RDC Center - Get Plugged In

Get Plugged In
Motivate yourself and your child!

Imagine, if you will . . .

You are in front of an incredible computer. It is a beautiful instrument with 13 billion parts and was created to process a million units of information in seconds. What is the first thing you have to do to make it function?

That's right! Plug it in and turn it on.

Your brain is such an instrument. Every one comes equipped with a brain, each varying in capacity. Your brain is a marvelous instrument that takes only seconds to integrate sounds, light, feelings and ideas.

What is it that gets us started? It is motivation.

Motivation is that necessary spark that makes learning come alive. When we are curious, when we want to learn, when we see the possibility, our brain cells are activated. The brain comes alive instantaneously with neurons firing in all directions. We are plugged in!

Interest increases learning and promotes effective remembering. Who is responsible for plugging in your brain? Parents? Teachers?

No. It is you.

Every individual demonstrates different values, interests and goals that stimulate learning. Some researchers believe it is during the first few years of school that the child's level of motivation and willingness to try are generated and then become interlocked with his or her experience and perspective. Others are convinced that motivation arises out of need for some form of recognition, fame or reward for accomplishments. Sometimes liking the teacher will influence learning. (For adults, liking a job or a boss has a powerful affect on motivation to do a good job.)

Good grades and performance reviews can be a goal. Often a child's desire to impress or keep up with friends will be motivating. In many cases fear of punishment or failure influence the motivation to succeed. For a high school student, the threat of summer school and loss of free time may be a strong motivating force.

External motivation (rewards and punishments) from outside forces may only be effective in the short term. The motivation response is a product of our learned beliefs and experiences. Ultimately, taking responsibility for learning is a personal choice.

Who gets blamed? A student who is a successful achiever tends to explain the cause of failure to his or her own lack of effort and success to his or her own effort and persistence. In contrast, the poor student will consider his or her success do to factors outside of his or her control These can include luck or the teacher. They blame their failures on their own lack of ability, the difficulty of the task or other random causes.

The belief that the task before us is achievable can be very motivating, while the task that seems to be so difficult and unsurmonountable creates a defeatist attitude that destroys the willingness to try. The lifelong belief that "I am a competent learner" arises from an inner sense of self and the intrinsic reward of independent accomplishment. Motivation that comes from within produces the most rewarding and effective learning.

Keys to Success for Students

Have an inner drive to succeed.
Be naturally curious.
Develop time management skills.
Maintain a positive attitude. Be persistent.
Challenge yourself to achieve a set goal.
Maintain good relationships with teachers and peers.
Stay involved in school projects and activities.
Be real.

Do an honest appraisal of yourself.
Look at the study strategies you use.
Know what your best learning style is.
Know how you work best.
Manage your time effectively.
Engage in class discussions.
Ask questions.
Complete tasks on time and in an orderly fashion.

How Parents Can Help

Be a role model. Let your children see you reading, working through problems and learning from your own mistakes.
A sense of balance is critical. An over-emphasis on homework can be counterproductive. Use games to reinforce skills. It is an enjoyable activity where children engage others and stimulate competition or cooperation.
Keep reading. Read to your children every night, beginning with they are babies.
Be involved. Know what is going on in school and in your child's classroom. Don't do your child's homework. Let them learn to take the responsibility for learning and gain the satisfaction of accomplishment.
Applaud effort, hard work and persistence not just good grades. Make praise specific: "Your work is very neat" not "It looks good."
Allow mistakes. Errors are learning opportunities and can be good practice for life's setbacks. Very few mistakes cannot be undone: pencils have erasers; computers have delete buttons.
Each child has his own learning style. Allow her to choose to do homework in a quiet environment or with background noise. If she needs more
structure, give it to her.

Have faith.

It is more than a belief in God. Faith includes belief in the dignity of all people, expressed in respect for others. Faith means holding and teaching religious values, modeling ethical principles and reflecting love in all of your relationships.

By Dr. Joan O'Sullivan, Educational Psychologist
Taken from the Fall1999 issue of "RDC News & Views."