Dear CSA District Families,
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As we proceed through the frigid days of February, I hope your student is feeling the warmth and love from one of our many festive events centered around the importance of relationships, including Valentine’s Day.

Positive relationships is at the heart of Internal Motivation Psychology, one of CSA District’s 5 Core Philosophies. Many schools and classrooms use a system of rewards and punishments to control children in the belief that human behavior is the result of environmental (external) factors. Internal Motivation Psychology refutes this theory. It is the belief that all humans are motivated from within, that all behavior is purposeful and manifests in the search to have our five basic needs met: survival, love and belonging, power, freedom, and fun.  
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These five basic needs are the backbone of Internal Motivation Psychology. The concepts presented below are from The Classroom of Choice by Jonathan C. Erwin and Activating the Desire to Learn by Bob Sullo. They provide a glimpse of each basic need and its connection to student learning in the classroom.
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Love and Belonging
When you remember what you most enjoyed about going to school, solving equations in algebra class, drafting an essay or reading a particular book are probably not the first things that pop into your mind. Most likely, it’s being with friends, connecting with a special teacher that you liked and respected, participating as a member of a sports team, musical group or play. Whatever it was, it probably involved at least one of the more important relationships in your life at that time. Some teachers let this kind of connection with their students happen by chance. CSA District teachers create connections by design. According to brain research, all effective learning has a social component. To help prepare for an optimal learning experience, teachers strive to create a connection from the start.
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Survival
All humans have obvious physiological requirements in order to survive such as eating, drinking, sleeping, and seeking shelter. However, survival is not just basic physical requirements, it also includes our desire for a sense of order and security in our lives. In school, it is critically important that our students feel physically and emotionally safe. Creating a culture of consistency where students know what to expect when coming to school and what is expected of them creates a sense of security. Clear and consistent procedures, teaching social skills and protocols (manners), a developmentally appropriate learning schedule supported by a loving and caring adult (teacher) in charge further facilitates an environment where children feel safe and cared for.
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Power
Power is gained through competence, achievement and mastery. It is innate to want to achieve, master new skills and be recognized for our accomplishments. Effective educators recognize that students come to us wanting to learn. Knowing that humans are internally driven to achieve, teachers strive to create classrooms where students gain power and competence in ways that support our educational mission. Even though students are internally motivated to be powerful, they may not know how to achieve power responsibly. One of our jobs as educators is to teach children how to be powerful in their own right and be respectful of the power of others.
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Freedom
We are also motivated to be free, to choose. Having choices is part of what it means to be human and is one reason that our species has been able to evolve, adapt and thrive. Effective teachers help students follow the drive to be free in a way that is respectful of others. Students who perceive themselves as having ample freedom are not constantly driven to satisfy that need. Conversely, students who perceive themselves as having no choices will behave in ways they think will get them the freedom they believe they need. Too often, their behaviors disrupt classrooms and interfere with learning. Educators who understand internal motivation psychology foster environments that provide adequate freedom for students within parameters that are safe, developmentally appropriate, and supportive of learning.
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Fun
Each time we learn something new, we are having fun which is another universal human motivator. It is our playfulness and our sense of discovery that allows us to learn as much as we do. Fun is the payoff for learning. The intimate connection between fun and learning is particularly important in school. A joyless classroom never inspires students to regularly do high-quality academic work. Skilled teachers create joyful classrooms that support the highest-quality academic achievement. When teachers and students are having fun, learning is deeper and stronger, and students maintain the keen desire to learn.
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In CSA District schools, we are cognizant of these five basic needs. We keep them at the forefront of our minds as we design our classrooms, plan instruction, and reflect on our interactions with students. We strive to create what we call a Need-Fulfilling Classroom where students feel safe, engaged, empowered, loved and that they belong.
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It is my hope that you too feel a sense of love and belonging in our school community.
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In partnership with you,
Jessica Moceri