Insights Into Teens: Episode 112 “Motivating Teens”

In today’s episode we’re discussing the challenges involved in motivating and keeping teens motivated. We’ll look at some of the challenges of motivation for teens and we’ll talk about some of the long term implications of a lack of motivation. Then we’ll take a look at a few motivational strategies that might prove effective in inspiring your teen. Finally we’ll talk about the 7 secrets to motivating teens before we hear Madison’s closing remarks on the subject.

Show Notes

INTRO THEME]

  • [INTRODUCTIONS]
    • Insights Into Teens: Episode 112 “Motivating Teens”
    • My ambitious and energetic co-host Madison Whalen
       
  • [Summary]
    • In today’s episode we’re discussing the challenges involved in motivating and keeping teens motivated. We’ll look at some of the challenges of motivation for teens and we’ll talk about some of the long term implications of a lack of motivation. Then we’ll take a look at a few motivational strategies that might prove effective in inspiring your teen. Finally we’ll talk about the 7 secrets to motivating teens before we hear Madison’s closing remarks on the subject.
  • [Show Plugs]

[TRANSITION]

   [SEGMENT 1] 

  • Challenges of Motivating Teens
  • https://www.publicschoolreview.com/blog/teens-and-motivation-how-parents-can-encourage-their-teenager-to-succeed
  • https://bit.ly/3uThil3 
    • Teens today are confronted with new and unfamiliar issues when compared with teenagers in any recent or long-term past.
    • Many parents struggle to identify the catalysts or strategies to stimulate and motivate their teens. 
    • Many parents struggle to connect with their kids because their experiences are so far from most adults’ frame of reference
      • Today’s teens are faced with choices and circumstances their parents didn’t face. 
      • They live in a world where it requires a security badge to enter a high school
      • Where they compete scholastically with 4.9 G.P.A.s
      • Where classmates cheat using cell phone technology
      • Where world events and economic issues make it scary to contemplate the future. 
  • A loss or lack of motivation in teens is often symptomatic of far greater issues, such as a lack of self-confidence, a lack of esteem, and so forth.
  • Parents are challenged to boost boost teens’ feelings of enthusiasm and drive in an ever evolving environment of challenges where there are long term consequences to a lack of motivation

Lacking Motivation and the Long Term Implications

  • Experts suggest most of the problems of education are problems of motivation
  • When a child is self-motivated, the teacher cannot keep them from learning. 
  • Students who lack motivation often display a gap between their abilities and their academic output and effort. 
  • While this can appear at a very young age, including many elementary grades and ages, the lack of motivation is most strongly evident as students transition from middle and high school. 
  • As students lose motivation at a young age, their inability to perform and their desire to achieve becomes a learned behavior
  • These students are often labeled as “underachievers,” resulting in a student’s loss of self-esteem and confidence. 
  • A highly intelligent teen may be denied entrance into honor classes and urged to take either general or vocational classes because of a lackluster middle school performance. 
  • Such a situation easily becomes a self-fulfilling prophecy.” 
  • When an adolescent lacks motivation, the end result is often a teen lacking self-confidence, a teen with a bad attitude, or perhaps even a teen with behavior problems. 
  • When parents are confronted with issues relating to teens’ behavior and motivation, there are a variety of expert-suggested strategies to help boost students’ performance and attitudes
  • We’ll take a quick break and come back and talk about these strategies

[AD1: SSE]

[SEGMENT 2]

Motivational Strategies

  •  Self-Motivate
    • Many experts assert that teens are most strongly encouraged and supported when they are forced to motivate themselves. 
    • Teens can learn how to motivate themselves by engaging in student clubs, groups, or organizations that foster positive peer influence solutions. 
      • For example:
        • Some clubs focus on interests that may connect with a teen’s desired future career
        • In this case, students can determine their interests and goals, and then can simultaneously encounter clearer catalysts that drive their motivation and focus
        • If a student realizes he/she needs to attend college in order to achieve his/her dream, then the teen may encounter a new self-motivation to strive and succeed in school.
  • Camps and Courses
    • In addition to teens engaging in clubs and activities that stimulate a self-motivation process, there are also many summer camps and teen-based courses. 
    • These may focus on teaching teens the basics of independent living, such as:
      • Budgeting
      • handling a checkbook
      • obtaining a car loan
      • finding and maintaining an apartment
      • using credit wisely
      • community participation
    • By teaching teens the more important and complex lessons of life after high school, many teens are able to realize how their current choices impact their long-term success. 
    • As a result, teens are again able to learn how to self-motivate with the guidance of expert sources and opportunities.
  • Mentor Programs
    • Many public high schools have implemented mentor programs for students, where high-achieving students volunteer to support students who are struggling. 
    • Oftentimes these mentors can help fellow teens with homework, or can just serve as a troubled teen’s friend and companion, as a mentor can help a teen to constructively work through problems, discuss issues and pressures that students encounter in and outside of school, and so forth. 
    • This avenue is a positive alternative to forcing students to deal with struggles on their own—especially when parents are finding it difficult to connect with their teen. 
  • Honoring and Encouraging
    • Parents can also support unmotivated teens by helping their teenager identify their strengths and abilities. 
    • In doing so, parents should simultaneously encourage their teen’s achievements, while supporting their teenager with enthusiasm and optimism. 
    • If we are to motivate adolescents to learn what is in the curriculum, we must honor their learning styles, help them discover their unique abilities, and give them appropriate tools for successful achievement

[AD2: ENTERTAINMENT]

[SEGMENT 3] 

7 Secrets to Motivating Teens

http://bit.ly/32ViyaK 

  • 1. WHAT IS IN IT FOR ME?
    • This is the most important motivational ingredient of them all!
    • If your teen does not understand what the task has to do with them, or their well-being, then it will be a struggle for them to find the desire to carry it out.
    • Teenagers long to feel significant. They want to demonstrate to themselves and the world that they matter and are capable of making a difference. 
    • Many of the problems teens encounter today is because their desire to be significant is ignored or diminished.
    • If your teenager understands the value to them of the task, you will have little problem motivating them to do it. 
    • It’s important to note that “making their parents life easier” is typically not a high value motivator for teens
    • Your teenager might not see how vacuuming the carpet made any difference to their life, so maybe this wasn’t the best chore for them if you can’t help them find value in it
    • Give your teen chores that they can see value in doing.
  • 2. LET THEM HAVE A SAY
    • If your teenager feels like all they are being asked to do is to fit into your agenda, your timetable, and conform to your way of doing things they are not going to be terribly motivated.
    • When parents give the reason “Because I told you so,” they create a demotivating environment. 
    • Developmentally, teenagers are seeking to establish themselves as their own person, independent from their parents. 
    • Give your teenager a say in what and how things are done. 
    • If your teenager has had a say in setting the agenda and the timetable they will be much more motivated to participate.
  • 3. LET THEM LEARN FROM FAILURE
    • When parents constantly step and rescue their teen’s from failing they undermine their teenager’s ability to grow up. 
    • No parent wants to see their kids fail, but it is through failure that we grow and learn to improve.
    • What gives a task significance is the consequences or what is at stake if it doesn’t get done.  
    • When parents prevent teens from experiencing the consequences of failure they rob a task of its significance, and hence their teenager’s motivation to do better next time.
    • If your teen is responsible for taking the trash out every week and they don’t get it done, then they become responsible for managing the mess and overflowing bins for the following week. 
    • They will learn more from this than by a parent repeatedly nagging them at 11pm the night before, or doing it for them.
    • Similarly, if your teen chooses not to study for an exam and fails they are more likely to be motivated next time. 
    • Parents can maximize these opportunities by asking questions rather than giving lectures. 
    • Discuss with your teen how they feel about the outcome, what they might do differently next time, and ask if there is anything they need from you to help them.
  • 4. HELP THEM TO REMEMBER
    • It is not always the case that teenagers don’t do things because they are not motivated, often they fail to follow through simply because they forget.
    • The reality is teenagers, particularly younger ones, are hardwired to forget. 
    • Their brains are reforming and haven’t yet got all the bits joined up.
    • With all the stuff going on in their life it is very easy for teenagers to get distracted and forget. 
    • They need help to remember what they committed to do and to get organized.
    • It is important to point out that constant verbal reminders from parents, also referred to as nagging, is not the solution. 
    • If you nag your teenager, you make it about your agenda and about keeping you happy. 
    • This does not help your teenager’s motivation; in fact nagging is a great demotivator.
    • Teaching your teens to be organized and remember is part of what parent’s need to do. 
    • Work with your teen to develop methods of remembering that don’t require you to be involved.
    • Use visual aids such as charts, colour coded rosters or timetables, and place them in obvious places.
    • Help your teen create routines in their weeks that help them to establish patterns.
    • Leave little hints around the house about a task that needs to be completed
    • Get them to use an App or program on their computer, phone as part of the reminding process.
  • 5. MAKE IT ACHIEVABLE
    • Sometimes it is the size of the task that teenagers find hard. 
    • It isn’t that they don’t want to do it, but rather they don’t know where to start and it all looks too hard.
    • If your teen is putting off getting started, it can sometimes be helpful to sit down with them to find out how they are feeling about getting it done. 
      • Do they know where to start? 
      • Do they feel like they will never be able to do it so can’t be bothered starting? 
      • Maybe they feel scared about failing?
    • Whatever the reason, offering to help your teen think through a process for getting the job done could be just the thing they need.
    • Break the task up into a series of smaller achievable tasks with shorter deadlines.  
    • Teenagers often struggle with long term planning, but respond well to more immediate time horizons. 
    • By helping your teen come up with a series of small steps, you empower them to work their way through the task.
  • 6. PROVIDE INCENTIVES
    • This is a more specific example of point 1 “What is in it for me?”  But it is worth spelling out separately.
    • As mentioned earlier not all tasks have an obvious intrinsic consequence that can be used as motivation. 
    • Some school assignments are just there to be done, and some chores don’t seem to make a great deal of difference to the immediate quality of life.
    • Even more importantly, some tasks can’t be linked to larger outcomes in a way that motivates a teenager. 
    • For teenager’s who lack confidence and/or natural ability, the motivation to do better in certain subjects at school can be very hard to find. 
    • Likewise, for the teen who is not naturally coordinated or athletic the motivation to participate in physical activity can be hard to find.
    • For these types of instances providing an additional incentive can help generate motivation where otherwise there would be none. 
    • By offering rewards for effort, improvement, or participation, you reinforce in your teenager the values of trying and perseverance, rather than rewarding the act of giving up or resigning.
    • Learning what your teenagers ‘love language’ is can be a great help in this regard. 
    • We’ll discuss the concepts and principles of ‘love language’ in a future podcast, but basically knowing what your teen best responds to is important
    • Does your teen respond well to encouraging words, gifts, quality time, physical affection or some other form of affirmation?  
    • Knowing what type of incentive your teen will respond best to will increase their motivation and responsiveness.

