Perfection and Securing Your Tent. She is currently working on a non-fiction text exploring the attributes of self-directed learners: The Five Characteristics of Self-directed Learners. Check out her online courses at: Udemy.
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