Product Description

Any child can be motivated to learn.

"If he only would apply himself..."

"She can do it if she puts her mind to it."

"He just doesn't seem to care."

"She's just not trying."

Motivation is the key to learning. But very few parents and teachers have an effective arsenal of techniques at their disposal. Enter educator and acclaimed author Rick Lavoie, who arms all those who deal with children with proven, effective tools and strategies they can use to encourage any child to learn and achieve success.

Lavoie's practical, innovative approach begins with a quiz that helps a parent or teacher identify -- using six different possible models -- a child's motivational style.

• Is she motivated by power?
• Does he need prestige?
• Does praise mean a lot to this child?
• Does contact with other people inspire this child?
• Does he like to do projects?
• Does she enjoy receiving prizes?

He then explores each motivational style in depth, presenting proven techniques, strategies, and scripts that can be used in the classroom and at home to break through a child's apathy and discouragement and inspire him to succeed and achieve.

Along the way, Lavoie explodes some common myths about motivation: for instance, he demonstrates that rewards, punishment, and competition are not effective motivational tools. He gives specific advice throughout for parents and teachers of children with learning disabilities and provides detailed instructions for how to create a motivated classroom. He outlines the parent's role, the teacher's role, and suggests ways in which they can work together to encourage children to reach their potential. The book's final chapter, "What Does Madison Avenue Know...That Maple Street Elementary School Doesn't," reveals what parents and teachers can learn from some of the most powerful motivators in our children's world: advertisers.

With empathy and understanding, backed by decades of experience in the classroom, Rick Lavoie gives parents and teachers the key to unlock any child's enthusiasm and responsiveness. The Motivation Breakthrough will revolutionize the way parents, teachers, and professionals reach out to and motivate all children.

Product Details

• Amazon Sales Rank: #73783 in Books
• Published on: 2007-09-25
• Original language: English
• Number of items: 1
• Binding: Hardcover
• 416 pages

Review
"Rick's experiences as an educator, father, and consultant shine through as he describes obstacles to motivation and eloquently articulates interventions that will be most effective in sparking the interest and joy of kids, especially given their different needs." -- Robert Brooks, Ph.D., author of The Self-Esteem Teacher and coauthor of Raising Resilient Children

"Sheer genius! Lavoie's gift for creatively motivating even the most difficult students is unrivaled. A must-read for educators who want to learn from a master teacher!" -- Chris A. Zeigler Dendy, M.S., author of Teaching Teens with ADD and ADHD and coauthor of A Bird's-Eye View of Life with ADD and ADHD

"Rick succeeds in emphasizing how important it is for adults to know what motivates children. The Motivation Breakthrough is a valuable resource for all of us who are searching for ways to inspire and discover that elusive motivational spark in our children." -- Richard L. Goldman, M.Ed., director, Schools Attuned, Los Angeles; assistant director, Center for Teaching and Learning, California State University, Northridge

"Rick Lavoie reminds us on every page that we all possess the power to shape a child's future. The Motivation Breakthrough offers concrete strategies and reveals the most powerful and effective secrets for boosting a child's confidence, self-esteem, and motivation." -- Donna Goldberg, author of The Organized Student

"Richard Lavoie's work has become a centerpiece in teacher preparation curriculum across the United States. The principles espoused by Lavoie in this book are testimony to what many effective educators have known for a long time: in learning, often the journey is just as important as the destination. This is a must-read for anyone connected with the field of education."-- Michael E. Spagna, Ph.D., professor and executive director, the Center for Teaching and Learning, Michael D. Eisner College of Education, California State University, Northridge

About the Author
Richard Lavoie, M.A., M.Ed., has worked as a teacher and headmaster at residential special education facilities for the past thirty years. He holds three degrees in special education and serves as a consultant to several agencies and organizations. The father of three adult children, he lives with his wife in Barnstable, Massachusetts. He welcomes visitors to his website at www.ricklavoie.com

Excerpt. © Reprinted by permission. All rights reserved.

From Part IUnderstanding and Fostering Student Motivation

Student Motivation: What It Is and What It Is Not

"If there is anything that we wish to change in a child, we should first examine it and see whether it is not something that could be better changed in ourselves." -- Carl Jung

Several years ago, I designed and delivered a workshop entitled "I Can't" Versus "He Won't": Motivational Issues in Special Education. This awkwardly titled seminar was designed to acquaint teachers and parents with basic information about motivation, the impact of learning problems on motivation, and strategies to improve a student's efforts in the classroom and at home.