7. MAKE IT FUN

  • This motivational principle applies to people of all ages, not just teens. 
  • Most people are more motivated to do something fun rather than something boring.
  • Fun is the key ingredient to getting teens active and motivated to participate in social activities. 
  • If you want your teen to get out of the house, get active, and make new friends, then explore with them what activities it is they enjoy doing and encourage them to do it. 
  • Remember what you enjoy may not be what your teen enjoys. 
  • Be sure to show interest and value whatever it is that your teen considers interesting and fun.
  • Teenager’s, particularly boys, respond to competition. 
  • No matter how menial the task, any job can be transformed into a passion filled activity if there is a competitive aspect involved. 
  • Competition doesn’t always require having others to compete against, sometimes young people respond to the challenge to better their own previous efforts.
  • If your teenager can learn something by playing games, watching a movie, or searching the Internet then encourage them to do it. 
  • Using technology as part of any task makes it instantly more appealing to young people today.

[TRANSITION]

[OUTRO AND CREDITS]

Transcription

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[Music]

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insightful podcasts

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[Music]

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by informative hosts

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[Music]

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insights into things a podcast network

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[Music]

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welcome to insights into teens a podcast

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series exploring the issues and

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challenges of today’s youth

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your hosts are joseph and madison whalen

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a father and daughter team

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making their way through the challenges

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of the teenage years

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welcome to insights into teens

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this is episode 112 motivating teens i’m

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your host joseph whalen

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and my ambitious and energetic co-host

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madison whalen

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hi everyone how you doing today maddie

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i’m doing all right how about you

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i’m i’m doing all right short week this

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week we had monday off

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yep uh how’s your week going so far

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it’s going all right nothing too crazy

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going on

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oh you had a big test today did you do

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good on that yep

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awesome uh so today we’re talking about

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motivating teens uh in today’s episode

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we’re going to discuss the challenges

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involved in motivating and keeping teens

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motivated

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look at some of the challenges of

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motivation for teens and we’ll talk

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about some of the long-term

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implications of a lack of motivation

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and we’ll take a look at a few

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motivational strategies that might

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prove effective and inspiring your team

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and finally we’ll talk about the seven

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secrets to motivating teens

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before we hear madison’s closing remarks

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on the subject

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but before we do that i do want to

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invite folks to subscribe to the podcast

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you can get audio versions of this

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into teens or you can get video versions

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or you can get links to all these on our

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website at http://www.insightsintothings.com

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ready to get started i think i am all

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righty

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so the challenges of motivating teens

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the research for the first segment here

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comes from public schoolreview.com

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they say teens today are confronted with

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new

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and unfamiliar issues when compared with

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teenagers

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in any recent or long long term past

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many parents struggle to identify the

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catalyst or strategies to stimulate

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and motivate their teens many parents

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struggle to connect with their kids

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because their experiences are so

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far from most adults frame of reference

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today’s teens are faced with choices and

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circumstances their parents didn’t face

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they live in a world where it requires a

0:03:51.280,0:03:55.760
security badge to enter a high school in

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some cases where we never face that as

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as kids where they compete

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scholastically with

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other students with a 4.9 gpa where

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classmates cheat using cell phone

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technology and where

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world events and economic issues make it

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scary to come

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contemplate the future a loss or lack of

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motivation in teens is

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often symptomatic of far greater issues

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such as a lack of self-confidence a lack

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of self-esteem and so forth

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parents are challenged to boost teens

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feelings of enthusiasm and drive

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in an ever-evolving environment of

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challenges

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where there are long-term consequences

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to a lack of motivation

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so with that broad opening statement and

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the challenges

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both teens and parents face

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on a scale of 1 to 10 10 being the

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greatest how would you measure your

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motivation

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scholastically at this point in time um

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i’d say probably

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9.5 that’s pretty motivated

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yeah um a lot of that is more or less

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the

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self pressure that i put on myself for

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it

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um and other times it’s the

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my creative side and other times it’s

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just wanting to get a good grade or

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the influence you guys have on me what

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do you think are

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some of the key demotivational factors

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that teens face

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today um probably the feeling of

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laziness procrastination being the main

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thing because that’s pretty much the

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office

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pretty much if you have procrastination

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you’re not entirely motivated

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why do today what i can put off until

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tomorrow yeah that’s basically

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kind of what i’m pretty sure it’s

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one of the main causes along with the

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ones you mentioned

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um cause teens to lack motivation

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now is that something that you yourself

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experience from time to time despite the

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fact that you are as motivated as you

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are

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i definitely say i don’t think i suffer

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from it

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scholastically there are maybe some

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instances that

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that might happen um

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but i definitely suffer from it and

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pretty much

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most other facets except my academics

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which like

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we had like it was kind of funny we had

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a journal entry for ela where we talked

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about procrastination and how we feel

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about how we procrastinate and things we

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procrastinated on and when i fi

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when i finally looked at it i realized i

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pretty much procrastinate on almost

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everything else

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besides school and that’s probably kind

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of the opposite

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to most teens well and that’s a good

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thing but what are some of the things

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that you tend to procrastinate on

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um probably my own self projects that i

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like to make

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um i’ve mentioned before how i like

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doing art

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and movie making and writing stories a

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lot of that is sometimes the things i

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procrastinate on

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other times it’s my chores um

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especially can especially laundry um

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because

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you’re kind of waiting for it and a lot

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of times i might not be motivated to

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flip the laundry but

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i still try to keep a con as it as

