Motivating the Unmotivated

When

22 Nov 2011 - 24 Nov 2011
9:00 am - 4:00 pm
Asia/Singapore

Where

Melbourne - Rydges North Melbourne Hotel
Cnr Flemington Road & Harker Street , North Melbourne , VIC, 3051

Event Tag

Underachieving students often fail to turn in assignments. They fail to attend class regularly, fail to build positive relationships, and fail to steer clear of self-defeating behaviors. Underachievers fail to find meaning in school work, fail to ask for help, and fail to see the connection between effort, success, and failure.

Failure hurts. Failure encourages impulses to escape, attack, cheat, withdraw, distract, and give up.

  • Learn to break the cycle of failure in you underachieving students…so they can improve their performance and maximize their potential.
  • Learn to put attribute theory into practice in your classroom…so that underachievers understand the relationship between their behavior and their performance.
  • Help underachievers give up the victim stance and assume more responsibility over their school lives…so you can spend less time motivating and more time teaching.
  • Help underachievers develop an “I can” stance towards life so that can think, act, and be more successful.
  • Dramatically decrease the number of students who choose to underachieve by learning how to manage your classroom and your own mind to positively impact your “at risk” students.

Objectives
Upon successful completion of the workshop, the participants will be able to:

  • Learn to diagnose the unmotivated students and prescribe the most appropriate and effective interventions from dozens of classroom-tested strategies.
  • Add tools to your professional tool box giving you new and effective techniques for managing disruptive, isolated, apathetic, defiant behaviors.
  • Eliminate power struggles and power failure by learning how to help students gain an appropriate and balanced sense of personal power.
  • Learn to put attribute theory into practice in the classroom so that underachievers understand the relationship between their behavior and performance.
  • Help underachievers give up the victim stance and assume more responsibility over their school lives so you spend less time motivating and more time teaching.
  • Dramatically decrease the number of students who choose to underachieve by learning how to manage your classroom and your own mind to positively impact your “at risk” students.
  • Learn how to move UP in consciousness before you move IN with action to insure your intervention is appropriate and successful.
  • Create a specific plan for each challenging student based on your observations and professional diagnosis.
  • Learn to use effective verbal skills that increase achievement motivation and behavior management.
  •  Learn strategies to eliminate negative behaviors giving you more time for teaching.
  •  Develop a classroom atmosphere that builds positive relationships and fosters mutual respect.
  •  Become the teacher you always wanted to be by learning how to hold students accountable for their choices without wounding their spirit.
  •  Help your students understand the relationship between cause and effect with debriefing questions that help them think critically as they process the important learning opportunities often referred to as “mistakes.”

Outline
Day 1:

  • Who are unmotivated students?
  • What behaviors are exhibited by unmotivated students?
  • Overview of the three days.
  • Definition of students with a Power Problem.
  • What a sense of Power is all about.
  • Behaviors that indicate a problem with Power.
  • Strategies for empowering students.
  • Personalizing the Power strategies.
  • Goal setting and implementation planning

Day 2

  • Definition of students with a Mental Models problem.
  • Students with a strong sense of Mental Models
  • Explanation of the Mental Models Wheel.
  • Behaviors that indicate a problem with Mental Models.
  • Strategies for help students develop effective Mental Models.
  • Personalizing the Mental Models strategies.
  • Goal setting and implementation strategies

Day 3:

  • Definition of students with a Connectiveness problem.
  • What a sense of Connectiveness Is about.
  • Behaviors that indicate a problem with Connectiveness.
  • Strategies for help students develop positive Connectiveness in their lives.
  • Personalizing the Connectiveness strategies.
  • Goal setting and implementation strategies.

Trainer’s Profile
Chick M. is a veteran educator who has invested more than 45 years working with children, parents, teachers, and care-givers.   More than 300,000 participants have attended his seminars. While writing and lecturing, he offers skill training to help parents and teachers create responsible, caring, confident young people. His seminars provide practical strategies that can be put to use immediately.  Chick’s motivational stories and humor help participants connect with the content and adapt it for their own use.

Chick delivers high quality programs to parents and teachers and is the author of Spirit Whisperers: Teachers Who Nourish a Child’s Spirit and Parent Talk: How to Talk to Your Children in Words That Build Self-Esteem and Encourage Responsibility. His latest book Teaching the Attraction Principle to Children is co-authored with Thomas Haller.

Methodology
This workshop will include lecture bursts, group work, individualized planning and reflecting, and discussion. Audio visual, experiential and paper and pencil activities will be included. Participants will be invited to think and adopt and adapt ideas presented to their own unique situations.

Target Audience
This workshop is designed for all teachers, administrators, counselors, coaches, and other adults who work in a school setting with students from kindergarten to high school.

Duration: 3 days, 18hours



Other Available Sessions
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