Power teaching touches all the external engagement strategies. What about the internal? What about conation? How does it foster internal engagement? Any thoughts?????

For any student to internalize success and move from external engagement to intrinsic, or internal engagement, they must first experience success in an educational setting.

There are many students that I teach who have had this. The extrinsic rewards are fun for them, but have little to do with their real drive to succeed. The extrinsic is icing on the cake for these students, if you will.

Many of the kids I teach have no intrinsic drive. They have rarely if ever experienced real academic success, at least not in an authentic way that leads them to want to internalize this feeling of success as a motivator for continued academic success on its own.

For these students Power Teaching give them the tools to contiguously, and continuously experience success in my classroom. Over time, as they mature emotionally, and in their academic skill sets these selfsame students begin to move toward valuing their personal achievements in the academic setting as motivators in and of themselves.

More and more they require less and less of the external motivations, and they become more involved in their own education, and internalize their new found academic skills as a growing intrinsic motivator.

For some students the intrinsic valuation of education will never occur, often because of cultural or environmental factors. For them I continue to use the extrinsic elements to drive their success, even as I revel in the students that I can tell are making the transition to intrinsic motivation successfully.