Summary Ch.5: Ignition was the main idea in this chapter and Coyle spent a bit of time introducing this idea. For someone to be "ignited" by someone else leads to the build up of myelin. If you can watch someone else accomplish a task, you can let this work in you to motivate your work. He compares it to a primal cue that motivates one to be better after watching someone do something great.
Application: I think it is so important to watch and listen to great singers. I know when I do that I feel much more motivated to practice better. It's almost as if I'm being ignited to try better. Our job as teachers should be to find things to "ignite" our students' passion or motivation. It can be anything as simple as just exposing them to different types of music or model great singing. It really can be anything! And it will be different for each student.
Summary Ch.6: This chapter uses anecdotal evidence of what was introduced in chapter 5. The story of Curacao is really something though! It truly is amazing how talent hotbeds are created. It can be created by one person making a big hit in a big game like it was for Curacao. All it takes really is one person too. It's about having an idea planted in the brain of someone so they can recognize that they too can do it. Coyle also goes into the language of ignition. He talked about how words can be used to set off an ignition for someone.
Application: Words can be so important as teachers! Students who are genuinely interested care about what we say. We can use our words to motivate, or discourage. We should consistently use our language to motivate our students. Again, this will look different for each of our students, but we should strive to find what will motivate them.
Summary Ch.7: KIPP has such a fascinating beginning. There isn't always a huge lightning bolt of ignition. Sometimes you have to work from the ground up and that's exactly what KIPP did. I think the most important thing that KIPP schools do right from the get go is they believe in the student. Many of the students that attend KIPP schools would be considered as having a learning disability, or won't amount to much simply because of their zip code. But KIPP schools have a goal for every child and that is to make to college. Even if students don't have role models in life, someone to ignite something within them, you can help them believe in themselves.
Application: We will have students from all walks of life. Students who have time to practice one hour every day, and students who have many other responsibilities at home that require all of their time so practicing is something they can only do every once in while. So what are we to do with the students who don't have time to practice? First, let them know that we believe that they can accomplish their goals. Work with them. Develop strategies to practice even though they may not have a lot of time. Most students will only rise up to our expectations, and hardly ever exceed them. If our students know we have high expectations, they will more likely reach those expectations.
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