MOTIVATION BULLETIN

MOTIVATION

The author claims what is missing in the Educational process is an effective means of motivation procedures. This was simple in the old days by the liberal use of the "Board of Education", not the Board down town. However, just as effective!

The call to "Let us go back, came loud and clear". It was encumbered upon this author, who knew it was a requirement to beat as many as possible back to the concepts and try to end the negative sides of Rote and Three R’s behaviorally for his memory sake, if not for others.

The call is for a better "Banner". Therefore, this is no recommendation for the "Lets go back theories", but a review is in order. In review, it may be found what was failed to be perceived in process and improve causes, effects and relationships. We may in process of review produce the idea most likely to grant a new means, not an old idea. The need is seen as a new cause to identify a new thrust, using any facts gained.

We know that students find it hard to read, write and do basic figuring. It is then perhaps agreed, that motivation means must be found or created or imported from reviews and a search for creative methods to grant end results measured positive.

Yes, we are back to basic, but basic techniques have failed and measured in this era. We are in a new era, the Space Age. If we forget the age we are in, the results will be expected as the same once again in every change of eras. " If we have not learned anything from History. History is the kind of teacher, that is willing to teach and old lesson to a new generation."- James (1982)

A motivational means must be arrived at that is expected to change causes, effects and relationships into one definition of what is expected, call it victory to be.

In review that definition must be one explainable, recognizable and applicable to seek the end result a victory in education. This is the claimed results in analysis of review and application of a new banner, shown as the Four (RRRR)’s ™ process and using incorporated Behavioral Modification Techniques.

Well one may say, why do you not write about motivation? The reason being is that we forget that motivation is a product of goals and objective applied in some meaningful game or fact that Metaphysically becomes motivation. The product as observed is not learned by players or students.

However, motivation is the cause after learning and continued cause to learn. We are simply not dealing with motivation, but the predictive validity of results of a process. That process is the stimuli in essence creating associations, etc., ending in the response as a result of learned acceptance. Then the results, motivation is continued or feel accepted for accomplishments at each level of the learning process.

ACCEPTANCE + MOTIVATION = ± POSITIVE RESULTS™

This author found that people, as students are not motivated by motivation, but by product of cause, effect, in a perceived relationship of those who by presented means learned basic acceptance. The then learned acceptance engenders Motivation process as a force within the individual in response to results. The achievement of a goal by use of the learned experience, granting a measure of success.

Conversely, the same formula of success grants a positive result in failures. Teachers so often fail to recognize the positive messages in failing of students. The goals and objective set by curriculum or lesson plan for that student must be reviewed. The student is not to be whipped, but the process or means of goals and objectives set by curriculum may need to be changed and placement of student reviewed.

A treatment of Individual Educational Behavior Programs (IEBP)’s™ must be in place in developing of curriculums and review in order to study results for progress of each student.

These (IEBP)’S ™ will be regulated by educational or treatment plan for each student. In such a process a redefining of education may be required or and added meaning as Treatment in Behavioral terms. It is found a need and true by the author, open the closet and let Behavior Modification as a science in the classrooms.

Individual Educational Behavior Programs (IEBP)’s™ are recommended using in application and reviews of the Four(RRRR)’s ™ and using known methods of behavioral monitoring processes, measuring results. Incorporating Behavioral Teaching and Counseling techniques as a team.

The treatment or Individual Educational Behavior Programs(IEBP)’s™ grants methods for measuring results at all levels of accomplishments of each student. Where then adjustments can be made in the (IEBP)™, not disrupt the whole class participation. Yet, not reject the student affected, but accent the need for standards set by curriculum developers.

The threat of failure is removed by use of (IEBP)’s ™ or sufficiently reduced. Thereby allowing educational objectives of the Four(RRRR)’s™ to be applied without the frustration inherent and responses present in the process of education.