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consistent as i can

0:07:22.319,0:07:26.160
so in these instances where you do get

0:07:24.160,0:07:26.560
demotivated then it sounds mostly like

0:07:26.160,0:07:30.160
it’s

0:07:26.560,0:07:33.280
chore based or or you know hobby based

0:07:30.160,0:07:35.759
demotivation do you suffer

0:07:33.280,0:07:37.199
any consequences from being demotivated

0:07:35.759,0:07:40.479
in those situations

0:07:37.199,0:07:43.680
um i mean

0:07:40.479,0:07:46.319
for chores i probably get a talk from

0:07:43.680,0:07:49.120
you guys or laundry misses you

0:07:46.319,0:07:51.360
because i mean you haven’t done that in

0:07:49.120,0:07:54.080
a little while but you really

0:07:51.360,0:07:56.319
you always mention to me hey maybe you

0:07:54.080,0:07:58.240
should check the laundry

0:07:56.319,0:08:02.080
and it used to be the phrase laundry

0:07:58.240,0:08:05.120
misses you and honestly that was kind of

0:08:02.080,0:08:07.840
um what you know

0:08:05.120,0:08:10.479
you would say um well and to help that

0:08:07.840,0:08:13.039
along we did wind up buying new

0:08:10.479,0:08:14.319
uh washing a new washer and dryer that

0:08:13.039,0:08:17.360
actually

0:08:14.319,0:08:19.120
like notifies you you know when

0:08:17.360,0:08:20.720
yeah when laundry needs to be flipped so

0:08:19.120,0:08:24.319
it’s i kind of had to stop

0:08:20.720,0:08:26.879
doing that at that point yeah true um

0:08:24.319,0:08:28.000
for the creative aspect i guess the

0:08:26.879,0:08:29.919
consequences

0:08:28.000,0:08:31.599
is just the fact that i’m not putting

0:08:29.919,0:08:34.399
out as much

0:08:31.599,0:08:37.039
of the content i would have and i’m

0:08:34.399,0:08:38.080
really kind of losing track on projects

0:08:37.039,0:08:40.479
and like

0:08:38.080,0:08:42.240
i start new projects when i haven’t

0:08:40.479,0:08:44.800
finished older ones

0:08:42.240,0:08:46.000
so i kind of get the self the

0:08:44.800,0:08:48.800
consequence of

0:08:46.000,0:08:51.200
hey maybe you should finish this and

0:08:48.800,0:08:53.040
without that motivation to finish it it

0:08:51.200,0:08:54.880
will never be finished and thus i will

0:08:53.040,0:08:58.240
never be able to see it completed

0:08:54.880,0:08:59.360
gotcha oh that makes sense so let’s talk

0:08:58.240,0:09:01.200
a little bit about

0:08:59.360,0:09:02.640
what what happens with your lack

0:09:01.200,0:09:03.279
motivation and what some of the

0:09:02.640,0:09:04.560
long-term

0:09:03.279,0:09:07.279
implications are what do you tell us

0:09:04.560,0:09:10.000
about that so experts suggest

0:09:07.279,0:09:11.839
most of the problems of education are

0:09:10.000,0:09:14.000
problems of motivation

0:09:11.839,0:09:16.480
when a child is self-motivated the

0:09:14.000,0:09:18.320
teacher cannot keep them from learning

0:09:16.480,0:09:20.399
students who lack motivation often

0:09:18.320,0:09:22.880
display a gap between their abilities

0:09:20.399,0:09:25.200
and their academic output and effort

0:09:22.880,0:09:27.600
while this can appear at a very young

0:09:25.200,0:09:28.399
age including many elementary grades and

0:09:27.600,0:09:31.120
ages

0:09:28.399,0:09:31.680
the lack of motivation is most strongly

0:09:31.120,0:09:33.600
evident

0:09:31.680,0:09:36.240
as students transition from middle

0:09:33.600,0:09:38.320
school to from middle and high school

0:09:36.240,0:09:39.680
as students lose motivation at a young

0:09:38.320,0:09:42.720
age their inability

0:09:39.680,0:09:45.279
to perform and their desire to achieve

0:09:42.720,0:09:48.480
becomes a learning behavior

0:09:45.279,0:09:49.680
a learned behavior these students are

0:09:48.480,0:09:52.080
often labeled as

0:09:49.680,0:09:54.640
underachievers resulting in a student’s

0:09:52.080,0:09:56.880
loss of self-esteem and confidence

0:09:54.640,0:09:59.040
a highly intelligent teen may be denied

0:09:56.880,0:10:02.839
entrance into honor classes

0:09:59.040,0:10:06.320
and urged to take either general or

0:10:02.839,0:10:06.959
var vocational vocational classes

0:10:06.320,0:10:09.279
because

0:10:06.959,0:10:10.560
of la of a lackluster middle school

0:10:09.279,0:10:13.040
performance

0:10:10.560,0:10:15.279
such a situation easily becomes a

0:10:13.040,0:10:18.320
self-fulfilling prophecy

0:10:15.279,0:10:20.519
when an adolescent lacks motivation the

0:10:18.320,0:10:21.839
end result is often a teen lacking

0:10:20.519,0:10:24.880
self-confidence

0:10:21.839,0:10:28.079
a teen with a bad attitude or or perhaps

0:10:24.880,0:10:31.680
even a teen with behavioral problems

0:10:28.079,0:10:34.000
with behavior problems when parents are

0:10:31.680,0:10:36.000
confronted with issues relating to teens

0:10:34.000,0:10:38.320
behavior and motivation

0:10:36.000,0:10:39.920
there’s a variety of expert suggested

0:10:38.320,0:10:43.200
strategies to help boost students

0:10:39.920,0:10:46.240
performance and attitude

0:10:43.200,0:10:46.720
so it’s interesting that they talk about

0:10:46.240,0:10:49.600
this

0:10:46.720,0:10:51.360
largely in the form of scholastic

0:10:49.600,0:10:52.959
consequences

0:10:51.360,0:10:54.800
when i was in high school my last two

0:10:52.959,0:10:58.160
years in high school

0:10:54.800,0:11:00.320
i had been labeled as

0:10:58.160,0:11:02.000
an underachiever myself and i was

0:11:00.320,0:11:03.760
scholastically

0:11:02.000,0:11:05.040
but there were a number of factors that

0:11:03.760,0:11:07.440
went into that

0:11:05.040,0:11:08.079
that caused that one being the fact that

0:11:07.440,0:11:10.720
i

0:11:08.079,0:11:11.839
my father was sick with cancer and and i

0:11:10.720,0:11:14.079
spent

0:11:11.839,0:11:15.600
a number of days out of school taking

0:11:14.079,0:11:18.160
him to

0:11:15.600,0:11:19.360
doctor’s appointments and so forth the

0:11:18.160,0:11:21.360
other one was

0:11:19.360,0:11:22.720
the classes that i enjoyed like my

0:11:21.360,0:11:25.120
business classes and such

0:11:22.720,0:11:25.839
and my computer classes i was very

0:11:25.120,0:11:27.839
motivated

0:11:25.839,0:11:29.200
and i excelled in those it was the other

0:11:27.839,0:11:31.839
classes

0:11:29.200,0:11:32.959
you know english wasn’t really a strong

0:11:31.839,0:11:34.880
subject for me

0:11:32.959,0:11:36.079
and the math classes weren’t strong

0:11:34.880,0:11:38.000
subjects for me

0:11:36.079,0:11:39.279
so i kind of backed off on those

0:11:38.000,0:11:42.480
somewhat

0:11:39.279,0:11:43.680
um and sort of dedicated myself towards

0:11:42.480,0:11:46.640
the stuff that

0:11:43.680,0:11:48.320
i knew was going to be career path type

0:11:46.640,0:11:51.760
of things for me

0:11:48.320,0:11:54.000
um with this in mind are there

0:11:51.760,0:11:56.079
subjects that you have that you don’t

0:11:54.000,0:11:57.760
feel you’re particularly motivated in

0:11:56.079,0:11:59.920
where there are other subjects that

0:11:57.760,0:12:02.240
you’re more motivated in

0:11:59.920,0:12:02.240
um

0:12:03.200,0:12:10.560
um i’d probably say

0:12:06.560,0:12:12.720
that hmm

0:12:10.560,0:12:15.600
hmm i’ve never really thought about it

0:12:12.720,0:12:17.839
like that um

0:12:15.600,0:12:18.959
because you’re in all honors classes

0:12:17.839,0:12:20.480
going into

0:12:18.959,0:12:22.320
high school pretty much all the ones you

0:12:20.480,0:12:24.240
could be in yeah

0:12:22.320,0:12:27.120
so you’re obviously motivated to a

0:12:24.240,0:12:28.959
certain extent to to be in all of those

0:12:27.120,0:12:30.800
but is there a particular subject that

0:12:28.959,0:12:32.800
you’re not that motivated in that you

0:12:30.800,0:12:36.320
take because you have to maybe

0:12:32.800,0:12:38.000
um that’s what french class was for me

0:12:36.320,0:12:40.000
french i had i had you had to take a

0:12:38.000,0:12:41.760
year of foreign language

0:12:40.000,0:12:43.120
and i didn’t want to take any foreign

0:12:41.760,0:12:45.040
language because

0:12:43.120,0:12:47.040
i didn’t think i was going to need it

0:12:45.040,0:12:49.120
but you had to pick one

0:12:47.040,0:12:50.399
and ironically enough i picked french

0:12:49.120,0:12:53.440
not because i had

0:12:50.399,0:12:54.639
any type of affinity for it but because

0:12:53.440,0:12:56.639
there was this

0:12:54.639,0:12:57.680
girl that i liked who was in french

0:12:56.639,0:12:59.279
class and

0:12:57.680,0:13:00.959
i had hoped to get in her class but so

0:12:59.279,0:13:02.720
many people had taken french class the

0:13:00.959,0:13:04.320
year i took it

0:13:02.720,0:13:07.680
that they split it into two groups and

0:13:04.320,0:13:09.680
she wasn’t in my group so

0:13:07.680,0:13:10.800
kind of that plan kind of backfired on

0:13:09.680,0:13:15.040
me

0:13:10.800,0:13:18.079
um i guess maybe

0:13:15.040,0:13:21.839
um i’m not

0:13:18.079,0:13:21.839
see i really don’t know like

0:13:22.639,0:13:29.519
it would it’s between i guess

0:13:26.480,0:13:31.680
ela and math somewhat

0:13:29.519,0:13:34.160
okay like i feel as though i’m slightly

0:13:31.680,0:13:36.959
more motivated in math and i am an ela

0:13:34.160,0:13:38.560
not to say that i’m not motivated in ela

0:13:36.959,0:13:40.320
it’s just

0:13:38.560,0:13:42.399
technically it’s the only class i have

0:13:40.320,0:13:45.050
right now that’s not an advanced

0:13:42.399,0:13:47.040
for eighth grade at least um

0:13:45.050,0:13:50.240
[Music]

0:13:47.040,0:13:53.360
so i’d probably maybe go with ela

0:13:50.240,0:13:57.760
because there are definite there are

0:13:53.360,0:13:59.680
like maybe not i i really don’t know

0:13:57.760,0:14:01.600
so you’re equally motivated in all your

0:13:59.680,0:14:05.199
classes that you’re saying

0:14:01.600,0:14:08.560
for the most part maybe in gym class

0:14:05.199,0:14:10.000
well i mean i could pick that one right

0:14:08.560,0:14:13.440
out of my head

0:14:10.000,0:14:14.000
yeah um i mean i still you know do the

0:14:13.440,0:14:17.120
work

0:14:14.000,0:14:20.399
for gym class right i guess

0:14:17.120,0:14:23.199
maybe because i don’t actually really

0:14:20.399,0:14:25.040
enjoy physical activity i can probably

0:14:23.199,0:14:26.399
and that it’s not really one of my most

0:14:25.040,0:14:28.160
important classes like

0:14:26.399,0:14:30.399
i still make sure i get the assignments

0:14:28.160,0:14:31.600
turned in and i get motivated to do the

0:14:30.399,0:14:34.959
exercises that

0:14:31.600,0:14:37.120
um they need us to do but

0:14:34.959,0:14:39.120
really i’m guessing at this point i’m

0:14:37.120,0:14:41.040
kind of just doing the bare minimum

0:14:39.120,0:14:43.920
and and that’s that’s really what

0:14:41.040,0:14:44.720
demotivated people do they get the job

0:14:43.920,0:14:46.639
done at the

0:14:44.720,0:14:48.160
at the at the bottom of the the

0:14:46.639,0:14:49.760
requirement level

0:14:48.160,0:14:51.279
so let’s take a quick break and we’ll

0:14:49.760,0:14:55.519
come back and we’ll talk about the

0:14:51.279,0:14:55.519
motivational strategies that teens can

0:14:56.839,0:14:59.839
try

0:15:02.639,0:15:08.399
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[Music]

