3 Keys for Fostering Motivation in Special Needs Students Part 1

Children are hardwired to be self-directed learners.  This is why young children can master skills without being explicitly taught.  So, why is it so hard to get some students to do anything in school? The answer may surprise you.

"Student motivation is very complex but tends to come down to three specific areas; emotional, behavioral and cognitive," (Fredricks, 2004).  A teacher (side note here: "teacher" can mean anyone... parent, sibling, neighbor, mentor, friend etc.) must seek to engage in each of the three areas that drive motivation if they are to leave the lesson feeling like their students have gotten the most out of the lesson.  Some areas of motivation are easier to touch upon than others.  Conversely, some students may be more receptive to your efforts than others.  Some children are just harder to reach than others and vice versa.

Motivating students is something that teachers all over are trying to do every day.  From intense lesson planning, engaging lessons and hitting upon topics of interest the quest to motivate is a huge part of the profession of teaching.  As a tutor it can be even more difficult to motivate students - especially those who are coming to a session by the request of a parent or teacher.

How to Motivate Students: Emotional Connections 
Jamie was a 13 year old boy with Autism who was attending Confidence Academy for additional work completion and organizational goals.  Jamie had a fantastic relationship with his resource room teacher at school and never seemed to have an issue at school yet despite all the communication in the world between school and home Jamie's mom just couldn't get him to organize and complete school work at home.  She decided to look into homework completion tutoring.  It was more important to her that her son's work be completed and handed in than the issue of him not wanting to do it for her.

Jamie's favorite subjects to talk about were trains, NASCAR and 9/11.  He also liked any team with the word Boston in the title.  After countless conversations with him about these topics mom and dad had begun to disengage with Jamie and this translated to Jamie as lack of interest in the things he cared about.  It was no wonder after 13 years of talking about the same things over and over that Jamie's parents would develop a coping mechanism for hearing the same facts again and again, but this was not helping Jamie's work completion and homework goals.

Mom and dad had to reconnect with Jamie on the things he valued as most important.  As an outsider who had yet to learn all of the stats of the 2011 racing season drivers (and so much more NASCAR knowledge) Jamie found connecting with me intriguing.  I made it a point to look up at least one fact in order to try and stump him and each session he looked forward to teaching me all the things I did not know about NASCAR.  I also coached mom to do the same with Jamie.  Over time and a whole lot of patience mom was able to rekindle her connection with her son despite her disinterest in the topics he wanted to talk about.

Now, NASCAR had absolutely nothing to do with the work that Jamie came to Confidence Academy to do.  That wasn't the point.  The two (or was it three) sessions we spent getting to know each other through NASCAR was well worth the time when just 10 sessions in to tutoring Jamie and his mom began reconnecting and Jamie began completing his homework before tutoring even started.  His grades went up and he felt more successful at home and school.

Jamie needed that emotional connection to help motivate him to do good work.  Building and maintaining personal relationships as students interests change (or not, in this case) is an integral part of motivating students to work.

In Part 2 of this series on motivating students with special needs we will talk about connecting with students on a behavioral level conducive to increasing motivation.

By:  Andrea Logan, MS Ed

3 Reasons Your Middle School Student is Failing at Writing

How many times have you had this conversation in your house:

"Do you have any homework?"
"No, mom, I finished it at school."
"How's your english paper coming?"
"Mom, it's not due until Monday!"
"I don't want you leaving it to the last minute, dear."
"I won't.  Can I go now?"

I'm going to take a wild guess here.  This student's paper is probably not started and he's probably going to leave it to Sunday night to do.  He will wait until 10:00 on Sunday night when his mom is telling him to get ready for bed to tell her he has to "finish his paper".  They will argue.  He'll be grounded.  They'll both be upset and the paper still won't be anywhere near finished.  His teacher will call home because the paper is missing and she will report that he had plenty of opportunity to do it in class.  Mom tells his teacher she is fed up and just doesn't know how to get him interested in his education.

This kind of situation happens a lot.  As an 8th grade ELA teacher I used to see it all the time.  It's like a carousel ride that you just can't get away from.  It's exhausting and gets in the way of learning.  I can't tell you how taxing it is to chase down papers from students.  It creates conflict between students and teachers, breaks down relationships with students and parents and perpetuates writers block in students. No one wins, least of all the student.

Here are three common reasons why your middle school student is failing at writing and what you can do to help remediate them.

