Motivating & Inspiring Students. Robert J. Marzano
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segments and express their feelings in a safe environment. One particularly powerful activity that occurs during the assembly is Cross the Line, in which presenters call out prompts and ask students to step forward if they relate to what is said. Example prompts range from “I have been embarrassed at school” to “I have seriously considered ending my life.” Such prompts help students recognize they are not alone in their feelings while asking students who do not cross the line to use empathy to consider others’ circumstances.
Summary and Recommendations
This chapter discussed how to foster a connection to something greater than self in students. We provided strategies for the following seven topics: (1) inspirational ideals, (2) altruism, (3) empathy, (4) forgiveness, (5) gratitude, (6) mindfulness, and (7) Rachel’s Challenge. Each of these topics, in some way, encourages students to think beyond themselves or to use introspection to consider and analyze their existing world views.
Although teachers can use the strategies in this chapter in a variety of ways, we recommend the following.
▸ At least once a month, present students with inspirational movie clips or videos and have them discuss the ideals they represent.
▸ Incorporate inspirational quotations into the classroom whenever possible, even if this includes providing inspirational quotations to students without comment.
▸ At least once per year, have students engage in an altruistic project.
▸ At least once a semester, use strategies related to empathy, forgiveness, gratitude, or mindfulness.
The following scenario depicts how these recommendations might manifest in the classroom.
A middle school science teacher wants to help her students experience a connection to something greater than self. When presenting new content, she provides biographical information about relevant scientists using movie clips and short reading assignments and asks students to articulate the ideals represented in them. She also posts an inspirational quote each Monday, which she calls the Quote of the Week, though she does not always directly discuss the quote with students. She tries to choose quotes that are relevant to what is occurring in class—for example, she chooses a quote on the importance of practice during a week leading up to a formal assessment. For an end-of-the-year project, the teacher decides to have students apply their knowledge to develop altruistic projects that benefit local ecosystems. Groups choose to address topics such as erosion near a local stream, damage done by off-trail hiking, and litter in a local park. The teacher serves as an advocate for students but allows them to develop and lead the projects. After the projects are completed, the teacher has students relate their projects to previously learned content and reflect on how they contributed to their communities.
Self-actualization involves the pursuit of personally relevant goals. In this chapter, we address the following five aspects of self-actualization: (1) an understanding of self-actualization, (2) mental dispositions, (3) the growth mindset, (4) possible selves, and (5) personal goal setting.
An Understanding of Self-Actualization
The concept of self-actualization can be intimidating to students who are unfamiliar with the term. Teachers can initially introduce students to self-actualization by providing them with clear definitions; however, definitions can and should differ based on students’ ages. For example, with younger students, teachers might describe self-actualization as the act of deciding to do something and then doing it. In contrast, teachers of older students might define it as the identification and pursuit of goals that are personally beneficial and relevant to an individual. Once students become familiar with the concept, teachers can ask students to generate their own definitions. Teachers can also use specific characteristics of self-actualization to further deepen students’ understanding of the concept. Here, we discuss traits of self-actualization and peak experiences.
Traits of Self-Actualization
After defining self-actualization for students, teachers can explain that people who spend a significant amount of time engaged in self-actualizing behaviors tend to develop or exhibit certain traits. Maslow (1970) identified some of these traits, listed in table 3.1 (page 30).
Table 3.1: Maslow’s Traits of Self-Actualized People
| Trait | Description |
| Clear perception of reality | The self-actualized person judges others accurately and is capable of tolerating uncertainty and ambiguity. |
| Acceptance of self and others | Self-actualizers accept themselves as they are and are not defensive. They have little guilt, shame, or anxiety. |
| Natural and spontaneous reactions | Self-actualizers are spontaneous in both thought and behavior. |
| Focus on problems rather than self | Self-actualizers focus on problems outside themselves. |
| Need privacy; tendency to be detached | Although self-actualizers enjoy others, they do not mind solitude and sometimes seek it. |
| Autonomy | Self-actualizers are relatively independent of their culture and environment, but they do not go against convention just for the sake of being different. |
| Continued freshness of appreciation | Self-actualizers are capable of fresh, spontaneous, and nonstereotyped appreciation of objects, events, and people. They appreciate the basic pleasures of life. |
| Social interest | Self-actualizers have feelings of identification with and sympathy and affection for others. |
| Interpersonal relations | Self-actualizers do on occasion get angry, but they do not bear long-lasting grudges. Their relationships with others are few but deep and meaningful. |
| Democratic character structure | Self-actualizers show respect for all people, regardless of race, creed, income level, and so on. |
| Sense of humor | Self-actualizers have a sense of humor that is both philosophical and nonhostile. |
| Creativeness | Self-actualizers are original, inventive, expressive, perceptive, and spontaneous in everyday life. They are able to see things in new ways. |
| Nonconformity | Self-actualizers fit into society, but they are independent of it and do not blindly comply with all its demands. They are open to new experiences. |
Source: Adapted from Insel & Roth, 2012; Maslow, 1970.
Students can analyze the characteristics in table 3.1 and discuss how these traits may contribute to the successful pursuit of personally relevant goals. Guiding questions for such discussions might be:
▸ Why do you think self-actualized individuals manifest these traits?
▸ Which traits do you think are the most important? Which traits do you think are the least important?
▸ Choose a trait. Can you give an example of someone you know or have heard of who embodies this trait?
▸ Which of these traits do you exhibit? Which ones don’t you exhibit?
Alternatively, teachers can ask students to identify such traits by thinking about the characteristics of people whom they consider to be self-actualized. Teachers can do this using the following four-step process.
1. Identify candidates for self-actualization.
2. Research candidates.
3. Identify candidates’ traits.
4. Generate a class list of traits.
We discuss each step in the following sections.
Identify Candidates for Self-Actualization
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