0:16:04.160,0:16:09.199
welcome back to insights into teens

0:16:06.480,0:16:12.720
today we’re talking teen motivation

0:16:09.199,0:16:13.680
so there’s four basic uh

0:16:12.720,0:16:16.320
i don’t know what you call them

0:16:13.680,0:16:19.120
strategies philosophies

0:16:16.320,0:16:20.160
for motivation that the article talks

0:16:19.120,0:16:23.360
about

0:16:20.160,0:16:23.920
the first is self-motivate many experts

0:16:23.360,0:16:26.399
assert

0:16:23.920,0:16:27.839
that teens are most strongly encouraged

0:16:26.399,0:16:30.959
and supported when they are

0:16:27.839,0:16:32.880
forced to motivate themselves teens can

0:16:30.959,0:16:36.000
learn how to motivate themselves by

0:16:32.880,0:16:38.720
engaging in student clubs groups or

0:16:36.000,0:16:41.360
organizations that foster positive peer

0:16:38.720,0:16:43.839
influence solutions for example

0:16:41.360,0:16:46.560
some clubs focus on interests that may

0:16:43.839,0:16:49.199
connect with a teen’s desired future

0:16:46.560,0:16:50.079
career in this case students can

0:16:49.199,0:16:53.399
determine their

0:16:50.079,0:16:55.600
interests and goals and then can

0:16:53.399,0:16:57.519
simultaneously encounter clearer

0:16:55.600,0:16:59.040
catalysts that drive their motivation

0:16:57.519,0:17:01.519
and focus

0:16:59.040,0:17:03.440
if a student realizes he or she needs to

0:17:01.519,0:17:04.799
attend college in order to achieve his

0:17:03.440,0:17:06.839
or her dream

0:17:04.799,0:17:08.319
then the teen may encounter a new

0:17:06.839,0:17:11.679
self-motivation

0:17:08.319,0:17:13.600
to strive and succeed in school now this

0:17:11.679,0:17:16.000
is clearly the the

0:17:13.600,0:17:18.319
field or the category that you’re in

0:17:16.000,0:17:21.439
with self-motivation would you agree

0:17:18.319,0:17:24.480
i would think so now do you

0:17:21.439,0:17:26.799
feel that you’re motivating yourself

0:17:24.480,0:17:28.079
with long-term goals in mind or just to

0:17:26.799,0:17:31.280
be as good as you can

0:17:28.079,0:17:33.200
right now in your in your classes

0:17:31.280,0:17:34.640
i think it should it’s kind of a

0:17:33.200,0:17:37.440
combination of both

0:17:34.640,0:17:37.840
a lot of it is definitely like hey you

0:17:37.440,0:17:40.240
should

0:17:37.840,0:17:41.440
really make sure that you get all these

0:17:40.240,0:17:43.280
um in school

0:17:41.440,0:17:46.160
because you need to keep up the record

0:17:43.280,0:17:49.760
and such but another part is that

0:17:46.160,0:17:51.360
hey you’re going to be going into high

0:17:49.760,0:17:53.200
school and higher grade you’re probably

0:17:51.360,0:17:55.280
going to be going into college

0:17:53.200,0:17:56.640
academics is important you need to keep

0:17:55.280,0:17:58.559
up the good work

0:17:56.640,0:18:00.520
yeah that makes sense and i would assume

0:17:58.559,0:18:02.400
that it would be a kind of a

0:18:00.520,0:18:04.000
multi-faceted approach

0:18:02.400,0:18:05.919
the fact that you are looking at the

0:18:04.000,0:18:08.799
long-term goals i think is a

0:18:05.919,0:18:10.000
testament to your planning skill at this

0:18:08.799,0:18:12.480
point

0:18:10.000,0:18:13.760
what’s the next thing that we have the

0:18:12.480,0:18:16.559
next thing we have is

0:18:13.760,0:18:18.880
camps and courses in addition to teens

0:18:16.559,0:18:22.320
engaging in clubs and activities that

0:18:18.880,0:18:24.799
stimulate a self-motivated

0:18:22.320,0:18:27.520
self-motivation process there are also

0:18:24.799,0:18:29.360
many summer camps and teen-based courses

0:18:27.520,0:18:31.440
these may focus on teaching teens the

0:18:29.360,0:18:34.080
basics of independence

0:18:31.440,0:18:36.480
of independent living such as budgeting

0:18:34.080,0:18:39.520
handling a checkbook

0:18:36.480,0:18:41.360
obtaining a car loan finding and

0:18:39.520,0:18:43.840
maintaining an apartment

0:18:41.360,0:18:45.280
using credit wisely and community

0:18:43.840,0:18:47.440
participation

0:18:45.280,0:18:49.360
by teaching teens the more important and

0:18:47.440,0:18:51.360
complex lessons of life after

0:18:49.360,0:18:53.600
high school many teens are able to

0:18:51.360,0:18:55.600
realize how their current choices impact

0:18:53.600,0:18:57.919
their long-term success

0:18:55.600,0:18:59.760
as a result teens are again able to

0:18:57.919,0:19:00.400
learn how to self-motivate with the

0:18:59.760,0:19:03.440
guidance

0:19:00.400,0:19:05.280
of expert sources and opportunities

0:19:03.440,0:19:07.200
and one of the things that i’ve heard

0:19:05.280,0:19:08.160
high school kind of criticized about a

0:19:07.200,0:19:10.160
lot of parents

0:19:08.160,0:19:11.840
you know i’ve talked to have had the

0:19:10.160,0:19:13.520
same criticism

0:19:11.840,0:19:14.960
and that’s the fact that high school

0:19:13.520,0:19:17.280
doesn’t get you

0:19:14.960,0:19:18.240
ready to live in the real world and and

0:19:17.280,0:19:21.440
by that i mean

0:19:18.240,0:19:24.559
these um basic things like this like

0:19:21.440,0:19:25.600
like keeping a budget or managing a

0:19:24.559,0:19:29.039
checkbook

0:19:25.600,0:19:30.480
or going to get a car loan you know how

0:19:29.039,0:19:32.160
do you go get an apartment how do you

0:19:30.480,0:19:34.400
sign a lease on a part like

0:19:32.160,0:19:35.679
these things aren’t really dealt with in

0:19:34.400,0:19:39.840
high school

0:19:35.679,0:19:43.919
so when teens encounter these things

0:19:39.840,0:19:44.640
in um camps and courses and stuff like

0:19:43.919,0:19:46.160
that

0:19:44.640,0:19:48.400
that don’t normally cover the stuff in

0:19:46.160,0:19:50.640
high school it then

0:19:48.400,0:19:52.480
they can then see what that angle looks

0:19:50.640,0:19:54.400
like so when you go through and you

0:19:52.480,0:19:56.480
learn how to balance a checkbook

0:19:54.400,0:19:57.440
it teaches you so many different things

0:19:56.480,0:19:59.840
about budgeting

0:19:57.440,0:20:01.120
and what it’s like to pay bills and

0:19:59.840,0:20:03.280
knowing that

0:20:01.120,0:20:04.880
if you only have x number of dollars

0:20:03.280,0:20:06.960
coming in you can’t spend

0:20:04.880,0:20:09.600
more than that you know or else the

0:20:06.960,0:20:12.240
budget’s not going to work out

0:20:09.600,0:20:13.520
so camps like that now you’ve done camps

0:20:12.240,0:20:15.520
but your camps your

0:20:13.520,0:20:17.919
your summer camps have been more along

0:20:15.520,0:20:20.000
the lines of recreational

0:20:17.919,0:20:22.480
except for last year though last year

0:20:20.000,0:20:25.600
you did a couple of online camps

0:20:22.480,0:20:27.760
that were they were recreational but

0:20:25.600,0:20:30.159
there was an educational aspect to them

0:20:27.760,0:20:32.480
how did those camps work out for you

0:20:30.159,0:20:34.000
they worked out kind of they actually

0:20:32.480,0:20:36.080
worked out pretty well there was this

0:20:34.000,0:20:37.360
one science camp that was a that i was a

0:20:36.080,0:20:38.720
part of where

0:20:37.360,0:20:40.480
they were doing various science

0:20:38.720,0:20:43.280
experiments that you could do at home

0:20:40.480,0:20:44.880
and they not only did the cool science

0:20:43.280,0:20:48.000
experiments but they also

0:20:44.880,0:20:50.960
taught you the physics of it and how

0:20:48.000,0:20:53.600
exactly the experiment was able to go

0:20:50.960,0:20:55.840
now was that something

0:20:53.600,0:20:57.360
being was that being a part of that was

0:20:55.840,0:20:58.640
that something that helped to motivate

0:20:57.360,0:21:00.640
you more

0:20:58.640,0:21:02.880
in the science side of things when you

0:21:00.640,0:21:05.760
went back to school

0:21:02.880,0:21:07.919
i mean it definitely gave me um an

0:21:05.760,0:21:08.799
appreciation for science and i’d always

0:21:07.919,0:21:12.559
kind of been

0:21:08.799,0:21:16.400
a science nerd in a way um i always did

0:21:12.559,0:21:19.600
find science quite fascinating um and

0:21:16.400,0:21:21.440
um i didn’t and doing science

0:21:19.600,0:21:23.919
now and doing it at the start of the

0:21:21.440,0:21:27.600
year i did enjoy science and i’ve

0:21:23.919,0:21:28.400
tried to um take in all the information

0:21:27.600,0:21:33.280
i can

0:21:28.400,0:21:35.280
and you know a lot of that

0:21:33.280,0:21:37.600
i definitely think it did give me a

0:21:35.280,0:21:39.280
bigger appreciation for science

0:21:37.600,0:21:41.200
so it sounds like that probably helped

0:21:39.280,0:21:42.240
to keep the motivation going over the

0:21:41.200,0:21:44.240
summer

0:21:42.240,0:21:46.400
where you know we wouldn’t normally be

0:21:44.240,0:21:47.679
doing science-y type things unless we go

0:21:46.400,0:21:50.159
to museums or something

0:21:47.679,0:21:50.720
yeah so the next thing that they talk

0:21:50.159,0:21:54.080
about

0:21:50.720,0:21:54.720
is mentor programs many public high

0:21:54.080,0:21:57.520
schools have

0:21:54.720,0:21:59.679
implemented mentor programs for students

0:21:57.520,0:22:00.400
where high achieving students volunteer

0:21:59.679,0:22:02.960
to support

0:22:00.400,0:22:05.360
students who are struggling often times

0:22:02.960,0:22:06.320
these mentors can help fellow teens with

0:22:05.360,0:22:08.559
homework

0:22:06.320,0:22:10.480
or can just serve as a troubled teen’s

0:22:08.559,0:22:13.919
friend and companion

0:22:10.480,0:22:16.240
as a mentor can as i’m sorry as a mentor

0:22:13.919,0:22:16.640
can help a teen to constructively work

0:22:16.240,0:22:19.760
through

0:22:16.640,0:22:20.080
problems discuss issues and pressure

0:22:19.760,0:22:23.840
that

0:22:20.080,0:22:27.120
students discuss issues and pressures

0:22:23.840,0:22:28.799
that students encounter in an out

0:22:27.120,0:22:31.520
boy i’m having a hard time reading this

0:22:28.799,0:22:31.520
script today

0:22:32.320,0:22:36.880
a mentor can help a teen to

0:22:34.400,0:22:38.960
constructively work through problems

0:22:36.880,0:22:40.000
discuss issues and pressures that

0:22:38.960,0:22:42.960
students encounter

0:22:40.000,0:22:45.440
in and outside of school and so forth

0:22:42.960,0:22:48.000
this avenue is a positive alternative to

0:22:45.440,0:22:50.320
forcing students to deal with struggles

0:22:48.000,0:22:51.919
on their own especially when parents are

0:22:50.320,0:22:54.320
finding it difficult

0:22:51.919,0:22:55.760
to connect with your teen now giving

0:22:54.320,0:22:57.360
your scholastic achievement at this

0:22:55.760,0:23:00.720
point in time i would expect

0:22:57.360,0:23:01.919
under this system you would probably be

0:23:00.720,0:23:03.760
more

0:23:01.919,0:23:06.240
of a mentor rather than someone who

0:23:03.760,0:23:08.559
would be mentored what do you think

0:23:06.240,0:23:09.679
i definitely actually would probably

0:23:08.559,0:23:12.880
agree with that

0:23:09.679,0:23:15.200
um i have younger friends

0:23:12.880,0:23:16.960
and a lot of times whenever they were

0:23:15.200,0:23:19.600
having issues

0:23:16.960,0:23:20.559
whether it be scholastically or

0:23:19.600,0:23:22.640
emotionally

0:23:20.559,0:23:24.000
like they got into a fight i would

0:23:22.640,0:23:26.559
normally be the one

0:23:24.000,0:23:27.679
who would help them with a problem they

0:23:26.559,0:23:30.960
didn’t understand

0:23:27.679,0:23:34.960
or help them resolve a conflict um

0:23:30.960,0:23:37.919
i also remember that in sixth grade um

0:23:34.960,0:23:39.520
that we actually could actually um i’ve

0:23:37.919,0:23:41.520
definitely

0:23:39.520,0:23:43.200
there was actually a certain mentor role

0:23:41.520,0:23:44.799
that you could take and i took it a

0:23:43.200,0:23:46.720
couple of times and

0:23:44.799,0:23:48.080
i definitely feel as though i would make

0:23:46.720,0:23:50.720
a good mentor

0:23:48.080,0:23:52.640
now do you in your experience in in

0:23:50.720,0:23:55.679
mentoring other kids

0:23:52.640,0:23:58.000
do you find that they were

0:23:55.679,0:23:59.440
more motivated through the process

0:23:58.000,0:24:02.080
itself

0:23:59.440,0:24:03.039
um i definitely made sure to try and

0:24:02.080,0:24:06.720
motivate

0:24:03.039,0:24:08.799
um anyone that i helped i wouldn’t like

0:24:06.720,0:24:10.000
it was kind of how you would sometimes

0:24:08.799,0:24:11.679
help me like

0:24:10.000,0:24:14.080
if i had a there was a problem i didn’t

0:24:11.679,0:24:16.799
understand you’d help me work through it

0:24:14.080,0:24:17.760
not directly give me the answer and then

0:24:16.799,0:24:20.960
i’d let them

0:24:17.760,0:24:22.559
be motivated and use that to at least

0:24:20.960,0:24:24.640
hopefully motivate them to find the

0:24:22.559,0:24:25.600
answer on their own that’s a very good

0:24:24.640,0:24:28.559
point

0:24:25.600,0:24:30.000
the old adage of teach amanda fish and

0:24:28.559,0:24:32.240
don’t just give him the fish

0:24:30.000,0:24:34.159
right yep what’s the last one that we

0:24:32.240,0:24:36.720
have the last one we have

0:24:34.159,0:24:37.679
is honoring and encouraging parents can

0:24:36.720,0:24:40.880
also support

0:24:37.679,0:24:41.600
uh parents apparently i’m not the only

0:24:40.880,0:24:43.840
one today

0:24:41.600,0:24:47.039
yeah i’m also having a pretty hard time

0:24:43.840,0:24:49.279
with the script

0:24:47.039,0:24:51.039
parents can also support unmotivated

0:24:49.279,0:24:53.360
teens by helping their teenager

0:24:51.039,0:24:57.120
identify their strengths and abilities

0:24:53.360,0:25:00.240
in doing so parents should sim

0:24:57.120,0:25:01.039
simultaneously simultaneously encourage

0:25:00.240,0:25:03.200
their teens

0:25:01.039,0:25:06.559
and achievements while supporting their

0:25:03.200,0:25:10.080
teenager with enthusiasm and optimism

0:25:06.559,0:25:10.640
if we if we are to motivate adolescents

0:25:10.080,0:25:14.320
to learn

0:25:10.640,0:25:17.600
what it is the what is in the

0:25:14.320,0:25:20.000
curriculum what is in the curriculum we

0:25:17.600,0:25:22.000
must honor their learning styles help

0:25:20.000,0:25:25.039
them discover their unique abilities

0:25:22.000,0:25:25.039
and give them an appro

0:25:26.320,0:25:30.000
and give them appropriate tools for

0:25:28.240,0:25:31.520
successful achievement

0:25:30.000,0:25:33.440
you know i’m glad i’m not the only one

0:25:31.520,0:25:35.120
who’s struggling with this script today

0:25:33.440,0:25:37.679
i don’t know what it is maybe i wrote it

0:25:35.120,0:25:40.400
up wrong maybe it’s the format or what

0:25:37.679,0:25:42.960
usually we’re much better than this yes

0:25:40.400,0:25:46.000
so yes honoring and encouraging so if we

0:25:42.960,0:25:49.279
want to motivate our teens you have to

0:25:46.000,0:25:53.760
you have to do it in

0:25:49.279,0:25:57.840
a manner in which there is recognition

0:25:53.760,0:25:59.070
um you know when you do something well

0:25:57.840,0:26:01.039
like for instance you bring home

0:25:59.070,0:26:04.159
[Music]