Reason Number 1:  We've been limiting them

Since the dawn of technology and initiatives to put a laptop in every middle school students hands we have begun to limit the ways in which we write.  Because of the idea "we live in the world of technology and students need to be prepared" we've essentially removed other, more basic, modes of writing without asking students what they feel is best for them.  We've assumed that writing a paper on the computer is automatically more efficient for them and we've stopped offering a piece of paper and a pencil.

Promoting the use of a laptop for writing isn't wrong - it's just a new lesson that we can't forget to teach.  It's assumed that the laptop will be more effective for writing when really it can be cold, unyielding and distracting for some.

One way to combat this problem is to offer additional ways to write to your student and don't settle for a blanket excuse of "it's easier for me to type it".  Encourage them to try other ways.  Provide paper and writing tools, encourage them to talk about what they might want to say and jot down notes for them while they talk.  You could also suggest they speak their ideas into a recording tool and have them listen to their own thoughts as a way to prepare their writing.  Help him figure out how to get his thoughts out efficiently and writing will become easier.

Reason Number 2:  Writing isn't cooperative in the classroom

Your child's teacher has given multiple days for her students to work on their paper yet when the deadline comes more than half of the papers are missing or incomplete.  What happened?

We tend to view writing as an individual event when for the typical middle school student it should be viewed as just the opposite.  Middle school students are very social beings- they crave the interaction of those around them and in writing class we are trying to teach them to write like adults and not the developing students that they are.

Writing in school often isn't viewed as the cooperative action that it truly is.  Furthermore students at this age tend to be insecure and crave the validation from their peers that they are on the right track. Writing is a form of communication that is mistaken to be silent when it isn't.  Some students would benefit greatly from an opportunity to talk about their ideas before writing them down - and then using this process of conversing again and again as the paper is being developed.  When a peer they look up to or a friend they trust gives them that high-five about their idea it's motivating and validating for students who are at this vulnerable age.

The next time your students has a paper due offer an opportunity for them to invite a friend or two over to work on their papers together.  You will be amazed at how much more productive a writer your student can be when they can talk about what they are writing and get encouragement from someone who they trust and "understands" them.

Reason Number 3:  Writing makes your student feel vulnerable

Our students need to write, there is no question about that.  However it is important to keep in mind that writing is a very personal activity that is sensitive even to the most confident of writers. When asking a middle school student to write we need to ensure the environment is safe, judgement-free and encouraging.  It shouldn't be forced in a rigid timeline.

Forcing a student to write when they aren't comfortable exacerbates student anxiety over the action of writing.  You will increase the chances of writers block and worse you run the risk of students developing an ever deeper dislike for the act of writing.

Ask your student to think about what the perfect writing environment would be like for her.  Does she need a quiet space, does she want to stand up?  Does she need to dictate her thoughts for someone else to jot down before writing?  The trick here is to work with her to help foster her participation in the process without forcing it on her.  Requiring a student to write is different from forcing them.  Forcing them is likely to produce hesitance and resistance and perpetuate the carousel mentioned above.

Our schools continue to treat writing like a subject that can be incremented, prescribed and monitored on a rigid timeline.  Here's the rub: Writing is not a subject, it's an action.  Your middle school student is failing at writing because writing is personal.  It requires us to place thoughts that are safely tucked away in our heads out on paper for anyone who sees it to judge and interpret.  Your middle school student is failing at writing because the system isn't set up for him to succeed.

As a parent there are many things you can do to make the action of writing easier and more comfortable for your middle school child.  If you have tried and don't feel like you are getting anywhere see if one of the tips in this article will help to get that ball rolling again.  You can also seek out the help of a private tutor or learning center to support your young writer.  Small group learning facilities whose focus is on the learner rather than the test scores might give your middle school student a better platform to write from.

By:  Andrea Logan, MS Ed

How can I best support my child's learning at home?

I get this question all the time.  Whether I am in the community and someone finds out I am an instructional strategist and learning coach or whether I am in a parent-teacher conference at school.  The age-old question most parents ask is "What can I do to help my child"?

During my years as a middle school teacher I hear the same answers over and over. "Check the agenda book each night", "be sure to log in to our Homework Hotline on our team webpage" etc.  While these are indeed things you can do to support your child getting their work done I don't think these are the kind of answers parents really need to help their child succeed in school.  Not all parents have children that need help with getting work done, some want to extend and enrich their child's learning.  Besides, what if they already ARE checking the agenda book (and they know their student rarely writes anything in it besides when picture day is or when the next dance is coming up)?  What if they do not have reliable access to an internet connection (not all that uncommon in rural Maine)?  What kinds of advice can we give to parents that bypass the need to rely on a device (agenda or internet) and still feel confident that you are supporting their efforts?  It really comes down to these three things: Teach, Train, Show.

