motivating your child to achieve
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Motivating Your Child To Achieve
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“It’s not that I’m so smart. It’s just that I stay with problems longer.”
-Albert Einstein-
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The desire to do things..
a driving force behind one’s growth & success.
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• handle any task, no matter how difficult• begin tasks without having to be prodded• show serious effort & concentration• have a positive attitude toward learning & school
work• use coping strategies to get through rough times• stick with tasks until completion
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• choose work that is easy• need lots of prodding to get started• put in minimal effort• show negative or apathetic attitude about learning &
school work• give up quickly when the going gets rough• leave many tasks unfinished
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What Dampens Motivation?
Fear of failure Lack of understanding the school work Frustration with inconsistent performance Emotional problems Desire for attention– even negative
attention
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School is boring I’m
done!
I don’t care
about math
I don’t care
about math
I’m stupid ,
Why try?
I’m stupid ,
Why try?
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What Fires Motivation?
Kids will be self-motivated to learn when they
feel loved and respectedfeel competent about something have some choice and control over
learning
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simple ways to help your child to be
motivated
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Talk kindly and honestly to your child about her interest and abilities.
Share your OPINION based on your OBSERVATION
Have an agreement
Communicate with your child
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Re-evaluate as necessary
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Write the goals down.
Make the goals
specific
Make the goals
measurable
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Maintaining a relationship with your
child’s teacher
Supporting the programs at your child’s
school.
Creating a suitable environment
Keeping up with your child’s assignments
Staying positive about school and schoolwork.
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LEARNING STYLE
is a distinct way of how a person acquires and remembers information
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VISUAL LEARNER
learns best by seeing and watching
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BASIC LEARNING CHARACTERISTICS OF VISUALLEARNERS
• is good in spelling• can easily
remember faces and names in print
• creates mental photos/good at imagining things
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• Reads rapidly• Learns to spell words in
configurations rather than phonetically
• Is sensitive to colors/pictures• Learns well upon
demonstrations• Likes to take notes and to make
lists to be read later
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POSSIBLE DIFFICULTIES IN SCHOOL
• Having to take action before either seeing or reading about what needs to be done.
• Working in an environment with noise or movement.
• Not responsive to sounds or music as background.
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• Listening to lectures without visual pictures or graphics to illustrate.
• Working in classrooms with drab colors.
• Working under fluorescent lights which make him/her hard to concentrate.
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AUDITORY LEARNER
learns best by listening and talking.
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BASIC LEARNING CHARACTERISTICS OF AN AUDITORY LEARNERS
• have a good understanding of meaning and order of words
• good at verbalizing concepts
• good at telling stories
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• has good memory for names but tends to forget faces
• tends to spell phonetically• notices easily sounds in his/her
environment• probably has ten excuses for
everything• subvocalizes internally or externally
for comprehension when reading
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POSSIBLE DIFFICULTIES IN SCHOOL
• Reading quickly; reads more than a visual learner.
• Reading silently for prolonged periods of time.
• Reading directions; unaware of illustrations.
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• Taking his/her time answering the tests that must be read and written.
• Living with enforced silence during study time when instructor is teaching—he/she can’t wait to talk.
• Being distracted by sounds. • Seeing significant detail. • Refraining from expressing
emotions verbally.
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KINESTHETIC LEARNER
learns best by doing and feeling.
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BASIC LEARNING CHARACTERISTICS OF A KINESTHETIC LEARNERS
• Is a mover• often writes everything –
over and over• Is better at recalling what is
done than what is heard or seen
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• Is good at sports or other physical exercises
• likes to make something out of paper
• reads action-oriented books
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POSSIBLE DIFFICULTIES IN SCHOOL
• Having good interpersonal skill.
• Having legible cursive handwriting-better with printing or keyboarding.
• Sitting still; tend to fidget and need to move.
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• Listening to lectures more than four minutes.
• Difficulty in spelling.
• Communicating without getting physically close to another person.
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• Recalling what is seen or heard-better at recalling what is done.
• Expressing emotions without physical movement and gestures.
• Sticking with one activity for a long period of time.
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Praise:• Discusses results. “Great workon the science quiz! You got an
A!”• Uses opinion words such as“good,” “great,” “terrific,” and
“wonderful.” • Is typically given when the child
has performed as
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Encouragement:
• Notices effort and progress. • Uses descriptive words.
• Can be given regardless of thechild’s performance.
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• Expand your child’s point of view
• Get your child into the habit of reading.
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• Strong belief that an adult will always be there with love and support
• Ability to solve their own problems• Ability to focus on their own strengths• Regard mistakes as something that happens to
everyone & something to learn from
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• Empathize with your child
• Provide your child with reasonable choices
• Change your approach when it clearly doesn’t work
• Support your child’s interests & talents
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• handle any task, no matter how difficult• begin tasks without having to be prodded• show serious effort & concentration• have a positive attitude toward learning & school
work• use coping strategies to get through rough times• stick with tasks until completion