0:26:01.039,0:26:05.600
a’s in in all of your subjects uh

0:26:04.159,0:26:07.520
at the end of a marketing period you get

0:26:05.600,0:26:10.080
a reward for that

0:26:07.520,0:26:11.440
do you find that reward motivating

0:26:10.080,0:26:14.880
definitely

0:26:11.440,0:26:17.120
um not only like of course

0:26:14.880,0:26:17.919
the main motivating factor is me pushing

0:26:17.120,0:26:20.559
myself

0:26:17.919,0:26:21.919
but the smaller reward of you guys

0:26:20.559,0:26:23.760
congratulating me

0:26:21.919,0:26:25.360
is definitely something that encourages

0:26:23.760,0:26:28.559
me to keep going

0:26:25.360,0:26:30.720
and it’s important to be to be nurturing

0:26:28.559,0:26:33.039
in how you motivate people it’s not just

0:26:30.720,0:26:36.240
a matter of patting people on the back

0:26:33.039,0:26:38.000
when they do something good but if they

0:26:36.240,0:26:39.679
fail to achieve

0:26:38.000,0:26:42.159
one of their goals like for instance if

0:26:39.679,0:26:45.440
you don’t get an a on a test

0:26:42.159,0:26:47.200
you know it’s i we don’t come

0:26:45.440,0:26:49.279
down on you we don’t yell at you we

0:26:47.200,0:26:53.039
don’t punish you if you don’t

0:26:49.279,0:26:56.640
do well what we try to do is figure out

0:26:53.039,0:26:59.679
why you didn’t do well and focus on that

0:26:56.640,0:27:02.880
and improve that so it’s a it’s a matter

0:26:59.679,0:27:04.720
of yes you did great

0:27:02.880,0:27:06.559
here’s a pat on the back keep up the

0:27:04.720,0:27:08.640
good work or

0:27:06.559,0:27:10.159
you didn’t do well you fell short of the

0:27:08.640,0:27:12.320
goal let’s okay this is

0:27:10.159,0:27:13.520
why it happened let’s go back and

0:27:12.320,0:27:16.559
restudy let’s

0:27:13.520,0:27:19.440
let’s go over what the material was

0:27:16.559,0:27:21.279
let’s figure out why we failed and let’s

0:27:19.440,0:27:23.120
prepare you so that the next time that

0:27:21.279,0:27:25.360
you encounter this

0:27:23.120,0:27:26.799
not only will you know that material but

0:27:25.360,0:27:27.679
the next set of material that you’re

0:27:26.799,0:27:30.720
introduced to

0:27:27.679,0:27:33.279
you’ll know how to study better because

0:27:30.720,0:27:34.080
as you continue to grow your your brain

0:27:33.279,0:27:36.720
is changing

0:27:34.080,0:27:38.559
and your ability to retain knowledge and

0:27:36.720,0:27:41.760
how you retain knowledge

0:27:38.559,0:27:43.360
is evolving so how you learn five years

0:27:41.760,0:27:44.799
ago is very different than how you’re

0:27:43.360,0:27:48.640
going to learn today or

0:27:44.799,0:27:50.399
five years from now so as parents

0:27:48.640,0:27:52.399
it’s important for us to help you

0:27:50.399,0:27:55.679
recognize those changes

0:27:52.399,0:27:57.440
and how to learn how to learn when it

0:27:55.679,0:28:00.000
comes to scholastics

0:27:57.440,0:28:01.120
do you find that mommy and daddy are

0:28:00.000,0:28:03.039
encouraging

0:28:01.120,0:28:05.840
when it comes to motivational things

0:28:03.039,0:28:09.120
like that yeah you guys are definitely

0:28:05.840,0:28:11.840
one of the larger motivating factors um

0:28:09.120,0:28:13.520
you always say try your best and usually

0:28:11.840,0:28:16.720
my best is bringing out

0:28:13.520,0:28:18.799
a’s of course you don’t like force me to

0:28:16.720,0:28:20.399
get a’s and you don’t get upset entirely

0:28:18.799,0:28:24.240
if i get b’s

0:28:20.399,0:28:28.799
um so i definitely say that you guys are

0:28:24.240,0:28:31.600
very motivating and a lot of what um

0:28:28.799,0:28:32.320
why i try bringing home a’s is thanks to

0:28:31.600,0:28:34.320
you guys

0:28:32.320,0:28:36.240
so i definitely think you guys are

0:28:34.320,0:28:38.640
pretty big motivating factors

0:28:36.240,0:28:42.840
now are there any areas where mommy and

0:28:38.640,0:28:45.679
daddy can improve how we motivate you

0:28:42.840,0:28:49.039
um

0:28:45.679,0:28:52.159
i don’t really think so um like i said

0:28:49.039,0:28:53.360
a lot of the motivation comes from what

0:28:52.159,0:28:55.520
i

0:28:53.360,0:28:57.360
my expectations of me are your

0:28:55.520,0:29:00.799
expectations are actually

0:28:57.360,0:29:04.480
significantly lower than mine um

0:29:00.799,0:29:05.919
so and your motivation tactics are fine

0:29:04.480,0:29:07.520
i don’t think you really need to improve

0:29:05.919,0:29:09.039
too much on them so

0:29:07.520,0:29:11.360
there’s one facet you really don’t need

0:29:09.039,0:29:13.440
to worry about okay well good i’ll stop

0:29:11.360,0:29:15.039
worrying about it then

0:29:13.440,0:29:16.720
we’re gonna take another break and then

0:29:15.039,0:29:18.880
we’re gonna come back and we’re gonna

0:29:16.720,0:29:26.020
talk about the seven secrets of

0:29:18.880,0:29:28.799
motivating teens

0:29:26.020,0:29:31.200
[Music]

0:29:28.799,0:29:32.880
insights into entertainment a podcast

0:29:31.200,0:29:35.210
series taking a deeper look

0:29:32.880,0:29:36.720
into entertainment and media

0:29:35.210,0:29:38.960
[Music]

0:29:36.720,0:29:40.640
our husband and wife team of pop culture

0:29:38.960,0:29:43.039
fanatics are exploring

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all things from music and movies to

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television and fandom

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[Music]

0:29:46.720,0:29:50.790
we’ll look at the interesting and

0:29:48.320,0:29:52.640
obscure entertainment news of the week

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we’ll talk about theme park and pop

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culture news

0:29:56.080,0:30:00.720
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0:29:58.000,0:30:03.039
on pop culture conventions

0:30:00.720,0:30:04.399
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0:30:13.520,0:30:17.120
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0:30:18.880,0:30:24.960
or check us out on the web at insights

0:30:21.600,0:30:24.960
into things.com

0:30:25.540,0:30:32.480
[Music]

0:30:30.640,0:30:35.440
welcome back to insights in the teens

0:30:32.480,0:30:38.399
today we’re talking about motivation

0:30:35.440,0:30:41.200
and now we’re going to be discussing the

0:30:38.399,0:30:44.399
seven secrets to motivating teens

0:30:41.200,0:30:47.240
and this information comes from

0:30:44.399,0:30:49.600
a website called understanding

0:30:47.240,0:30:53.039
teenagers.com

0:30:49.600,0:30:56.480
so the first one we have is what

0:30:53.039,0:30:59.519
what’s in it for me this is the most

0:30:56.480,0:30:59.519
important motivation

0:31:01.360,0:31:05.500
sorry this is the most important

0:31:04.240,0:31:07.679
motivational

0:31:05.500,0:31:10.000
[Music]

