1. 1
Pass on the Passion
Revealing the secret of how to motivate our
advisees to be successful while revealing the
secret of how to keep our passion and
motivation strong and alive!

2. 2
Self-Empowerment; Training for
Intentional Thinking
• To get what we do not have, we have to do something we have not
yet done.
• When the universe takes something from our grasp, it is not
punishing us, but merely opening our hearts and our hands to
receive something better.
• Renewing our passion and motivation for our work is what we want.
We are responsible for advising and molding youth.
• Concentrate: The universe will protect me. Something good will
happen to me today; something I have been waiting to experience.
• Today we will explore advising methods to motivate our students.
Our passion and motivation will return and be strong when we
witness our advisees’ success!

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Challenges and Interference
 Brainstorm with me please. Let’s make a list of challenges that
interfere with your passion and motivation:
 Money, compensation, current economy
 Future, career path limitations, possibilities for upward mobility
 Colleagues and their attitudes
 Family Stress
 Work Stress
 Advisees? Students? Their issues? Their lives?
 For every step forward, do you take two backward?
 Reflect for a moment please. How do we
prioritize the importance of these challenges?

4. 4
Fond Memories
• Close your eyes for a moment and remember your first
day of work in the field of youth development.
• Return to your first day at your Educational Opportunity
Center or at your GEAR-UP program. Please remember
how happy and excited you were. These feelings were
mixed with some worry and anxiety. You were
passionate about beginning your new work!
• Reflect for a moment before you respond
please.
• Why did you choose this career?

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Brainstorm with me now, please:
• What is important to you in your career?
• Helping youth?
• Teaching youth how to change their lives?
• Satisfaction in a job well done?
• Making a difference in the lives of youth?
• Watching your advisees become successful?
Reflect for a moment please. Is there anything
else you want to add to this list? How do we
prioritize the importance of the items in this
list?

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Fond Memories Revisited!
Do you want to feel happy and excited again
while performing your work?
Do you want to recapture your passion for your
work?
Do you want to strengthen your motivation to do
your work to reflect the reasons you chose your
career?

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Revealing the Secret!
• Teach your advisees or students learning strategies.
• They will achieve academic success.
• They will learn important life skills.
• They will feel motivated to remain successful.
• Their pathway to the future will be transformed.
• You will feel satisfied.
• Your passion to perform your work will return.
• You will again feel happy and excited about your work.

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Why? Convince me!
 Students become motivated for academic learning due
to their expectations for academic success, the value
they assign to learning, and their attribution of
responsibility for successful performance.
 These factors determine the amount of effort students
are willing to expend on learning and how long they will
persist in learning new information.
 Students who have more skills in performing academic
tasks can be expected to have more will power that can
lead them to expand their academic involvement.
 Give your students the tools they need to learn how to
learn.

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Examples of learning strategies:
 Active listening skills
 Active reading skills
 Effective note-taking skills
 Successful test-taking preparation
 Minimizing test-taking anxiety
 Effective Time-Management
 Anti-procrastination strategies
 Master student image building skills
 How to follow instructions
 Class preparation and presentation skills
 How to form and/or lead your own study group
 How to change thinking and speaking
 Self-assessment, self-evaluation, and reflection

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Change how a student thinks or
speaks:
 Student expectations for success or failure in school develop over
years of daily exposure to various types of instruction, teachers,
learning conditions, environments, and materials.
 Students’ experiences in either succeeding or failing in school often
generalize to specific types of materials for academic content areas.
 Please brainstorm with me. I want to hear student
statements that set them up for failure.
 I do not have an ear for language.
 I can’t do math.
 I can’t remember history.
 I hate to write papers.
 I can’t manage my work.
 That’s mad boring.

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It takes time to change thoughts and
words. . .
 Expectations are deeply grounded in experience and influence every future
encounter with academic content.
 One of the major factors determining motivation and effort students are
willing to devote to learning.
 Support students’ expectations for success gradually by presenting them
with strategies that build on familiar knowledge, are explained through
manageable levels of conceptual difficulty, and are accompanied by
instruction to facilitate success.
 Please brainstorm with me again. This time I want to hear
statements that foster success.
 I can learn to have an ear for language.
 I can learn to do math.
 I can learn to remember history.
 Even though this is boring, I can stay interested because. . .
 I am a natural learner!

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Help them believe in their own
potential!
Attribution of Responsibility:
o Very rarely do students indicate that academic success results from
skill as a learner.
o We can change their self-images by teaching them failures can be
attributed to lack of effective strategies rather than lack of ability.
o Teaching strategies provides students with a continuing string of
successes so they come to expect academic success rather than
anticipate failure.
o Students can learn to monitor and evaluate their own learning
experiences because expectation, motivation, and student
performance are very closely related.

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Almost believing. . .
o Teaching strategies is designed to enable students to be
independent learners whose motivation for school comes from an
awareness of their own skills as a learner, experience in using those
skills, and being able to link new information to personal expectation
or new experiences.
o If students believe they are learning important tools for academic
success by learning strategies, self-esteem and self-confidence will
increase accordingly.
o When self-esteem and self-confidence increases there is no
stopping them! Academic success helps them care more about
their lives and their futures.
o When they succeed, your faces light up with broad smiles. You feel
uplifted as feel very satisfied with your work. Your passion returns
and your motivation to work in the field of youth development.

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A Fun Activity for You!
 Here is a chance for you to complete an activity and
discover strategies!
 Please begin your three-minute test as soon as you
receive it.
 When everyone is finished we will discuss the results.
 Then we will brainstorm how this activity can be used to
launch a lesson in learning strategies.
 Have fun!

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A more Serious Activity for You!
• Can you identify the most common
problem students or advisees have with
completing their work?
• Procrastination!
• Do you want to test out the power of
positive thinking today?
• Let’s go!

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My motivation for passing on the passion
has roots in faith and culture:
• The Children are the Guarantors
When the people of Israel stood at Mount Sinai to receive the Torah, God said,
“I am giving you my Torah. Give me good guarantors that you will guard it,
and I shall give you the Torah.”
The elders responded, “Our ancestors will be guarantors.” God explained,
“Your ancestors are not sufficient guarantors. Give me better guarantors
and I shall give you the gift of the Torah.” They stated, “Ruler of the
Universe, our prophets, are our guarantors.” God explained, “The prophets
are not sufficient guarantors. Give me good guarantors and I shall give you
the Torah.”
Then they stated, “Our children will be guarantors.” God said, “They are
certainly the best guarantors. For their sake, I give you the Torah if you
promise to teach the Torah to your children and your children’s children.”
Taken from the Torah, the Five Books of Moses.

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Sources of inspiration--Pass on the
Passion:
1. College Success Seminar in the Choices, Challenges, and Change
program at NSCC.
2. College Success/Mentor Training Seminar for ETS high school students in
Lynn at NSCC.
3. Mentor training to 8th
grade students, College for Every Student and ETS
in Lynn at the Ford School.
4. Leadership training to 7th
grade students, College for Every Student and
ETS in Lynn at the Ford School.
5. Youth development workshops to middle school youth at risk of joining
street gangs in Lynn at Project Y.E.S. at NSCC.
6. English as a second language classes for my students at NSCC.
7. Spanish as a second language classes for my students at NSCC.
8. My graduate students ESL in education at Cambridge College.
9. My own experiences as an adult learner as an untraditional-aged college
student.

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Contact Information:
• If you need sample strategies to use with
your advisees or students any time:
• E-mail address: mglazerw@comcast.net.
• Cell Phone Number: 617-435-3312.