Although we discussed motivation during training, it is often the most important part of Math Coaching and therefore an area in which we can all continually improve.  Each student is a unique individual, and what works for one will not necessarily work for another.  The tips below (and on the website links listed below) can best be thought of as a toolkit.  Select the tool that feels most appropriate for your particular situation, but if it isn't working, go back and choose another tool.  Keep trying and realize that motivation takes time.  You are in this for the whole year so hang in there! 

Building Relationships

• Strengthening Connections (from John Thoms' training)
• Shaking hands - Shaking hands is a simple way to connect with your students, particularly if you are at a school with high mobility or you are one of our generous volunteers who substitutes.  Each week when you sit down, shake hands with each of your students.  If you feel comfortable, you can bump fists or something alternative, but also feel free to assert the shaking hands if you prefer.  This sets a nice tone for students -- it shows your respect for them and also teaches them a professional norm that they may not have been exposed to yet.
• Rating the week - A simple way to connect with students and have a brief conversation each week is to ask them to rate their week.  When you first sit down (during the conversation portion of class), ask each student to give you a rating from 1-10, with 1 being the worst week of their life and 10 being the best week ever.  Their rating then provides a nice jumping off point for a conversation ("A 3?  What's going on this week?" or "A 10?  That's pretty incredible!  What happened?").  Don't be surprised if your students express typical teenager extremes and give you answers like -10 or 100!
• Index Card Technique - Take one index card for each of your students and write their name at the top (first test -- do you know the name of each of your students?).  Number from 1-5 on each card.  Now try to fill in each item with important details about each of them.  Do not use physical or flat examples (John has green eyes).  From memory, you might only have one or two details for each student, but work to complete the card in coming weeks.  Now you have great conversation topics with each of your students.  An example:
  1. Zenoba is taking an art class.  She likes to draw but dislikes painting.  She thinks her teacher is kind of mean because he always tells them what they have to do and she just wants to be creative. 
• Telling Personal Annecdotes (from John Thoms' training)

Encouraging Independence

• Don't pick up your pen! - Don't pick up your pen, don't pick up your pen, don't pick up your pen!  We cannot say this enough.  Look particularly for the fun & engaging opportunities in the lessons for students to be active.  Let the students use the ruler, draw the coordinate grid, arrange the squares, etc.  Remember that the one who does the math does the learning! 
• Who has the power? - Remember that students automatically see you as powerful and successful.  You want to encourage them to also feel powerful and succesful!  Pay attention to how you use your words to send messages of power, by avoid messages that reinforce your power or emphasize extrinsic rewards.  Instead of saying, "You must..." or, "You should..." stress, "I think you will find..." or, "I will be interested in your reaction..."
• Using the Extra Time materials - Students can find success, and therefore motivation, in the Extra Time games found in your Partners in Math binder.  These games are quick and easy.  If you are using them as motivation for a struggling student be sure to go slow enough for success (but not so slow they feel condescended to!). 
• Giving opinions - Students are very empowered by the opportunity to make choices and voice their opinion.  Realize that as they feel this sense of autonomy, you are also helping empower them to make independent decisions against their peer group!  Create opportunities for them to give opinions on a wide range of topics & don't be frustrated by the shrugging shoulders.  You can find some suggested conversations starters below, or come up with your own:
  • Should school be year-round?
  • Do you think it is fair for professional athletes to get paid so much?
  • Can you think of a better way than exams for teachers to decide how much you have learned?
  • Do you think smoking cigarettes should be banned?
  • What do you think about the government's authority to tap cell phones and listen to conversations?
  • What do you think about the TAKS test?
  • Are school dances fun?
  • Do you think 16 is a good age for people to get their driver's license?
  • Do you like block scheduling?
  • Are sports teams good for school spirit?
  • Do you think Gov. Rick Perry should be re-elected?
  • Was Cash for Clunkers a good idea for the US economy?

Developing a Growth Mindset

Growth mindsets allow students to hold the keys to their own success. Growth mindset students realize that effort is a good thing because it is rewarded by learning something new. Growth mindset students know that John Wooden, the legendary UCLA basketball coach is absolutely right when he says, “You aren’t a failure until you start to blame.”

• Fostering Growth Mindsets
• How to Praise Children
• Embracing Failures
• Michael Jordan’s Nike Failure commercial
• Embracing Kids’ Failures
• Effort
• JK Rowling Harvard address (Part I)

 Additional Resources - Motivating Students

Wiki: How to Motivate Students