0:31:07.679,0:31:11.840
this is the most important motivational

0:31:10.000,0:31:13.679
ingredient of them all

0:31:11.840,0:31:15.840
if your teen does not understand what

0:31:13.679,0:31:17.840
the task has to do with them

0:31:15.840,0:31:19.919
or their well-being then it will be a

0:31:17.840,0:31:22.000
struggle for them to find the desire to

0:31:19.919,0:31:25.200
carry it out

0:31:22.000,0:31:27.279
teenagers long to feel significant they

0:31:25.200,0:31:29.279
want to demonstrate to themselves

0:31:27.279,0:31:31.360
and the world that they matter and are

0:31:29.279,0:31:33.120
capable of making a difference

0:31:31.360,0:31:35.279
many of the problems teens encounter

0:31:33.120,0:31:37.360
today is because their desire to be

0:31:35.279,0:31:39.840
significant is ignored or dis

0:31:37.360,0:31:43.519
or diminished if your teenager

0:31:39.840,0:31:43.519
understands the value of them

0:31:44.840,0:31:50.799
yes if your teenager understands the

0:31:48.480,0:31:52.960
value to them of the task

0:31:50.799,0:31:55.200
you will have you will have little

0:31:52.960,0:31:57.200
problem motivating them to do it

0:31:55.200,0:31:58.240
it’s important to know that making their

0:31:57.200,0:32:00.559
parents life

0:31:58.240,0:32:01.360
easier is typically not a high value

0:32:00.559,0:32:04.159
mode

0:32:01.360,0:32:04.880
high value motivator for teens your

0:32:04.159,0:32:07.360
teenager

0:32:04.880,0:32:10.159
might not see how vacuuming the carpet

0:32:07.360,0:32:12.399
makes any difference to their life

0:32:10.159,0:32:14.000
so maybe this wasn’t the best chore for

0:32:12.399,0:32:16.480
them if you can’t help them

0:32:14.000,0:32:18.880
find value in it give your teen chores

0:32:16.480,0:32:20.640
that they will see the value in doing

0:32:18.880,0:32:22.640
so all right let me ask you how

0:32:20.640,0:32:25.919
important on a scale of

0:32:22.640,0:32:29.039
one to ten is what’s in it for you

0:32:25.919,0:32:29.760
and your motivation i would definitely

0:32:29.039,0:32:33.440
say

0:32:29.760,0:32:38.159
um for my motivation i

0:32:33.440,0:32:40.960
kind of keep it around a

0:32:38.159,0:32:42.000
five sixes straight so it’s not

0:32:40.960,0:32:45.200
dominating but it’s

0:32:42.000,0:32:48.399
significant right yeah like a lot of it

0:32:45.200,0:32:51.679
isn’t entirely like what’s in it for me

0:32:48.399,0:32:53.039
part of it is and part of it’s just like

0:32:51.679,0:32:55.519
either

0:32:53.039,0:32:57.440
the well-being of it the fact that it’ll

0:32:55.519,0:33:00.480
make you guys happy

0:32:57.440,0:33:01.519
um or just the fact that i feel like

0:33:00.480,0:33:04.880
doing it

0:33:01.519,0:33:07.679
okay i’ll buy that so the second thing

0:33:04.880,0:33:10.080
that we have is let them have a say

0:33:07.679,0:33:11.600
if your teenager feels like all they’re

0:33:10.080,0:33:13.440
being asked to do

0:33:11.600,0:33:15.679
is to fit into your agenda your

0:33:13.440,0:33:17.200
timetable and conform to your way of

0:33:15.679,0:33:18.640
doing things

0:33:17.200,0:33:21.519
they’re not going to be terribly

0:33:18.640,0:33:23.279
motivated when parents give the reason

0:33:21.519,0:33:26.480
because i told you so

0:33:23.279,0:33:28.559
they create a demotivating environment

0:33:26.480,0:33:29.840
developmentally teenagers are seeking to

0:33:28.559,0:33:32.080
establish themselves

0:33:29.840,0:33:33.519
as their own person independent from

0:33:32.080,0:33:36.480
their parents

0:33:33.519,0:33:38.080
give your teenager a say in what and how

0:33:36.480,0:33:40.880
things are done

0:33:38.080,0:33:42.399
if your teenager has had a saying

0:33:40.880,0:33:44.799
setting the agenda

0:33:42.399,0:33:46.960
and the timetable they will be much more

0:33:44.799,0:33:49.760
motivated to participate

0:33:46.960,0:33:51.600
is this true do you feel more motivated

0:33:49.760,0:33:52.880
to participate if you have a say in what

0:33:51.600,0:33:55.919
you’re doing

0:33:52.880,0:33:58.480
um i would i mean yeah

0:33:55.919,0:33:59.679
probably um in certain things when i’m

0:33:58.480,0:34:03.120
given a say

0:33:59.679,0:34:05.519
i’m a lot more motivated in um

0:34:03.120,0:34:07.360
doing something because i get the chance

0:34:05.519,0:34:11.520
to pipe in about it

0:34:07.360,0:34:14.720
um and i definitely think that

0:34:11.520,0:34:18.399
could be for other teens as well because

0:34:14.720,0:34:19.520
they get to um pick what they want to be

0:34:18.399,0:34:22.639
motivated in

0:34:19.520,0:34:24.800
and basically having a say in

0:34:22.639,0:34:26.399
doing something definitely gives them

0:34:24.800,0:34:27.679
the motivation that

0:34:26.399,0:34:30.879
they really want to do that one

0:34:27.679,0:34:34.960
particular one particular thing

0:34:30.879,0:34:37.599
makes sense so the next one we have

0:34:34.960,0:34:39.679
is let them learn from failure when

0:34:37.599,0:34:42.320
parents constantly step and

0:34:39.679,0:34:43.119
step in and rescue their teens from

0:34:42.320,0:34:45.200
failing

0:34:43.119,0:34:46.240
they undermine their teenager’s ability

0:34:45.200,0:34:48.879
to grow up

0:34:46.240,0:34:49.359
no parent wants to see their kids fail

0:34:48.879,0:34:53.119
but it

0:34:49.359,0:34:55.440
it what is but it is through

0:34:53.119,0:34:57.040
failure that we grow and learn it to

0:34:55.440,0:34:59.359
improve

0:34:57.040,0:35:00.800
the what gives a task significance is

0:34:59.359,0:35:03.839
the consequences

0:35:00.800,0:35:05.200
or what it or what is at stake if it

0:35:03.839,0:35:07.599
doesn’t get done

0:35:05.200,0:35:10.160
when parents prevent teens from

0:35:07.599,0:35:13.200
experiencing the consequences of failure

0:35:10.160,0:35:15.280
they rob a task of its significance

0:35:13.200,0:35:16.800
and hence their teenager’s motivation to

0:35:15.280,0:35:19.040
do better next time

0:35:16.800,0:35:20.800
if your teen is responsible for taking

0:35:19.040,0:35:22.720
the trash out every week

0:35:20.800,0:35:25.040
and they don’t get it done then they

0:35:22.720,0:35:27.280
become responsible for managing the mess

0:35:25.040,0:35:28.400
and overflowing bins for the following

0:35:27.280,0:35:31.280
week

0:35:28.400,0:35:33.119
they will learn more from this than by a

0:35:31.280,0:35:36.320
parent repeatedly nagging them

0:35:33.119,0:35:37.280
at 11 pm the night before or doing it

0:35:36.320,0:35:39.760
for them

0:35:37.280,0:35:41.200
similarly if your teen chooses not to

0:35:39.760,0:35:42.880
study for an exam and

0:35:41.200,0:35:44.560
fails they are more likely to be

0:35:42.880,0:35:46.800
motivated next time

0:35:44.560,0:35:49.040
parents can maximize these opportunities

0:35:46.800,0:35:50.320
by asking questions rather than giving

0:35:49.040,0:35:52.560
lectures

0:35:50.320,0:35:53.839
discuss with your teen how they feel

0:35:52.560,0:35:56.000
about the outcome

0:35:53.839,0:35:58.400
what they might do differently next time

0:35:56.000,0:35:59.119
and ask if there is anything they need

0:35:58.400,0:36:02.400
from you

0:35:59.119,0:36:03.520
to help them so what is our family

0:36:02.400,0:36:06.800
philosophy

0:36:03.520,0:36:08.560
on failure mistakes are

0:36:06.800,0:36:10.480
it’s okay to make mistakes as long as

0:36:08.560,0:36:12.160
you learn from them right and you’ll

0:36:10.480,0:36:14.400
learn more from your mistakes than you

0:36:12.160,0:36:18.960
will from your successes

0:36:14.400,0:36:21.599
so with that in mind how do mommy and i

0:36:18.960,0:36:23.520
handle failures with you do are we there

0:36:21.599,0:36:25.040
as a safety net to prevent you from

0:36:23.520,0:36:27.119
failing or

0:36:25.040,0:36:28.880
do we kind of let you go down that path

0:36:27.119,0:36:29.440
and figure it out yourself and then help

0:36:28.880,0:36:32.160
you

0:36:29.440,0:36:32.720
along the way you definitely help me to

0:36:32.160,0:36:35.359
at least

0:36:32.720,0:36:36.480
prevent me not to fail but when i do end

0:36:35.359,0:36:40.079
up failing

0:36:36.480,0:36:43.040
you do definitely chime in and make sure

0:36:40.079,0:36:44.880
you ask me questions on how will i

0:36:43.040,0:36:48.000
prevent this in the future

0:36:44.880,0:36:49.839
so yeah and there aren’t that many

0:36:48.000,0:36:51.839
failures that you have that you can

0:36:49.839,0:36:54.400
learn from so

0:36:51.839,0:36:56.800
there’s not too many instances to really

0:36:54.400,0:36:59.040
educate yourself and motivate from there

0:36:56.800,0:36:59.839
yeah but that’s a good thing though

0:36:59.040,0:37:02.880
right

0:36:59.839,0:37:06.240
yep so number four is to help them

0:37:02.880,0:37:07.839
to remember which i’m really the least

0:37:06.240,0:37:10.640
qualified person in the world for that

0:37:07.839,0:37:12.800
because my memory is terrible

0:37:10.640,0:37:14.400
it’s not always the case that teenagers

0:37:12.800,0:37:16.480
don’t do things because they’re not

0:37:14.400,0:37:16.880
motivated often they fail to follow

0:37:16.480,0:37:19.520
through

0:37:16.880,0:37:22.400
simply because they forget i’m guilty of

0:37:19.520,0:37:25.040
that on a regular basis myself

0:37:22.400,0:37:26.320
the reality is teenagers particularly

0:37:25.040,0:37:29.119
younger ones

0:37:26.320,0:37:29.920
are hardwired to forget their brains are

0:37:29.119,0:37:32.480
reforming

0:37:29.920,0:37:33.440
and haven’t yet got all the bits joined

0:37:32.480,0:37:34.960
up

0:37:33.440,0:37:37.599
with all the stuff going on in their

0:37:34.960,0:37:40.480
life is it very easy for teenagers to

0:37:37.599,0:37:42.480
get distracted and forget

0:37:40.480,0:37:43.920
they need help to remember what they

0:37:42.480,0:37:46.960
committed to do

0:37:43.920,0:37:47.760
and to get organized it’s important to

0:37:46.960,0:37:49.920
point out

0:37:47.760,0:37:52.560
that constant verbal reminders for

0:37:49.920,0:37:55.280
parents also referred to as nagging

0:37:52.560,0:37:56.400
is not the solution if you nag your

0:37:55.280,0:37:58.960
teenager

0:37:56.400,0:38:00.400
you make it about your agenda and about

0:37:58.960,0:38:02.000
keeping you happy

0:38:00.400,0:38:04.400
this does not help your teenager’s

0:38:02.000,0:38:06.160
motivation in fact nagging is a great

0:38:04.400,0:38:08.800
demotivator

0:38:06.160,0:38:09.680
teaching your teens to be organized and

0:38:08.800,0:38:12.720
remember

0:38:09.680,0:38:14.640
is part of what parents need to do work

