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Goal(s)

My goal is to turn learned helplessness into learned self-helpfulness
Turning learned helplessness into learned self-helpfulness is about reclaiming agency, building confidence through small, consistent actions, and teaching students to recognize their power in shaping their personal outcomes.
Using strategic, temporary, and intentional extrinsic motivators, students will gain internal motivation and confidence to attempts educational materials and increase their learning and confidence in learning.  

 

Category

School-Wide, Grade-Level, Or Class Events/Programs - Parent Nights, Honor Roll Celebrations, EOY Events, PBIS, LIM, etc. 

 

Project Description

Learned helplessness often shows up as:
• “Why bother? Nothing I do helps.”
• Avoiding challenges or decisions.
• Giving up quickly after setbacks.

With the use of Growth mindset Use this loop every time you feel stuck:
1. Pause → Notice the emotion or thought.
2. Name it → “This is me feeling helpless.”
3. Choose one small action → Anything you can do in under 5 minutes.
4. Do it anyway → Even if your brain resists.
5. Reflect → “What did I learn from doing that?”

philosophy, intentional strategic thinking strategies and extrinsic recognition, competition, rewards for goals met and personal challenges.

Extrinsic motivators are effective in Jumpstarting behavior, building momentum, and boosting confidence when used strategically, temporarily, and paired with internal cues.

Examples of extrinsic motivators effectiveness are:
When children succeed (even with a nudge), they start to believe:Jump starting positive learning behaviors- When a task is new, hard, or boring, extrinsic rewards (stickers, points, praise, privileges) can provide the initial push.
Building confidence - Once the behavior becomes routine, motivation can shift from external to internal (e.g., feeling clean, proud, responsible).
Boost Confidence Through Success

“I can do this.” This belief is the foundation of self-efficacy — the opposite of learned helplessness.

The extrinsic motivators are powerful tools, especially early on and will be:
• Strategic (used to build routines)
• Temporary (phased out as confidence grows)
• Paired with internal cues (reflection, praise, self-assessment)

Being an inclusion teacher I have the opportunity to enter many different classrooms and observe students in many different content areas. This also allows me the opportunity to develop classroom competitions and strategically work with students who have a greater need without having to separate or isolate. I have found the students with the greatest need for support are the most reluctant to buy into motivational techniques, but when they see this as an entire class and entire student body endeavor they take more risk and are fueled by the recognition and the success they begin to feel.
There is not a set procedure for any of the items to be given. These items personal and small or entire class are set up on a need basis to reshape or to form classroom cohesion, personal motivation, feeling of belonging to all students and excitement to the learning process.
Having similar grant the previous 2 years, I have found middle school students respond most to stickers, stamps, food items, and fun random items they find interesting. Once this is up and running I do survey students to ask they what they would find most exciting especially for classroom competitions.
I also have had student sin the past come to me if they have been hungry or if they have needs knowing I do have items if needed. They have not abused this in the past so I do feel having a place they can turn is important. It has also allowed me the chance to pick up on some students who are always asking to assure they get support in obtaining lunches at reduced rates or discussing the importance of consistent healthy nutrition.  

 

Expected Outcomes

The students that I work with will gain self confidence and increase their academic achievement in the course work that I am working with them, and anticipated they will increase this confidence through out their school day.
Student self reflection responses will shift:
The transitions will be
Helpless Thought Self-Helpful Alternative
“I can’t.” “I haven’t figured it out yet.”
“It’s too much.” “I’ll just do the first step.”
“Why try?” “Every attempt teaches me something.”

Students will increase homework completion, classroom discussion, classroom note taking, and overall academic achievement.  

 

Purpose of Funding

When children succeed (even with a nudge), they start to believe: Jump starting positive learning behaviors- When a task is new, hard, or boring, extrinsic rewards (stickers, points, praise, privileges) can provide the initial push.
Building confidence - Once the behavior becomes routine, motivation can shift from external to internal (e.g., feeling clean, proud, responsible).
Boost Confidence Through Success
There is not a set procedure for any of the items to be given. These items personal and small or entire class are set up on a need basis to reshape or to form classroom cohesion, personal motivation, feeling of belonging to all students and excitement to the learning process.
Having similar grant the previous 2 years, I have found middle school students respond most to stickers, stamps, food items, and fun random items they find interesting. Once this is up and running I do survey students to ask they what they would find most exciting especially for classroom competitions.
 

 

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