Number 1:  Teach them how to get organized.
       

Study areas should be simple and tidy

This is important.  Many children in the 3-8th grade level have trouble getting and staying organized.  Theses are the years when we assume that our students will be able to manage all of the papers and materials that get passed back and forth from school simply because we tell them to write it down, or not to forget.  The truth of the matter is that this is a period of time in a child's life when astronomical changes are happening both physically and cognitively.  Their executive functioning systems in their brains (the frontal area of the brain that organizes our thoughts and keeps us on track) are still developing and as such can get easily over ridden by a hormonal influx or environmental distraction.  I can't tell you how many times I have seen a student earn a poor grade in a course simply because they did their work and then didn't get the signal to hand it in.  Even some of our highest achievers can struggle with staying organized (but these kids tend to fall through the cracks of organizational support because they appear to be put together).  As parents, you can help your child with their level of achievement by teaching them how to get organized.  Teach them how to study, give them an equipped study space and help them learn how to manage their study time. If you as a parent struggle with these things the best thing you can do for your student is find someone who can teach them -- an older sibling, a tutor, a friend etc.

Number 2:  Teach them how to study.
       

Studying is an active process

I can honestly say, after being in schools for over 10 years, that students are not being taught how to study.  They are certainly being encouraged to study, told to study and given time to "study" but in reality the idea of "study" is somewhat of a foreign concept for many students of this grade 3 through grade 8 age group.  To study is an active process which incorporates multiple levels of organization, application, synthesis and evaluation.  Here is the biggest pitfall that most students who are being asked to study fall into -- quality studying is rarely a solo activity.

        To have the ability to study independently means you have the ability to evaluate and reason with yourself in order to really attain a level of understanding of the material that is needed to be proficient at it.  Most of the time, independent study time turns into more like a memorization session.  Relying on your memory as a sole conduit for retrieving information is like using one notebook to encapsulate an entires year of memories.... while you can cram information in, it is incredibly difficult to store it properly, make connections to it, know where to find it when you need it, and keep it from getting cluttered up with similar concepts around it.

        One fascinating aspect of the human brain is all of the ways it receives information.  Concepts are best learned and retained when multiple modalities are used and as many of the 5 senses as possible, including metacognition.  Fewer than 10% of our students (those in the 90th percentile and above) are efficient at independent studying.  In fact, the average student (those in the 25th-75th percentile, benefit so little from independent studying that studies show that two hours of studying alone may yield only 2-3 vocabulary words or concepts able to be easily retrieved on an exam or essay.  You can also ask your child's teacher for support.  Seek out specialized tutoring facilities and ask if they offer study skills courses for parents as well as children.  The more involved we can get the student engaged in the process of studying the more knowledge they will net from the act of doing it.

Number 3:  Show that you are interested in what they are learning.

       

Be a partner in their learning

Show your student that you are interested in what they are studying. Help them make connections to the world through what they are learning.  Look over their homework with them, go over their quizzes with them and see how they are doing.  Ask them about what they think about the topics that are being covered in their classes.  Even if you aren't particularly interested in fractions or WWII take the time to connect with them.  Share a positive experience, help them connect it to their life outside of school.

        Avoid saying things like "ugh, we had to learn that and I never used it in the 'real world'" or similar statements that can under mind the learning that is going on.  Even if you never looked at another polynomial again after you left Algebra 2 does not mean your child isn't destined to go to medical school and be the next doctor to cure cancer.  You can't predict what they might and might not need to know in their future so be supportive of what they are learning even if it makes you cringe at the thought of reliving it.

        Talk positively about teachers and schools.  Your children spend more time with them than they do with you at this stage in their life and so helping to formulate positive thoughts about that is essential to fostering the growth mindset they will need to achieve higher education and success in their adult lives.  

     

Success is not an option

        Being sure your student is getting adequate physical activity during the day is another way you can help support their school efforts.  There is a distinct connection between physical health and the function of the brain.  As little as a 1-mile jog at a moderate pace prior to classroom work can increase a students ability to retain information and do better in school by more than 60% compared to those who didn't exercise.