0:38:12.720,0:38:16.880
with your teen to develop methods

0:38:14.640,0:38:18.000
of remembering that don’t require you to

0:38:16.880,0:38:22.000
be involved

0:38:18.000,0:38:24.560
use visual age aids such as charts

0:38:22.000,0:38:27.040
color-coded rosters or timetables and

0:38:24.560,0:38:29.839
place them in obvious places

0:38:27.040,0:38:30.800
help your team create routines in their

0:38:29.839,0:38:33.839
weeks

0:38:30.800,0:38:35.359
that help them to establish patterns

0:38:33.839,0:38:37.920
leave little hints around the house

0:38:35.359,0:38:40.160
about a task that needs to be completed

0:38:37.920,0:38:41.200
get them to use an app or program on

0:38:40.160,0:38:44.400
their computer

0:38:41.200,0:38:47.920
phone or tablet

0:38:44.400,0:38:49.920
as part of the reminding process now

0:38:47.920,0:38:51.040
being guilty of having a terrible memory

0:38:49.920,0:38:52.880
myself

0:38:51.040,0:38:54.720
i’ll tell you that i’m always looking

0:38:52.880,0:38:57.839
for new things to help me remember

0:38:54.720,0:39:00.079
usually mommy is you know my

0:38:57.839,0:39:00.880
phone is my first secondary memory and

0:39:00.079,0:39:02.720
then mommy

0:39:00.880,0:39:04.079
helps to reinforce all that stuff

0:39:02.720,0:39:08.480
because mommy doesn’t forget

0:39:04.079,0:39:10.960
anything um so she usually tends to keep

0:39:08.480,0:39:13.200
keep me in line with the things that i

0:39:10.960,0:39:15.680
need to do when i forget about things

0:39:13.200,0:39:17.760
how are we with you and remember first

0:39:15.680,0:39:19.520
of all how are you at remembering things

0:39:17.760,0:39:21.920
and then how are mommy and daddy at

0:39:19.520,0:39:25.920
helping you to remember

0:39:21.920,0:39:28.560
so for remembering things

0:39:25.920,0:39:30.160
i don’t think i’m as bad as you but i’m

0:39:28.560,0:39:33.839
not as good as mommy

0:39:30.160,0:39:34.400
90 year old senile men are not as bad as

0:39:33.839,0:39:37.119
me so

0:39:34.400,0:39:39.760
i think you’re okay there i mean i still

0:39:37.119,0:39:42.480
have problems with remembering um

0:39:39.760,0:39:43.200
there are many instances where i forget

0:39:42.480,0:39:46.079
things

0:39:43.200,0:39:47.520
um or you know just lose them over time

0:39:46.079,0:39:49.200
and i don’t really remember them until

0:39:47.520,0:39:50.880
they’re brought up again and i have to

0:39:49.200,0:39:54.000
try and remember them

0:39:50.880,0:39:54.839
um so with you guys and helping me

0:39:54.000,0:39:57.839
remember

0:39:54.839,0:40:00.320
um

0:39:57.839,0:40:01.280
kind of like you hinted at mommy is more

0:40:00.320,0:40:03.280
or less

0:40:01.280,0:40:04.480
where i go if i need to remember

0:40:03.280,0:40:07.839
something yeah

0:40:04.480,0:40:10.560
mom mommy is really the the supplemental

0:40:07.839,0:40:13.280
brain that we all need here now do we

0:40:10.560,0:40:14.319
do we nag you or is it more helpful than

0:40:13.280,0:40:18.480
nagging

0:40:14.319,0:40:22.079
i’d say you don’t nag me anymore

0:40:18.480,0:40:22.640
i would kind of consider laundry misses

0:40:22.079,0:40:26.640
you

0:40:22.640,0:40:29.440
being nagging and while i still

0:40:26.640,0:40:31.359
did it it definitely did not put me in a

0:40:29.440,0:40:32.960
good mood whenever you said it

0:40:31.359,0:40:34.720
you’re absolutely right but i was doing

0:40:32.960,0:40:36.960
that deliberately too just to

0:40:34.720,0:40:38.079
yeah you know poke a stick in your cage

0:40:36.960,0:40:40.640
yep that’s what i

0:40:38.079,0:40:42.400
do yeah you’d be surprised how

0:40:40.640,0:40:45.040
motivational it can be having a stick

0:40:42.400,0:40:46.880
poked in your cage

0:40:45.040,0:40:50.160
try doing that to a lion sometime and

0:40:46.880,0:40:50.160
see how that works out for you

0:40:51.599,0:40:56.240
what’s the next thing we’ve got the next

0:40:53.760,0:40:58.400
thing we have is make it achievable

0:40:56.240,0:41:00.160
sometimes it’s the size of the task that

0:40:58.400,0:41:01.920
teenagers find hard

0:41:00.160,0:41:03.839
it isn’t that they don’t want to do it

0:41:01.920,0:41:06.319
but rather that they don’t know where to

0:41:03.839,0:41:08.880
start and it all looks too hard

0:41:06.319,0:41:10.079
if your teen is putting off getting

0:41:08.880,0:41:12.240
started

0:41:10.079,0:41:14.800
it can sometimes be helpful to sit down

0:41:12.240,0:41:16.960
with them and to find out how they are

0:41:14.800,0:41:19.280
feeling about getting it done

0:41:16.960,0:41:20.000
do they know where to start do they feel

0:41:19.280,0:41:23.200
like they will

0:41:20.000,0:41:26.880
never be able to do it so they can’t

0:41:23.200,0:41:29.040
but so they can’t be bothered starting

0:41:26.880,0:41:30.079
maybe they feel scared about failing

0:41:29.040,0:41:32.079
whatever the reason

0:41:30.079,0:41:33.520
offering to help your teen think through

0:41:32.079,0:41:36.160
a process for giving

0:41:33.520,0:41:38.079
for app for getting the job done could

0:41:36.160,0:41:40.240
be just the thing they need

0:41:38.079,0:41:42.800
break the task up into a series of

0:41:40.240,0:41:43.920
smaller achievable tasks with shorter

0:41:42.800,0:41:46.079
deadlines

0:41:43.920,0:41:48.000
teenagers often struggle with long-term

0:41:46.079,0:41:51.839
planning but respond well to

0:41:48.000,0:41:54.640
more in intimate time immediately

0:41:51.839,0:41:56.480
immediate time horizons by helping your

0:41:54.640,0:41:57.440
teen come up with a series of small

0:41:56.480,0:42:00.079
steps

0:41:57.440,0:42:01.680
you impa you empower them to work their

0:42:00.079,0:42:03.520
way through the task

0:42:01.680,0:42:05.599
now this sounds very much in line with

0:42:03.520,0:42:08.000
our philosophy around here

0:42:05.599,0:42:08.960
you know break a big task into smaller

0:42:08.000,0:42:11.280
tasks

0:42:08.960,0:42:12.480
go for the low hanging fruit first and

0:42:11.280,0:42:14.000
get all the stuff done that you can get

0:42:12.480,0:42:15.520
done quickly

0:42:14.000,0:42:16.400
and then we’ll go back and we’ll figure

0:42:15.520,0:42:18.960
out how we’re going to do everything

0:42:16.400,0:42:21.119
else it’s about organization right

0:42:18.960,0:42:23.119
how organized do you think you are and

0:42:21.119,0:42:23.920
how how do you think that level of

0:42:23.119,0:42:27.440
organization

0:42:23.920,0:42:30.079
helps to motivate you to get things done

0:42:27.440,0:42:32.400
i’d say i’m decently organized and i

0:42:30.079,0:42:34.079
would say that the organization

0:42:32.400,0:42:35.440
can definitely be a good motivating

0:42:34.079,0:42:39.280
factor especially

0:42:35.440,0:42:40.640
in projects i take it one step at a time

0:42:39.280,0:42:43.839
with projects

0:42:40.640,0:42:45.200
um and i and if there is something i’m

0:42:43.839,0:42:47.200
somewhat struggling on

0:42:45.200,0:42:49.119
i skip it and go to the next part that i

0:42:47.200,0:42:51.040
need to work on kind of similar with

0:42:49.119,0:42:53.119
quizzes and tests

0:42:51.040,0:42:54.240
um i try to keep an organized balance

0:42:53.119,0:42:57.359
between them all

0:42:54.240,0:43:00.079
that’s good that’s the best way to do it

0:42:57.359,0:43:01.839
so number six is provide incentives we

0:43:00.079,0:43:03.520
kind of talked about this we touched on

0:43:01.839,0:43:05.760
a little bit earlier

0:43:03.520,0:43:07.200
this is a more specific example of

0:43:05.760,0:43:09.920
what’s in it for me

0:43:07.200,0:43:10.880
philosophy but it’s worth spelling out

0:43:09.920,0:43:13.280
separately

0:43:10.880,0:43:14.079
as mentioned earlier not all tasks have

0:43:13.280,0:43:16.880
an obvious

0:43:14.079,0:43:18.400
intrinsic consequence that can be used

0:43:16.880,0:43:20.160
as motivation

0:43:18.400,0:43:22.160
some school assignments are just there

0:43:20.160,0:43:24.000
to be done and some chores don’t seem to

0:43:22.160,0:43:27.200
make a great deal of difference

0:43:24.000,0:43:29.359
to the immediate quality of life even

0:43:27.200,0:43:30.319
more importantly some tasks can’t be

0:43:29.359,0:43:32.160
linked to larger

0:43:30.319,0:43:33.520
outcomes in a way that motivates a

0:43:32.160,0:43:36.240
teenager

0:43:33.520,0:43:37.920
for teenagers who lack confidence and or

0:43:36.240,0:43:39.920
natural ability

0:43:37.920,0:43:42.000
the motivation to do better in certain

0:43:39.920,0:43:43.119
subjects at school can be very hard to

0:43:42.000,0:43:45.599
find

0:43:43.119,0:43:48.160
likewise for the teen who is not

0:43:45.599,0:43:50.400
naturally coordinated or athletic

0:43:48.160,0:43:52.640
the motivation to participate in

0:43:50.400,0:43:55.839
physical activity can be hard to find

0:43:52.640,0:43:55.839
i feel targeted

0:43:56.240,0:44:00.160
for these types of instances providing

0:43:58.400,0:44:02.240
an additional incentive can help

0:44:00.160,0:44:03.920
generate motivation when otherwise there

0:44:02.240,0:44:05.920
would be none

0:44:03.920,0:44:07.920
by offering rewards for effort

0:44:05.920,0:44:09.280
improvement or participation you

0:44:07.920,0:44:11.680
reinforce

0:44:09.280,0:44:13.359
in your teenager the values of trying

0:44:11.680,0:44:15.599
and perseverance

0:44:13.359,0:44:17.520
rather than rewarding the act of giving

0:44:15.599,0:44:19.200
up or resigning

0:44:17.520,0:44:20.800
learning what your teenagers love

0:44:19.200,0:44:23.359
language which

0:44:20.800,0:44:24.720
we’ll talk about in the future podcast

0:44:23.359,0:44:26.560
learning what your teenager’s love

0:44:24.720,0:44:28.880
language is can be a great help

0:44:26.560,0:44:30.720
in this regard we’ll discuss the

0:44:28.880,0:44:32.560
concepts and principles of love language

0:44:30.720,0:44:34.319
in a future podcast but basically

0:44:32.560,0:44:37.839
knowing what your team

0:44:34.319,0:44:39.520
best responds to is important

0:44:37.839,0:44:41.680
does your team respond well to

0:44:39.520,0:44:44.560
encouraging words gifts

0:44:41.680,0:44:47.040
quality time physical affection or some

0:44:44.560,0:44:49.119
other form of affirmation

0:44:47.040,0:44:50.319
knowing what type of incentive your team

0:44:49.119,0:44:53.760
will respond to

0:44:50.319,0:44:55.680
best will increase their motivation and

0:44:53.760,0:44:56.880
responsiveness what motivates you the

0:44:55.680,0:45:00.079
most that we

0:44:56.880,0:45:04.640
what reward that we give you um

