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Teaching and Motivating the Adolescent Child
Presented by Dr. Warren ShillingburgCSN Education Professor
Best of Times and Worst of Times
• Time of Evaluation• Time of Decision Making• Time of Commitment• Time of Carving Out a Place in the
World
Issues• Face more numerous demands and expectations• Face less stable environments• Not a homogeneous group• Period of physical growth with puberty• Hormonal changes• Body image issues• Early/late maturation
• Adolescent Egocentrism (David Elkind)• Imaginary Audience – everyone is looking at them• Personal Fable - no one knows how they feel
Developmental Learning Theories
• Piaget’s Cognitive Development Theory– Concrete Operations (7-12 years old)– Formal Operations (12-adult)– webspace.ship.edu/cgboer/piaget.html
• Erikson’s Psychosocial Development Theory– Stage 4: Industry vs. Inferiority (6-12 years old)– Stage 5: Identity vs. Role Confusion (12-18)– webspace.ship.edu/cgboer/erikson.html
Video Clip• Peers most important aspect of lives• Group affiliation important to self-concept
and identity development• Learn identity from peer group• Social isolation linked to many problems• Coaching has been shown to improve social
skills
Adolescent Development Issues
• Depending on child’s mental development: preschool-parents; elementary-teachers
• Media big influence: TV, magazines, music, videos, Internet
• Development of intimate relationships big part of later development for self-concept and searching for love (Charlie’s story)
• Discipline for major issues out of view of peers
Theories of Motivation(defined as internal process that activates, guides, and maintains behavior
over time)
• Behavioral Learning Theory: (Skinner) Reinforcements and Punishments-Intrinsic more powerful, but may need to start with extrinsic
www.bfskinner.org/home.html
• Maslow’s Human Need Theory: Deficiency Needs to Growth Needs
webspace.ship.edu/cgboer/maslow.html
Maslow’s Hierarchy of Needs
Theories of Motivation• Motivation and Attribution Theory: (Mindsets by Carolyn Dweck) What
attribute successes and failures to will determine our motivation– Ability, effort, task difficulty, or luck; want to focus on effort, which is
tough in school’s with grades, etc.– Develop an internal locus of control, due to own efforts and abilities;
external locus due to task difficulty and luck-have no control or power over these
www.stanfordalumni.org/news/magazine/2007/marapr/features/dweck.html
Theories of Motivation• Motivation and Expectancy Theory: probability and
incentive of success to motivate; proper challenge (tennis example); achievement is better predicted from student’s beliefs than actual ability
• Motivation and Personality Theory: Need to develop love of learning; many through parents’ passions
Enhancing Motivation• Focus on learning, not performance• Deal with learned helplessness: (common in
LD)-give opportunities for success by breaking tasks to smaller steps, giving immediate feedback, and consistent expectations and follow-through
• Teacher expectations-students will live up to your expectations
THANK YOU
Enjoy the rest of your day!