Searching for the Right Key: Unlocking the Doors to Motivationfile:///C|/WIN95/DESKTOP/Intro to LD/ldacmot.htm




cfuhler_H0.jpg



Searching for the Right Key:


Unlocking the Doors to Motivation







By Carol J. Fuhler


If one could briefly walk in someone else's shoes or see through someone else's eyes, would one

chose an adolescent with learning disabilities (LD)? Perhaps not, because these particular

adolescents are in a different position. Their bodies are maturing, their emotions are changing,

academic demands are increasing, and they are beginning to contemplate exciting but possibly

frightening future vocations. In addition, these young adults do not possess the academic expertise

that would enable them to maintain the same pace toward independence as their peers. Most are

perceptive enough to detect the widening gap, however. This group of learners has an inordinately

high need for social reinforcement, and sometimes seeks it in inappropriate ways. They frequently

exhibit anxiety in mastery situations, fear failure at nearly every bend of the road, and have a low

expectancy for success based on past performances (Barter, 1978). While coping with a myriad of

physical and emotional fluctuations, these students are expected to be motivated learners. It is

easy to see why academic motivation might not be one of their areas of strength. Is there a key

educational approach that will foster motivation in adolescents with learning disabilities?

Cohen and Beattie (1984) suggested that unique teaching strategies may be required to prevent (or

decrease already existing) frustration, anger, and lack of motivation in the student with LD.

Educators who strive to teach this population to be independent, intrinsically motivated learners

might integrate the following list of practical suggestions into classroom procedures.

1. Encourage Choices

Provide alternative ways for students to complete assignments or ask students for innovative ways

to meet requirements. The element of choice gives students less opportunity to balk at

adult-imposed requirements and lets them feel more in control of their learning. If spelling words

need review, for example, give the students an option of writing a creative paragraph with them

(Adam, 1990; Hansen, 1987).

Let students complete math assignments in matched ability pairs. Once the work is done, students

hand in their best effort, one assignment with both names attached. Some experience a

motivational boost resulting from the successful completion of their work. A bonus is that content

is mastered more thoroughly as the students work through and discuss problems together. Change

the pairings periodically. Not only will students learn math, they will also master the art of human

relations (Johnson & Johnson, 1985; Slavin, 1987).

2. Advocate Ownership

i^-^',10/10/97 5:03 PM

Searching for the Right Key: Unlocking the Doors to Motivation file:///C|/WIN95/DESKTOP/Intro to LD/ldacmot.htm
Children can be asked to assess their own progress from time to time, for they can be most critical
in their judgments. Ask students to grade themselves at midterm and semester's end, sharing both
the grade and their rationale with the teacher. Their insights and honesty can be counted upon
(Goodman, Goodman & Hood, 1989). Following completion of a group project, request both
individual and collective grades based upon the group's evaluation of members' contributions.
3. Strive for Relevance
Topics to be studied should be of interest to students and arouse their curiosity (Goodman et al.,
1989; McCombs, 1984). The content should be related to students' own experiences and tied to
their lives in a meaningful fashion whenever possible. Students are liable to take a greater interest
in knowledge that they view as being pertinent to them (Bruner, 1960). Glasser (in Gough, 1987)
stated that at least half of today's students are making little or no effort to learn because they
don't think schools are meeting their needs.
Move beyond the textbook in reading, letting students choose a novel or nonflction book that
appeals to them, subject to teacher approval. Children will read what they are interested in
(Atwell, 1987; Hansen, 1987; Newman, 1985). Offer several enticing titles of paperbacks to
students based on their own interests. Read a lively excerpt aloud or talk about books
enthusiastically in an effort to match reading ability, interest, and reader. These efforts are bound
to perk up flagging motivation. Be certain that suggested titles have true-to-life characters with
whom young readers can relate (Schlager, 1978). The connection formed between realistic
characters and real readers ensures that the book will be finished rather than relegated to the
ranks of never-completed books. The Shadow Club (Shusterman, 1988), Stonewords (Conrad,
1990), or A View From the Cherry Tree (Roberts. 1975) might serve as motivators.
'- When writing assignments are given, teachers can guide writers into areas in which they may be
"experts" and let them shine. Don't forget the popular Writer's Workshop, which encourages
students to use their peers for sounding boards as they write.
4. Give Positive and Negative Feedback
Don't just red-ink an answer that is wrong: Explain why an answer is incorrect. Focus on learners'
actions in a constructive way, providing information to students about their accomplishments.
Remember that vulnerable adolescent ego. Children do enough self-disparaging when they fail.
Adolescents don't need educators telling them (or even implying) that they are not good enough
(Deci & Chandler, 1986; Good & Brophy, 1984).
5. Set Goals
Set high, but manageable, expectations and provide opportunities for students to stretch and tone
their minds (Good & Brophy, 1984). Small groups working cooperatively offer a safe and
supportive arena for tentative "limbering up" exercises as students practice problem solving
together. Students who are urged on by their peers tend to be more motivated than students who
are in competition with each other. There seems to be more strength in a group celebration of
success than in more individual celebrations (Johnson & Johnson, 1985).
2,n(5 10/10/97 5:03 PM