0:45:00.079,0:45:08.400
cold hard cash

0:45:04.640,0:45:11.839
i guess it would be a mixture of

0:45:08.400,0:45:14.880
encouraging words uh

0:45:11.839,0:45:18.560
quality time in some instances

0:45:14.880,0:45:19.040
um and you know maybe and money yeah and

0:45:18.560,0:45:20.720
money

0:45:19.040,0:45:22.400
cash is definitely in there somewhere

0:45:20.720,0:45:23.920
sorry

0:45:22.400,0:45:25.839
hey there’s nothing wrong with that you

0:45:23.920,0:45:26.960
know there’s a there’s a tangible reward

0:45:25.839,0:45:29.680
when you

0:45:26.960,0:45:31.040
if that motivates you to do as well as

0:45:29.680,0:45:33.040
you do

0:45:31.040,0:45:34.880
then it’s entirely worth it because you

0:45:33.040,0:45:37.359
you you do excellent

0:45:34.880,0:45:40.160
in school i we don’t have any complaints

0:45:37.359,0:45:42.160
about you as a student at this point

0:45:40.160,0:45:44.079
if that’s because you get paid for every

0:45:42.160,0:45:46.319
a you bring home every marking period

0:45:44.079,0:45:49.599
then so be it you know that’s there to

0:45:46.319,0:45:51.520
motivate you and it seems to be working

0:45:49.599,0:45:53.920
what’s the last one that we have the

0:45:51.520,0:45:56.000
last one we have is make it fun

0:45:53.920,0:45:57.839
this motivational principle applies to

0:45:56.000,0:46:00.160
people of all ages not just

0:45:57.839,0:46:02.079
teens most people are more motivated to

0:46:00.160,0:46:03.040
do something fun rather than something

0:46:02.079,0:46:05.440
boring

0:46:03.040,0:46:07.359
fun is the key ingredient to getting

0:46:05.440,0:46:09.920
teens active and motivated to

0:46:07.359,0:46:11.520
participate in social activities

0:46:09.920,0:46:14.240
if you want your teen to get out of the

0:46:11.520,0:46:16.720
house get active and make new friends

0:46:14.240,0:46:18.400
then explore with them what activities

0:46:16.720,0:46:20.800
it is they enjoy doing

0:46:18.400,0:46:22.800
and encourage them to do it remember

0:46:20.800,0:46:24.480
what you enjoy may not be what your teen

0:46:22.800,0:46:27.520
enjoys

0:46:24.480,0:46:29.839
make sure be sure to to show

0:46:27.520,0:46:32.319
interest and value whatever it is that

0:46:29.839,0:46:35.040
your teen considers interesting and fun

0:46:32.319,0:46:36.240
teenagers particularly boys respond to

0:46:35.040,0:46:39.599
competition

0:46:36.240,0:46:43.040
no matter how men mental the task

0:46:39.599,0:46:45.440
menial menial the task could be mental

0:46:43.040,0:46:48.000
too i guess but

0:46:45.440,0:46:50.720
no matter how menial the task any job

0:46:48.000,0:46:51.920
can be transferred into a passion-filled

0:46:50.720,0:46:54.079
activity

0:46:51.920,0:46:55.040
if there is a competitive aspect

0:46:54.079,0:46:56.720
involved

0:46:55.040,0:46:58.880
competition doesn’t always require

0:46:56.720,0:47:01.040
having others to compete against

0:46:58.880,0:47:03.440
something sometimes young people respond

0:47:01.040,0:47:06.560
to the challenge to do better

0:47:03.440,0:47:08.560
to better their own previous efforts

0:47:06.560,0:47:09.839
if your teenager can learn something by

0:47:08.560,0:47:11.839
playing games watching

0:47:09.839,0:47:13.520
a movie or searching the internet then

0:47:11.839,0:47:15.760
encourage them to do it

0:47:13.520,0:47:17.599
using technology as a part of any task

0:47:15.760,0:47:19.040
makes it instantly more appealing to

0:47:17.599,0:47:20.960
young people today

0:47:19.040,0:47:22.960
yeah and i think you kind of have to be

0:47:20.960,0:47:24.000
careful with the competitive aspect of

0:47:22.960,0:47:27.440
things because a lot of

0:47:24.000,0:47:28.319
times when teens get involved in

0:47:27.440,0:47:31.680
competitive

0:47:28.319,0:47:32.480
things most competitions have a winner

0:47:31.680,0:47:34.119
and a loser

0:47:32.480,0:47:35.520
and being the loser can be a very

0:47:34.119,0:47:39.440
demotivational

0:47:35.520,0:47:41.200
thing and that drives over

0:47:39.440,0:47:44.319
competitiveness

0:47:41.200,0:47:47.119
so instead of it being a fun exercise

0:47:44.319,0:47:50.079
it becomes a vicious cutthroat i have to

0:47:47.119,0:47:52.000
win at all cost type of exercise

0:47:50.079,0:47:53.359
and then you’re getting into teaching

0:47:52.000,0:47:56.800
the wrong values to

0:47:53.359,0:47:59.119
to teens at that point don’t you agree

0:47:56.800,0:48:00.079
so how important is it for you for

0:47:59.119,0:48:02.640
activities to be

0:48:00.079,0:48:04.720
fun do you find fun activities more

0:48:02.640,0:48:05.599
appealing or motivating for you to get

0:48:04.720,0:48:08.880
involved in

0:48:05.599,0:48:10.880
yeah and i’ve noticed that with certain

0:48:08.880,0:48:12.079
projects particularly the ones that

0:48:10.880,0:48:14.319
where i do

0:48:12.079,0:48:15.359
art in i definitely feel a lot more

0:48:14.319,0:48:19.599
motivated than

0:48:15.359,0:48:22.720
something where i have to study like 186

0:48:19.599,0:48:24.640
flash cards for a test

0:48:22.720,0:48:26.480
that’s a very good point there if it’s

0:48:24.640,0:48:28.400
something that you enjoy

0:48:26.480,0:48:30.000
there’s a natural motivation there for

0:48:28.400,0:48:33.119
you to do it at that point in time

0:48:30.000,0:48:34.000
until you run into the situation where

0:48:33.119,0:48:36.960
you’re doing

0:48:34.000,0:48:38.319
too many fun projects and some of them

0:48:36.960,0:48:39.920
are falling by the wayside and you’re

0:48:38.319,0:48:41.599
not following up on them then you need

0:48:39.920,0:48:44.480
to motivate yourself

0:48:41.599,0:48:45.440
to organize those projects a little more

0:48:44.480,0:48:48.640
cohesively

0:48:45.440,0:48:49.760
yeah so that was all we had as far as

0:48:48.640,0:48:51.200
the research went we’re gonna take a

0:48:49.760,0:48:53.290
quick break come back and we’ll get your

0:48:51.200,0:48:57.920
closing remarks

0:48:53.290,0:49:00.400
[Music]

0:48:57.920,0:49:02.800
go for your closing remarks all right so

0:49:00.400,0:49:05.680
to everyone out there i wanted to say

0:49:02.800,0:49:08.640
that teen motivation is very important

0:49:05.680,0:49:10.079
having your teams be uh having your

0:49:08.640,0:49:12.480
teens be motivated

0:49:10.079,0:49:13.839
is one of the most important assets to

0:49:12.480,0:49:16.000
them and

0:49:13.839,0:49:17.760
it will definitely and there are

0:49:16.000,0:49:19.680
definitely some difficulties

0:49:17.760,0:49:22.079
and challenges that will come from

0:49:19.680,0:49:25.119
trying to motivate your teens

0:49:22.079,0:49:27.200
it will not all of the things we listed

0:49:25.119,0:49:29.599
will apply to your teen

0:49:27.200,0:49:31.119
so you might want to just try out some

0:49:29.599,0:49:33.119
of them if they work

0:49:31.119,0:49:34.480
great if they don’t work try something

0:49:33.119,0:49:36.319
else

0:49:34.480,0:49:38.559
i would definitely say that it is very

0:49:36.319,0:49:40.800
important to keep teens motivated

0:49:38.559,0:49:42.240
because there are definitely instances

0:49:40.800,0:49:45.839
where demotivation

0:49:42.240,0:49:46.559
can have very big consequences sage

0:49:45.839,0:49:50.000
words

0:49:46.559,0:49:51.920
as always thank you do you find yourself

0:49:50.000,0:49:53.680
any more motivated now than before this

0:49:51.920,0:49:58.160
podcast started

0:49:53.680,0:49:59.599
um not really no it’s okay

0:49:58.160,0:50:02.720
it wasn’t meant to motivate you it’s

0:49:59.599,0:50:04.960
okay it was for the audience to say

0:50:02.720,0:50:06.079
um that’s all we had today before we go

0:50:04.960,0:50:09.599
i do want to

0:50:06.079,0:50:10.319
uh invite folks to subscribe to the

0:50:09.599,0:50:12.559
podcast

0:50:10.319,0:50:14.000
audio versions are available as insights

0:50:12.559,0:50:15.680
into teens

0:50:14.000,0:50:17.839
video versions of all the networks

0:50:15.680,0:50:20.319
podcasts are listed as insights into

0:50:17.839,0:50:21.599
things on apple podcast spotify google

0:50:20.319,0:50:24.960
stitcher

0:50:21.599,0:50:27.520
any place you can get a podcast also uh

0:50:24.960,0:50:28.000
if you can email us give us some show

0:50:27.520,0:50:29.760
some

0:50:28.000,0:50:32.160
show suggestions we’re looking for new

0:50:29.760,0:50:33.440
topics tell us how we’re doing give us

0:50:32.160,0:50:35.559
some feedback

0:50:33.440,0:50:37.359
you can email us at comments at

0:50:35.559,0:50:39.680
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0:50:37.359,0:50:41.119
you can get us on twitter at insights

0:50:39.680,0:50:42.800
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0:50:41.119,0:50:45.520
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0:50:42.800,0:50:48.319
videos on youtube at youtube.com

0:50:45.520,0:50:50.240
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0:50:48.319,0:50:52.800
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0:50:52.800,0:50:56.720
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0:50:53.280,0:50:57.680
are a amazon prime subscriber you do get

0:50:56.720,0:50:59.200
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0:50:57.680,0:51:01.520
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0:50:59.200,0:51:03.440
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0:51:01.520,0:51:05.640
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0:51:03.440,0:51:07.280
found online at

0:51:05.640,0:51:10.480
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0:51:07.280,0:51:12.720
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0:51:10.480,0:51:14.400
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0:51:17.200,0:51:20.880
where you can get links to all those and

0:51:19.040,0:51:23.920
all of our podcasts

0:51:20.880,0:51:23.920
at our website at

0:51:24.520,0:51:27.920
http://www.insightsintothings.com

0:51:25.680,0:51:29.200
and you and don’t forget to check out

0:51:27.920,0:51:31.280
our other two podcasts

0:51:29.200,0:51:32.480
insights and entertainment hosted by you

0:51:31.280,0:51:34.160
and mommy and

0:51:32.480,0:51:36.079
insights into tomorrow our monthly

0:51:34.160,0:51:38.319
podcast hosted by you and my brother

0:51:36.079,0:51:40.260
sam that’s it another one in the books

0:51:38.319,0:51:45.699
bye everyone

0:51:40.260,0:51:45.699
[Music]

0:51:48.839,0:51:51.839
bye

0:51:53.190,0:52:11.680
[Music]

0:52:09.599,0:52:11.680
you

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