I was delivering the seminar to the faculty of a small Midwestern high school during a staff development day. Among the audience members was a stern-looking middle-aged gentleman who -- I later learned -- taught United States history and civics. He sat tight-lipped with his arms crossed firmly throughout the seminar. Although we never spoke to each other during the workshop, his body language clearly communicated that he was not buying what I was selling. He rolled his eyes and sighed audibly several times during my presentation. He shifted impatiently in his seat and glanced at his watch repeatedly. His behavior demonstrated that he had not begged his supervisor to allow him to attend a motivation workshop that day.

At the conclusion of the seminar, I opened the floor to questions. I was disheartened -- but not surprised -- to see this gentleman's hand shoot up. I acknowledged him and he stood and stared icily at me. "Your workshop had a lot of suggestions and plenty of reasons why kids aren't motivated to learn, but I am in total disagreement with your premise."

"And what is the source of our disagreement?" I asked, tentatively.

"Quite simply, it's not my job to motivate these kids. If they come to my class and they want to sit quietly and learn history, I will gladly give them the facts, information, and concepts that they need. If they are not motivated to learn, they can sit in the back of the class and sleep if they wish. It's their choice. It's their loss. I communicate information...and I do that very well. But if a kid doesn't care to learn it, that is not my problem. It's his problem. I'm a teacher, not a cheerleader."

We discussed...and argued...and debated...and dickered...and quarreled.

Because we disagreed so fundamentally on this issue, the discussion became quite heated. Finally, I said in some frustration, "But there are many legitimate reasons why a student can lack motivation: fear of failure, lack of understanding, learning disorders, frustration. Every learning theorist from Piaget to Gardner has stated that the learning process begins with motivation. Without motivation, there is no learning. Attempting to teach a child who is unmotivated is as futile as hammering on cold steel."

"But it's not my job!" he countered.

"It is your job, sir. Quite simply, kids don't come with batteries included. You've got to provide the batteries if you want them to function."

I don't believe that I was successful in changing the gentleman's mind, but our exchange did give me a better title for the seminar. I renamed the workshop "Batteries Not Included: Motivating the Struggling Learner," and have delivered programs throughout North America, Australia, Hong Kong, and New Zealand.

Most teachers and parents recognize that motivation is the key to learning. Reflect for a moment on your favorite teacher in high school. The chances are that he was an effective motivator. He inspired you. He was not merely a teacher, he was also a leader.

He did not necessarily make learning fun, but he made learning attainable and purposeful. Whether you serve children as a teacher, parent, coach, or instructor, you will multiply your effectiveness immeasurably if you learn how to motivate your charges and maintain that motivation throughout the learning process.

I began my study of student motivation in the twentieth year of my education career. I interviewed dozens of teachers about student motivation and was surprised and disheartened to find how little my colleagues knew about this important topic. The more I learned about this subject, the more I came to realize that I, also, did not have an effective repertoire of motivational techniques. I tended to use a "one size fits all" approach with my students wherein I expected all of the children to be motivated by the same star chart, checklist, or reward system. This broad approach left many children unmotivated and uninspired. I was able to motivate many of my students. I analyzed the approaches and strategies that were successful with these children. My successes, I came to recognize, were almost accidental -- nearly serendipitous. I made no conscious attempt to match the child to the motivational technique. I merely had the good fortune to use a motivational strategy that, by happenstance, seemed to inspire a particular child.

After observing one of my classes a generous superior once commented that I was "a natural motivator." I wasn't, and now that I have a better understanding of the intricacies of this complex process we call "motivation," I realize a truly "natural motivator" is a rare, rare person indeed. In order to establish and maintain the motivation of a fellow human being, or a classroom filled with fellow human beings, one must understand the complexities inherent in this elaborate motivation process.

It is important that adults learn what motivation is! But it is equally important that they unlearn what motivation is not! I have yet to find an undergraduate- or graduate-level curriculum that effectively addresses this fundamental concept. Teachers' lack of training and exposure to the basic tenets of childhood motivation results in a corps of American teachers who are unable to understand or implement effective motivational techniques.

The media bombards us incessantly with the bad news emanating from America's classrooms. Test scores are down, dropout rates are up, and school violence is on the rise while school attendance declines. Students' high-risk behaviors (drug use, sexual activity, delinquency) increase while SAT scores plummet in some communities. There are innumerable reasons for these statistics, many of which are beyond the control of parents and school personnel. But student motivation is clearly a factor in these upsetting educational trends. This fact should serve as a clarion call to America's parents and professionals to focus time, energy, and other resources on the study and exploration of motivation.

This book is designed to explore and, to a degree, demystify the complex process of motivating school-aged children. First, we will explore and explode some of the most common myths and misconceptions that impact our understanding of motivation. Following this unlearning, the processes of learning and relearning can begin. Second, we will discuss and demonstrate the significant impact that learning disorders can have upon a student's ability to maintain his motivation in the classroom, at home, and on the playing field.