       As our education system continues to adapt and change it is important to maintain a healthy view on the skills our students acquire and the knowledge they receive in their education.  It is critical as parents and educators that we recognize that more often than not our kids need us to show them the ropes even if they perceive themselves as knowing how to do something.  If you pair these three tactics with the usual responses you get from teachers about how to help your child at home you will be well on your way to securing a highly productive and effective learning platform from while your student can stand, achieve and be confident.

By:  Andrea L. Logan, MS Ed

Unique Learning in a Student-Interest Way

Confidence Academy is a unique experience. I believe in the power of student-interest education... The kind that you would find in the typical homeschool curriculum yet supported by a certified educator. Parents and teachers and students all work together to learn from educational experiences of mutual interest. 

In the next few weeks I will be releasing a calendar of summer events. Currently I am working with area schools to see if advertising my events on their listserv is an option.

Be watching for a summer fundraiser (yard sale and Chinese auction) coming this summer (place and date to be determined!)

Did you know?

Did you know? Kids can lose up to 2 months worth of learning over the summer months. Think about that..... If you student is performing "at grade level" at the end of the school year that means they could already be entering the next grade at "below grade level". What about our struggling learners? These kids who may already be struggling to get to grade level slip further and further behind.

You can stop the summer slip and slide!

Confidence Academy offers several different options for summer learning that are fun, creative and affordable. Let a certified teacher enrich your child with fun projects geared toward what they want to learn and build confidence and knowledge at the same time.

You can check out our facebook page http://www.facebook.com/learnleadexceed to see what we are currently offering and request a free consultation.

Don't wait! Slots will fill up fast.

Why Confidence Academy?

Most people I have talked to think the idea behind Confidence Academy is a solid one... a place where parents and teachers can get support for their children in a place where education is taken very seriously and progress is closely monitored and clearly communicated to the parents.  Think Sylvan(R), yet on a smaller, more personal scale.

As a Maine educator, I know first hand the dedication that our teachers have for the kids in their classes.  I also know that there is only so much one educator can do when faced with the constraints of today's educational system.  Let's face it... teachers are putting in many more hours than their salary supports, and unfortunately there is only so much one teacher can do in a 6-7 hour day. Confidence Academy understands this, has experienced this and wants to help!  That's where the foundation for Confidence Academy lies.

Some kids need more, plain and simple.  This is not to imply that they aren't getting what they need in school.  This is just to say that some kids need more time to practice math skills, more time to write with a certified educator nearby for support and more time to read where there is support when needed.  Some students need more to be able to succeed and that's where we step in.  Confidence Academy will be that place where kids can get more of what they need.  Time.  Time to process, synthesize, ask questions and practice the skills they are already learning.  Confidence Academy will also be there when students are ready to take their learning to the next level with focused lesson planning that is designed to guide the learner to their own discoveries.

Confidence Academy is quality, hand-on educational support, educational achievement and educational enrichment all in one place.  We want to serve all students in the State of Maine either in person or over the web with all of their learning needs. 

Be sure to check back often as there will always be new content to catch up on.  Like us and share us on Facebook.  Help these visions become a reality.  In order to be the best possible full service educational support center we need feedback from you!  What do you need for you or your child?  Leave a comment and tell us what you think.

Throw it at the wall and see if it sticks...

"Throw it at the wall and see if it sticks" is a saying passed on to me by a former employer.  Lora Perry, the founder of the Merrymeeting Center for Child Development in Bath (which is now known as Providence's Merrymeeting Center as they are now operated by Providence of Maine) was more than just a boss to me.  She wound up being an excellent mentor and eventually a friend who always had a way of making me see things from a different perspective and an uncanny way of encouraging me to try new things and always follow through with what I believed in.  "We are women of character" she used to say and I know know that she knew then what I might not have already become aware of... that I was meant to do more.  Something bigger than what I might have even known myself.

"Throw it at the wall and see if it sticks" was sort of Lora's mantra on getting through day to day life with twin boys with Autism.  Now, after years of trying new things, wandering down different paths, becoming a teacher and a mom and a wife it has sort of become a mantra for me as well.  It is certainly the driving force for this new adventure in education!

Because, at this time, this is what Confidence Academy is all about.  Certainly I am throwing the idea of this place at the wall and hoping that it is going to stick!  Confidence Academy is about more than teaching.  It's about the passion to teach and reach out to students and families in a personal, caring and supportive way.  It's about the desire to see class after class of children grow and graduate knowing that I did what I could to help them reach their own level of academic excellence and go on to be whatever they wish themselves to be in life.