1. When you were a student, did you ever work harder for one teacher than for another? If so, why? Is it possible to reconcile this kind of discrepancy with the notion that motivation is a fixed entity, and that some students are just "unmotivated"? How might you increase your own students' motivation?
2. What does "make it their idea" mean in the teaching process? Do you already do this, or can you make this approach a viable part of your practice?
3. Do your students seem to see any risk in raising their hands, contributing to the discussion, or asking questions? If so, how might you alleviate this perceived risk?
4. What have you learned about the mind-set of students who simply engage less? What strategies can you use to build the learner's mind-set in all your students?
1. When you were a student, did you ever work harder for one teacher than for another? If so, why? Is it possible to reconcile this kind of discrepancy with the notion that motivation is a fixed entity, and that some students are just "unmotivated"? How might you increase your own students' motivation?
ReplyDeleteI had a few teachers I still remember being kind and patient. I try to let my students know how much they mean to me and that their learning is important.
2. What does "make it their idea" mean in the teaching process? Do you already do this, or can you make this approach a viable part of your practice?
Students need by-in to move forward in their learning.
3. Do your students seem to see any risk in raising their hands, contributing to the discussion, or asking questions? If so, how might you alleviate this perceived risk? Peers have a huge part in my classroom. Lots of cooperative groups and peer partners. I also use a variety of assessments (verbal, drawings, paper...) to see understanding.
4. What have you learned about the mind-set of students who simply engage less? What strategies can you use to build the learner's mind-set in all your students? School should be a fun and exciting learning environment. Participation and text scores will show is your students have by-in.
You are so right, G!
DeleteBeing kind and patient are so important! Thank you for being that, not only with your students,but when you encounter mine in hall as well!!
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ReplyDeleteI remember several teachers who were always happy, sweet, and caring. This made me want to please them, so I would try my best. There are always ways to motivate those “unmotivated” students; however, there will be days when it is hard to find ways to motivate those students. I think it is important to show the students we care about them and get to know students individually.
DeleteStudents should take part in their own learning and discoveries. I try to do this in my own classroom. I give the students options and choices, so they can make their own decisions. Students choose from spelling and vocabulary menus to complete their assignments each week. The students enjoy having options and having the opportunity to choose. I try to let my kids choose between options for group work and other activities. It is important that the students feel like the classroom is their own.
My students do not seem to see any risk in raising their hands. They always want to answer questions and be involved. I choose “Lucky Ducks” to give everyone a turn (calling popsicle sticks with their numbers), and they do not seem at risk when they are called on. I have stressed the importance of learning from incorrect answers. If one student was chose an incorrect answer, it is likely other students were also thinking the same way. As a class, we discuss why the incorrect answer was chosen, and students know it is okay as long as they learned from the mistake.
There are numerous other factors that students who are less engaged are dealing with. It is important to know each student individually and know the struggles each child is faced with. Sometimes, it is not that the student is less engaged because they are being defiant or rude. Most always there are underlying factors that may not be seen from the surface.
I agree Sarah. Those students with issues do have underlying factors causing them to misbehave or be disengaged. I really appreciate it when a classroom teacher lets me know what is going on with a student so I can come up with better solutions for them in my class.
DeleteI love Sarah's idea of the Lucky Duck Popsicle sticks. That way those more reluctant students are included and the more forceful (can't think of right word) students are not always the ones called on.
DeleteI agree Sarah. We don't always know what a child is dealing with at home that hinders their learning. That goes back to what was stated earlier that we need to provide a positive and caring environment.
Delete1. Yes. I think all students work harder if they feel important and loved by their teachers. I have always been a visual learner. I did really well with projects and hands-on learning. It was hard for me to stay focused with lectures. I am still that way. I try to find what motivates students by asking questions and finding lessons that are engaging and fun.
ReplyDelete2. "Making it their idea" works well with older students. I give them many choices in art because I want them to express themselves. I do have guidelines and follow the Standard Course of Study but I let them make choices and be creative.
3. My students do not seem intimidated by raising their hands. For the most part they like to be called on in class.
4.Students who engage less need more encouragement and sometimes just need to be moved to another group. Project learning can build the learner's mind-set as well as extra activities like broadcast, art or music club, etc.
I agree Jennifer. I think students do work harder when they think you love and care for them, and are important to them. I remember my favorite high school teacher who was the most involved in my life, and we always worked the hardest in that class
Delete1. When you were a student, did you ever work harder for one teacher than for another? If so, why? Is it possible to reconcile this kind of discrepancy with the notion that motivation is a fixed entity, and that some students are just "unmotivated"? How might you increase your own students' motivation?