The final, and perhaps primary, focus of the book will be a collection of field-tested strategies designed to create, foster, and maintain the motivation of children in a variety of settings.

It is not overstating the case to say that our nation's future depends greatly on our ability to motivate our children today. This fact should inspire all adults to become more effective motivators. In the sage words of Charles Kettering, "My interest is in the future because I am going to spend the rest of my life there."

Myths and Misconceptions About Student Motivation

"Do something. If it works, do more of it. If it doesn't...do something else." -- Franklin Delano Roosevelt

Today's teachers and parents should heed FDR's sage advice. Often, we continue to repeatedly use traditional "motivational techniques" despite the obvious fact that these strategies are not working effectively. I recall a simmering teacher bringing an errant and unmotivated student into my office and complaining, "I have kept Josh in for recess fifteen days in a row and he still isn't doing his math homework."

Well, let's circle the slow learner in this picture. The strategy is not working. Try something else!

Because we are unable to inspire our students by igniting their intrinsic (internal) motivation, we try to motivate them extrinsically by establishing a complex tapestry of tests, quizzes, evaluations, and grades. In effect, we force them to be motivated to master the targeted curriculum. ("I know that you will never need to use these algebra equations in real life, Tucker, but you must learn them because they will be on Friday's test.") This unrelenting coercion seems to be a rather unfair use of our power over children. We can do better.

I have come to recognize that most teachers and parents adhere to a false and shaky set of beliefs related to motivation. These misconceptions must be shelved before we can embrace a more enlightened motivational approach.

Motivation Myth #1

"That Danny...NOTHING motivates that kid."

Any teacher or parent who makes this statement is displaying a sad lack of knowledge about the true nature of student motivation.

We must come to understand the most basic tenet of human motivation. This concept is the keystone upon which the remaining pages of this book rest. The simple but profound concept is the following: All human behavior is motivated!

EVERY behavior that we manifest on any given day is motivated. If a reader decides to stop reading this book at this point, I cannot state that the person is "not motivated." She was motivated to stop reading. If a friend of mine stops calling me on a weekly basis, I cannot say, "He is unmotivated to maintain the friend...

Customer Reviews

This is a keeper, for parents and teachers
This book is filled with great ideas; some make me think, "I have to try this on my classes!" and others, "I should have done that with my kids!"

Even though both my students and my kids are now adults, I see a great deal that I can still use. The author is very specific and filled with enthusiasm for teaching and motivating. He shows great understanding of, and compassion for, kids and students who have difficulties in school or in social situations. He has certainly motivated me!

Opens your eyes as to what to expect from your child's school
I am so glad I ordered this book. Last year, my child had great difficulty in school. She subsequently repeated the grade this year, however with a different teacher. She is doing much better this year. Although some of the differences were very obvious, this book opened my eyes to the subtle differences that revealed just how much of an uphill struggle my child faced last year. I've read a few reviews of this book, claiming the advice is elementary or basic. Unfortunately, there are still a lot of teachers out there who should read and follow the principles of this book. The first two-thirds of the book even seem to be aimed more towards teachers than parents. Just reading this book reinforced my belief that my daughter was placed in the absolutely worst possible situation last year vs the best possible situation this year. I found myself nodding in agreement as I read all of the bad and good teaching examples. Even the preface, which describes the author's daughter's initial bad school experience and subsequent turnaround was identical to what I experienced with my daughter between last year and this year. The fact that such a disparity exists in the same grade of my child's school disturbs me because parents have no say in what classes their children are placed into. This book offers excellent information as to what we as parents should expect and demand in our children's learning environment. I feel better informed and prepared for those parent/teacher conferences. Highly recommended for parents, especially if your child is experiencing difficulty in school or has learning disabilities.

Valuable advice that works
I already knew from experience that different people are motivated for different reasons but I admit that I didn't realize the importance of recognizing these differences when it came to motivating my own children to excel at school. This book helped me understand the different reasons why children are motivated to succeed at school and it provided a method for classifying these differences so that appropriate motivation strategies could be selected and used.

As an example, through using the method in this book, I discovered that one of my daughters thrives on and is motivated by praise. When I pay close attention to her homework and provide plenty of praise for her successes, she's delighted and tries even harder...happily! In this case, identifying her motivational strategy provided me with a way to encourage her beyond doing mediocre schoolwork to doing outstanding schoolwork. I'm actually a bit surprised by how well this approach works.

To say that this book is a worthwhile investment for any parent of school age kids is an understatement.