Teachers, they don’t give you motivation-makers
when you are in college. It takes about 2 minutes
in the classroom to realize that you could have
really used courses on motivating the motionless.
From our popular workshops, books and posters,
here are just a few of our favorite motivation-
makers that you will use everyday.
** For kids who often complain about where they ended up, you can
encourage them to “bloom where they are planted.” This is a
wonderful intervention for foster kids in particular.
** For kids who can’t imagine ever having a positive future, or any
future at all, ask them to write a letter to you as though it was the
year 2045. In the letter, the youth can describe what happened
to them since they last saw you. For non-writers, they can draw or
make an audiotape instead of writing, or, you can write for them.
** For kids who are “wrapped in barbed wire,” their apathy and
harshness hiding a very gentle and vulnerable child, ask them to
decide which they would rather have: “a bruised heart or a boxed
heart?”
** When you ask a child what they want to be when they grow up,
and you hear back, “I don’t care,” instead of confronting
that, say back: “Well, if you did care…” This potent intervention
detours beautifully around answers that normally would keep the
child from even speculating about positive outcomes. The child
gets to hang onto their discouragement while doing the work that
you wanted them to do. This unusual intervention works with nearly
any answer that a child gives you. For example, when the child says
“I don’t know what I want to be when I grow up,” you can respond
with “Well, if you did know…”
** For kids who can’t imagine a future that is positive, have them
make their “Future Homes and Gardens” using art supplies. They
can draw floor plans or design rooms of their future dream home.
You may be surprised at the results you get from the most sullen
and resentful kids.
** For counselors, social workers and mental health workers only
to use (carefully) to better “open up” very defensive, apathetic
youth, this next intervention is very powerful. Ask the child to
make a life line. They make the life line by writing their major
life events on file cards. Next, they string the cards onto a
piece of ribbon or string. This is their life line. If you doubt the
effectiveness of this intervention, make your own life line. If
you aren’t moved by the experience, you must have had an easy
life. Only clinicians should use this devices as it must be used
with extreme care as it can stir up much emotion in some
children. Avoid this exercise with depressed kids.
** For kids that complain that school is boring, I’ll just go on
welfare, respond, “Yes, you are right. School is boring. Nothing
like the excitement of the welfare office line.” This intervention
is not for every kid; use it only with youth who would respond to
this type of humorous, edgy intervention.
** For kids who view school or job training as a waste of their
time, have them list their current job skills, then have them determine
where their skills will fit best: in the current or past century. Teach
kids that 80% of the jobs that will exist for them are not even known
yet. These jobs will require computer skills, math skills, writing skills
etc. Do their skills fit that or jobs from the past?
** For kids who plan to use illegal activities as their source of future
income, recap local, state and federal law. For example, depending on
which laws they break, offenders can lose not only the money gained
by illegal actions, but also their home, possessions and vehicles. Under
some federal laws, the homes and possessions of relatives and friends
may be seized even if these items weren’t directly involved in the
commission of the crime. Illegal activities are not as lucrative as
your kids tell you. Auto theft generates about $18,000 per year,
for example, far less than what a typical high school grad earns.
** For kids who insist crime is lucrative, have them guess the likely
income from crime, then have them guess how much time in jail they
will face, and the number of years they will have before being
incarcerated. Then ask the youth to calculate how much they
really earned. For example, if a youth earned $30,000 per year
for 2 years before being incarcerated, then was jailed for 2 years,
that works out to a just $15,000 per year, an amount that is vastly
less than a high school grad earns. Plus, the grad’s earnings cannot be
confiscated but the offender’s earnings can.
** For kids who plan to just rely on welfare, advise them to hurry
and get on it fast before welfare goes away.
Get much more information on this topic at
http://www.youthchg.com. Author Ruth
Herman Wells MS is the director of Youth Change,
(http://www.youthchg.com). Sign up for her free
Problem-Kid Problem-Solver magazine at the site and
see hundreds more of her innovative methods. Ruth
is the author of dozens of books and provides workshops and training.
For re-print permission for this article, contact the author by
email (dwells@youthchg.com.)
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