Searching for the Right Key: Unlocking the Doors to Motivation file:///C|/WIN95/DESKTOP/lntro to LD/ldacmot.htm
Teach adolescents to set goals that are current, specific, and moderately challenging. Show the
students through modeling that both amount and quality of effort is essential for high caliber
learning. Maintain student portfolios using manila folders, dating work as it is completed. This
enables student and teacher to compare progress toward an established goal by looking at
previous work rather than by promoting competition by comparisons with peers (Brophy, 1987;
Goodman et al., 1989; Valencia, 1990).
Practical Suggestions for Fostering Motivation
A. Encourage choices
B. Advocate ownership
C. Strive for relevance
D. Give positive and negative feedback
E. Set high, but manageable, expectations
F. Offer rewards - consumables, praise, or a handshake
G. Push students' boundaries
H. Encourage activity and interaction
I. Model: Share your enthusiasm for books
J. Encourage students to explore the world outside the classroom
6. Offer Rewards
For good improved performance or for a student's "personal best," offer rewards. Consumables,
sincere teacher praise, a warm handshake, a small, personally lettered certificate of success, or a
thank you note from the teacher can work wonders. Even the typical bulletin board display of
noteworthy work, coupled with positive peer interaction, is an appropriate type of reward.
Everyone deserves a pat on the back once in a while. The gesture conveys the message that the
" child's efforts are genuinely appreciated. The usual effect is to spur one on to greater endeavours.
7. Push Their Boundaries
Strive for higher level thinking skills by having learners apply, analyze, synthesize, or evaluate
materials as they relate them to their prior knowledge and experience (Artwell, 1987; Brophy,
1987; Carnegie Council on Adolescent Development, 1989). The key here is to ask the students
why and expect coherent responses. Teach the steps to follow in developing these skills by showing
how one would tackle this type of answer. Provide plenty of opportunities to practice thinking
skills, coaching students along the way.
8. Encourage Activity and Interaction
Lecture and teacher chalk-and-talk can be deadly in large doses. Relinquish a little control. Don't,
as Glasser (in Gough, 1987) suggests, put yourself in the role of a worker " who must sand. polish,
and paint students into educated 'objects'" (p659). Step out of the role of manager, move into the
mode of facilitator, and put the responsibility for learning back on the shoulders of the students.
Allow for activity, vary group size, move the desks, and change peer interaction in the classroom
to add variety to the daily routine. It is worth noting that the quietest classroom is not always the
niost productive (Carnegie Council on Adolescent Development, 1989).
3.0(5 10/10/97 5:03 PM

