By Dr. Marvin Marshall • Jan 22nd, 2016
Intrinsically motivated learning is far superior to commonly used external approaches...
Our future leaders and citizens are continually being short-changed. The reason is that the world of education is continually using extrinsic or external motivational approaches to have students behave appropriately, act responsibly, and put forth effort in their learning.
By Dr. Marvin Marshall • Dec 11th, 2015
“Counterwill” is the name for the natural human resistance to being controlled.
Although adults experience this phenomenon, we seem to be surprised when we encounter it in young people. Counterwill is the most misunderstood and misinterpreted dynamic in teacher-student relationships.
This instinctive resistance can take many forms—refusal to do what is asked, resistance when told, disobedience or defiance, and lack of motivation. Counterwill can manifest itself in procrastination or in doing the opposite of what is expected. It can be expressed as passivity, negativity, or argumentativeness and is such a universal phenomenon at certain stages of development that it has given rise to the term “rebellious teens.”
By Dr. Marvin Marshall • Sep 1st, 2015
Asking “Why?” is an INeffective question when it relates to behavior. For example, the answer to asking a young person, “Why are you doing that?” will prompt answers such as, “I don’t know” or an excuse, such as, “I have ADD.” In contrast, asking a student this question effective teaching technique for promoting learning and effort...
By Dr. Marvin Marshall • Oct 1st, 2013
Monty Roberts is a famous horse trainer--the model for the Robert Redford film, "The Horse Whisperer." The trainer conducts demonstrations of how he trains wild mustangs. Monty grew up in central California and, at age 12, started observing them. He now puts his observations and experiences with horses to work with humans. As with the strategies I share, his approach is one of noncoercion to effect behavior changes and improve relationships. The strategy is in direct contrast to traditional approaches of using coercion.
By Dr. Marvin Marshall • Sep 1st, 2013
When we hear ourselves thinking, we are metacogitating. But do not assume that every student does it. For example, a student works on and solves a problem, and the teacher says, "Tell us how you solved that problem." And the student says, "I don't know; I just did it." This shows a lack of metacognitive awareness.
By Dr. Marvin Marshall • Aug 1st, 2013
5 invaluable tips to get the new school year off to a good start with positive ways to establish effective classroom management!
By Dr. Marvin Marshall • Jul 1st, 2013
"When the student is ready, the teacher will appear." But we can speed up the process.
By Dr. Marvin Marshall • Jan 1st, 2013
A boy measures everything he does or says by a single yardstick: “Does this make me look weak?” If it does, he isn't going to do it. That's part of the reason that video games have such a powerful hold on boys. The action is constant; boys can calibrate just how hard the challenges will be; and when they lose, the defeat is private.
By Dr. Marvin Marshall • Dec 19th, 2012
|From the archives
Whereas good relationships are important to girls, success is more important to boys.
|by Dr. Marvin Marshall
Hopefully, society is well past the “politically correct” theory (an oxymoron in a democratic society) that the ONLY difference
By Dr. Marvin Marshall • Sep 1st, 2012
In a classroom where the teacher and class have a forced relationship, the student who disrupts the class becomes a hero. The reason is that a coercive climate is an adversarial one. In a climate of positive relationships, the disrupting student does not receive support from the other students.