A little bit ago, I posted an article with a video in it. A number of you wrote and said it helped, and I thank you for that. The video mentioned a second part, and I want to share the second part today.
The question is: As we're working to up our student motivation knowledge and skills, how do we not become demotivated ourselves?
- Expect obstacles and problems and mishaps. After all, Marly attacks.
- Approach all problems with student motivation as if they are logical. What happens if you assume that, were you that student, you would be presenting the same motivational profile as they are?
- It's not about you — you are a minor character in your students' lives. You're not even in the Cliffs Notes.
- View student motivation issues as a puzzle. What if they were fun and interesting rather than exhausting and frustrating?
- Promote vs. guarantee — one of them is our job, one is impossible. The difference between these two words is critical to us not going crazy.
- Cultivate humble-boldness. It's a thing. It's important.
- Take this class with a friend. And no, not just because misery loves company.
- Decrease time spent with compulsive complainers. Heed Lewis' warning — don't become a walking, talking complaint. (Here's an extended case against complaining.)
- Do a post-mortem and then move on. After things go bad, write down what happened, why you think that happened, and what you can do differently next time. And then discipline yourself to move on.
- Weed your garden. A journal helps.
Want to keep going? Consider registering for the course. Here are some tips we wrote to help you ask your admin for help.