Searching for the Right Key: Unlocking the Doors to Motivation file:///C|/WIN95/DESKTOP/Intro to LD/ldacmot.htm
9. Model. Model. Model
Students scrutinize their teachers carefully. Share your interest and enthusiasm for books,
^ national events, or subjects you teach. Discuss a current news event and value student responses.
Always make time to read aloud to adolescents in all content areas; it is an excellent way to expand
students' horizons and show them the fascinating worlds within the covers of books (Atwell, 1987;
Hansen, 1987; Trelease, 1985). The levity of laughter can be a motivator, as it lifts one's spirits and
moves learners forward with a lighter step. Chuckle together through poetry, using a Light in the
Attic (Silverstein, 1981), New Kid on the Block (Prelutzsky, 1984), or one ofDahl's Revolving
Rhymes (1982). Share the wily wolfs version of what really happened to the three little pigs in The
True Story of the Three Little Pigs (Schieszka, 1989). Everyone will be better for the interlude.
10. Encourage Students to Explore the World Outside of the Classroom
Encourage students to build strengths in athletics, band, chorus, drama club, art, and other
activities that interest them and afford them a chance to excel. Support efforts to write an article
for the school newspaper or to take candid photos for the yearbook. Success in these areas
promotes self-acceptance, encourages intrinsic motivation, and builds a sense of competence and
self-esteem. Glasser (in Gough, 1987) explains:
"All of our lives we search for ways to satisfy our needs for love, belonging, caring, sharing and
cooperation. If a student feels no sense of belonging in school, no sense of belonging involved in
caring and concern, that child will pay little attention to academic needs." (p.647)
Children's Books: A Selected List
Conrad, P. (1990).
^~ Stonewords, New York: Harper & Row
Dahl, R. (1982).
Revolting Rhymes, New York: Atheneum
Prelutzsky, J. (1984).
New Kid on the Block, New York: Greenwillow
Roberts, W.D. (1975).
View From The Cherry Tree, New York: Atheneum
Schieszka, J. (1989).
The True Story of the Three Little Pigs, New York: Viking-Penguin
Shusterman, N. (1988).
The Shadow Club, Boston: Little, Brown & Co.
Silverstein, S. (1981).
A Light in the Attic, New York: Harper
4/of5 10/10/97 5:03 PM

Searching for the Right Key: Unlocking the Doors to Motivation file:///C|/WIN95/DESKTOP/Intro to LD/ldacmot.htm
Go with that knowledge and help the hesitant adolescent with learning disabilities to join in an
activity that can meet those needs for acceptance and friendship. The glow from success on the
athletic field or a solo in the band concert is carried back into the classroom the following day.
^^ Conclusion
In colonial American classrooms, fear of the birch rod was motivator, albeit a negative one.
Fortunately, ideas regarding ways to encourage students to learn have progressed over the years.
Motivating children to learn is not a new issue; it has long been on the minds of classroom
teachers. The up-to-date, positive strategies discussed in the previous section have much to offer
the disinclined adolescent with learning disabilities in both the mainstreamed classroom and the
resource room. As is so often the case, all of the keys must be tried before there is a fit. Strategies
can be mixed and matched to meet individual needs in an effort to bolster intrinsic motivation, a
characteristic frequently lacking in this particular population.
As emphasis shifts from the commonly employed and often ineffective extrinsic reinforcement,
properly guided learners will gradually assume responsibility for their own behaviors. They will be
less likely to blame failures on someone else, a very common occurrence among children with
learning difficulties. Accomplishing realistic goals, set within personal limits, will facilitate a
newfound pride in personal academic accomplishments. As this complex motivation issue is
tackled for each student, intersperse a chuckle or two, offer a supportive hand, and let the
improvement begin!
Reprinted, with kind permission of the author, from Intervention in School & Clinic, Vol. 26, No. 4,
March '9L A list of references is available on request from LDAC
Return to LDAC General Information Page
Return to LDAC National Home Page
i-°^5 10/10/97 5:03 PM