Motivation is an internal state that causes us to direct attention or maintain behavior. Motivation can direct our attention and sustain our behavior toward a particular goal.

All students enter kindergarten excited and motivated to learn. They see themselves as able learners, whole and complete. But something happens in the next two years as some of our students travel down the educational conveyer belt. They begin to view themselves as defective. The system begins to view them as broken toys that need to be sent back to Santa’s workshop. In order to get the education they need, the educational bureaucracy has forced us to stamp a big label on the foreheads of these children: learning disabled. As described above, this term does not exist. All humans learn. Learning is a state of being human and being alive. With their label now in place, we send these little humans off to the rooms down the hall to get them all fixed up so they can return to the “normal” classroom with “normal” kids.

Just as all students learn, all students are motivated to do something. The problem is that some of these things are not always school-related things. But again, put yourself in the place of a student with a reading disability. How motivated you would be to come to school and fail?

Affect in education usually refer to emotions and motivation. Since these do not show up on test scores, to the educational bureaucracy, they do not exist; however, they are, arguably, the most important components in teaching and learning, especially if you are a student with a special learning need.

Motivation and emotion are perhaps the most important components when working with students with moderate to severe reading disabilities, yet it is the area that seems to be given the least amount of attention.

EMOTIONS

We think, learn, and emote with the same brain. Thus, it would be silly to think that students’ emotions would not be a factor in their ability to learn. Positive emotional experiences can enhance and promote learning; negative emotions can disrupt and prevent learning. And, since there is plenty of research to support this notion, we can say that attending to students’ emotions can be considered a research-based strategy and not simply some namby-pamby, feel-good activity designed to make liberals out of your kids.

Teaching as transmission views teaching as merely transmitting knowledge from Point A (teacher’s head) to Point B (students’ heads). Teaching as transaction views teaching as a process of creating situations whereby students are able to interact with the material to be learned in order to construct knowledge. And teaching as transformation views teach as creating conditions that have the potential to transform the learner on many different levels (cognitive, emotional, social, intuitive, creative, transpersonal, and other). Which is the correct view?

Within the academic, respectful academic discourse is expected when discussing and debating issues. Here people exchange ideas, they define and defend their positions, and they delineate points of agreement and disagreement with others. Sometimes there are very heated exchanges while discussing and debating issues. This is as it should be. Debate is an important part of the scholarly process within the academy; however, it is done using respectful academic discourse. In the academic of scholars, this is one of the standards.

Disagreements are good. Differing points of view are healthy for any organization or group. Conflicting ideas provide a broader view of the situation and more potential possibilities. You see more sides of the problem and generate more potential solutions. Questioning new ideas or proposals allows them to be fully vetted. This is how programs, policies, schools, institutions, and teacher preparation programs grow and evolve.

Embracing a variety of ideas, philosophies, and viewpoints has always been healthy. Repressing conflicting ideas, allowing only a single viewpoint has always led to extremely unhealthy situations. Sadly, idea repression occurs too often in societies, religious organizations, churches, political groups, schools, and yes, even in universities. Imagine that. And nothing good ever comes from this. Uniformity creates a stagnant unhealthy petri dish.

Uniformity is Not Possible

As well, it is not humanly possible to have complete uniformity of thought. Even in the most regimented group, military organization, religious order, sect, or church - people have slightly differing views on things. And even people in groups who try to follow a literal interpretation of a religious doctrine or holy book, or originalists who strive to understand the constitution based on the original understanding, have slightly different interpretations. The only case in which you would find uniformity of thought would be if you project all moral and intellectual authority onto a leader or group and pledged blind allegiance. But here, you would be giving up part of your humanity.

This podcast describes two starkly contrasting approaches to individualized educational programs (IEPS): A systems-centered approach and a person-centered approach.

This is the first in a serious of podcast using critical race theory to examine teacher preparation. In this podcast, seven basic ideas or common understands of critical race theory are examined.

Systemic racism has never been fully addressed in our society, our culture, and our curriculums. Simply including George Washing Carver in a social studies lesson just will not do it this time around. We need more than that. Systemic racism calls for a systemic response. This p0dcast addresses white guilt, white shame, and the history of the United States of America

I am not an expert in critical race theory or systemic racism. I am a middle age white guy trying to come to grips with systemic racism and contribute where I can. I am just an old literacy professor trying to do my part. I may not get it just right, but I am trying. In this podcast, I will try to explain some things in ways that help some people to better understand. I don’t have complete enlightenment – and again - I may not get it just right -- but I’m trying. I refuse to abdicate my responsibility to do what I can on the issue of racial equity.

John Lewis said, when you see something wrong, say something and do something.

There is something wrong. No let me say something.