Beyond Stickers and Detentions _ ISNA Education Forum 2013

Beyond Stickers and Detentions: Inspiring Self-Motivation

www.islamicteachereducation.com

ISNA Education Forum 2013

Saturday, March 30th, 2013

Nadeem Memon, ITEPHabeeb Quadri, HQEC

Beyond Stickers and DetentionsInspiring Self-Motivation in Students






Okay class...

For those of you who finish your work...

And if you don’t finish your work...






Key Questions

1. Are such approaches really working?2. What are implications of such approaches

on the long term maturity and personal development of students?

3. What messages do such approaches send to our students about our ability as teachers to motivate and inspire them toward learning?

4. Shouldn’t students be intrinsically motivated to learn, to seek knowledge, and in particular to be intrinsically motivated to learn knowledge about Islam?






Agenda

Topic Facilitator Time

Why we use rewards and punishments in schools (and why we think it motivates students)?

Nadeem 15 mins

Understanding the Challenges we Face in Making Islamic Studies Engaging

Habeeb 15 mins

Rethinking Stickers and Detentions: 5 Considerations for classroom practice

Nadeem 20 mins

Improving our PracticePractical Approaches that Work

Habeeb 20 mins

Q&A Discussion Both 20 mins






What research says...

Using rewards “disrupts relationships, ignores underlying reasons for behavior, discourages risk‐taking and undermines interest in immediate tasks.”






Think – Pair – Share

• Think of your most challenging student

• In pairs develop a “persona” of students who are difficult to motivate – Drawing generalization, describe their:

• Behavior, background, interests, upbringing

• Share personas as a whole group






For example: Ahmed Gr. 5

• Unruly at times • Enjoys sports and being outside • Has a difficult time staying focused • Likes to be a class clown • Very short attention span• Thrives when he gets attention (from

teachers and peers) e.g. During presentations






Understanding the Challenges We FaceHabeeb QuadriMini-Lecture






WHAT IS THE DIFFERENCE?

“THERE IS VERY LITTLE DIFFERENCE IN PEOPLE, BUT THAT LITTLE DIFFERENCE MAKES A BIG DIFFERENCE. THE LITTLE DIFFERENCE IS ATTITUDE. THE BIG DIFFERENCE IS WHETHER IT IS POSITIVE OR NEGATIVE.”

Stone






Surah Dhariyat

• I have only created Jinns and Men, that they may worship (Me). Surah 51:56






IS MY CHILD THE ONLY ONE

1. Allah’s test (8:28)

And know ye that your possessions and your progeny are but a trial; and that it is Allah with whom lies your highest reward.

2. Prophets were tested

1. Adam (s)

2. Nuh (s)

3. Yusuf (s)

4. Ibrahim(s)






Surah Baqara

• Our Lord! Give Us good in this world and good in the Hereafter good things and save us from the torment of the Fire (2:201)






Lesson from Adam and Iblis

• Iblis-Arrogance• Allah tell Adam (AS) don’t go near the tree.• Iblis tells adam can I show you something






What are we teaching and How are we teaching?

• Fear/Hope• Lower Grades:

– Love of Allah– Allah Mercy– Allah Protection and Dua– Allah Forgiveness






William Glasser Percentage of How Students Learn

• 10% of what they read• 20% of what they hear• 30% of what they see• 50% of what they see and hear• 70% of what they discuss with others• 80% of what they experience

personally • 95% of what they teach someone else






The Three Stages

• Laeebuhu Saban: Play up to seven (love and affection)

• Wa Adabahu Saban: Teach manners and tarbia

• Wa Sahebahu Saban: Make good friends with them (advice)






What going on in their lives

• School• Family• Religion• Culture• Community






School Pressure

• American Culture• How you look/self esteem• Friends• Gender Relations• School Dances/Parties• Alcohol and Drug Abuse• Movies and Music

• Flirting-email/texting facebook/chatrooms

• Hugging,handshaking, • Chatrooms• Glorification of Haram• Opposite gender lab partners• Clothing/inappropriate• Praying/practicing deen






Seven Common Challenges of Youth

1. Gender Relations

2. Fitting-in/Peer Pressure

3. Double personality

4. Identity crisis/confidence in self

5. Glorification of Haram

6. Experimenting: Drugs/substance abuse

7. Religion/Culture






Top Ten Hits on Billboard Mag.

1. ET- Kate Perry

2. S&M – Rihanna

3. F%% You (Forget You) – Cee Lo Green

4. Born this Way- Lady Gaga

5. Just Can’t Get Enough-Black Eyed Peas

6. No Sleep-Wiz Khalifa

7. Look at Me Now- Chris Brown

8. F##IN Perfect- Pink






Video Games Top Ten

1. Grand Theft Auto – Rated M

2. Black Ops – Rated M

3. God of War – Rated M

4. Halo – Rated M

5. Battlefield Bad – Rated M

6. NBA 2K –

7. Red Dead

8. Super Mario Brothers






Top Ten Video in the 80-90

• Pac- Man• Pit Fall• Missile Commander• ET• River Raid






Television Stats

• 2/3 of infants and toddlers watch 2 hours of TV• Kids 6 and under (2 hours of TV)• Kids and teens 8 to 18 spend nearly watch 4

hours a day






• Disney– Princesses– I-Carly/Zack and Cody/Hannah Montana– SpongeBob Square Pants– Family Guy– Cartoon Network– Simpsons– Commercials






• Incarceration Rates: Twice as likely to end up in jail

• Suicide: 63 percent of youth suicides are from …

• Behavorial Disorders: 85 percent of all children that exhibit behavorial disorders

• High School Dropouts: 71%• Juvenile Detention Rates: 70%

Statistics Regarding Fatherless Homes






Religion

• Religion– Extremism– Schools of thought– Politics and Muslim Countries– Movements– Scholars






Family

• Financial Situation• Extended Family• Expectations• Family Parties• Marriages






Rethinking Stickers and Detentions

5 Considerations for our Instructional Practice

Nadeem MemonSmall Group Activity






5 Instructional Considerations

1. The Impact of Making Learning Real and Relevant

2. The Impact of Caring3. The Impact of Praise and Verbal

Encouragement 4. The Impact of Responsibility When

Students are Given Opportunities to Lead

5. The Impact of Self Assessment






Small Group Activity: Applying Approaches to Personas

In small groups: 1. Read ONE of the 5 instructional

considerations

2. Ask yourselves: How might such an approach practically look in a classroom?

3. Would such an approach better support one ore more of the personas we discussed earlier? Why or why not?






Practical Approaches that Work

Habeeb QuadriGroup Activity (Case Studies)






Experiential Learning

• Morning Assembly• Duas /Skits• Community service• Caught you Doing Good• Daily Handshakes• Qiyams/Guest Speakers• Sporting Events/Clubs• YouTube/Artistic Expressions• Khutbah/Debate/Toastmaster’s• Parent involvement






DiscussionQ&A