ReplyDeleteAbsolutely I remember being more vested and working harder for certain teachers. They were the ones who made me feel important and the work was important and relevant. I feel that all students could be motivated, the tricky part is finding what works
2. What does "make it their idea" mean in the teaching process? Do you already do this, or can you make this approach a viable part of your practice?
Absolutely, when a student feels they “own” something, they are more into the process. I usually try when appropriate, to make the students feel ownership in their activities.
3. Do your students seem to see any risk in raising their hands, contributing to the discussion, or asking questions? If so, how might you alleviate this perceived risk?
I have one student who lacks self confidence and is extremely shy about answering questions when we are doing academics. However when it comes to general activities and life experiences, he is extremely vocal. So I accentuate those talking skills and have him be a leader when he is confident about something.
4. What have you learned about the mind-set of students who simply engage less? What strategies can you use to build the learner's mind-set in all your students?
I learned that sometimes lethargy and acting out can be a response to stress disorders connected with low SES situations. I will use the strategy of managed risk with my class to encourage their mind set.
I agree that it always seemed to be the teachers that took pride in their students and made them feel important were the ones that made the most impact in our lives.
DeleteI know of several teachers who inspired me to learn and want to do my best. Both of my parents were teachers, so I had ingrained in my brain from early on to always do my best at school. On the radio, there is a contest where they say "for pride, not prize". I agree with the author that punishment and extrinsic rewards are the least useful forms of feedback (page 86). Finding that student's motivation is the key and the challenge. I do agree that "make it their idea" is important -- going back to that "buy-in". I can see where hand raising could be an issue. Those students who fear saying the wrong answer or just don't want to contribute easily could never raise their hands. I like Sarah's lucky duck idea and stressing right or wrong doesn't matter as long as you learn. Students who engage less have their reasons--confidence, language challenges, shy, anger, frustration, etc. It helps tremendously when classroom teachers help me understand student issues, personalities, and challenges. I want every student to feel successful at school in all areas, and I do believe all the staff does their best to work with students.
ReplyDeleteI agree with you that making students buy-in to an idea in such a way that they think it was their idea to begin with is a great way to increase motivation. Extrinsic rewards still work for those students who have not developed strong "positive inner voices" that lead to an intrinsic sense of accomplishment.
DeleteSuzanne, I really like that statement you made about working for pride, not a prize! I really dislike hearing student ask what they "get" if they finish or are successful. I think I'll make a poster of that and hang it in my room next year. Thanks for the idea!
DeleteI also like the statement working for pride not prize. I talk to my students about having pride in what they do all the time, there is not always a sticker or piece of candy at the end of an assignment or project.
DeletePride..I can get behind that!
DeleteGoing through school I remember feeling highly motivated to work for teachers who made learning fun and challenging; who made connections for the importance of the material. I like to think this is what I do for my students today.
ReplyDelete"Making learning their idea" goes back to the notion of buying-in. They take ownership of their own learning when they have a say in what happens. We do this when we write class mission statements, or provide choices when completing projects. In middle school I held student led conferences and had students complete self-assessments at the end of each grading period. Students used their responses to create personal goals to work on the following grading period. Highly motivating.
My students are not afraid to take risks raising their hands, their problem (or mine really) is that they call out responses.I say this is my problem because I do not enforce it as much as I should, and this makes it harder on others who are still processing the information to have a chance to respond. It is an area I intend to work on.
Mind-set begins at home and carries over to school. While there is not much we can control with the home environment, we can change what happens here at school,. Mind-set, like our brain, can change, Have high expectations and affirm students choices,attitudes, and effort.
I like your comment we can change what happens at school by having high expectations and affirm students choices, attitudes, and effort. Even though we would love to change some of the situations that our children live in we can't. We have to understand and motivate them to learn and be good citizens in society.
DeleteI too often have problems with enforcing the "Raise your hand rule." I like the excitement of students calling out ideas, but this really does exclude students in its own way.
DeleteWhen I was a student I remember working hard for all of my teachers. I was afraid I was going to get in trouble with the teacher or my parents if I didn’t. I feel like some students may work differently for some teachers because they know what they can get away with. I feel like if the teacher puts in the effort to create a fun and engaging classroom, he/she would have students putting forth their best effort. Page 72, “ask yourself, how much effort have you made in the last year to upgrade your own knowledge, skills, and passion?” I think this is an important question to ask yourself if your students are unmotivated. I need to reflect on this question myself. I always try to let my students know how important the skills are that I am teaching them. I relate them to the real world as much as possible. I also talk about when I was in 3rd grade and try to relate to them as much as possible.
ReplyDeleteI try to let the students make it their idea weekly. My students are very vocal with their opinions. I listen and I change something the next time we do an activity that is similar or I let them pick. I do that because I feel like they would be willing to learn if they were making the decisions.
I do not feel like my students are reluctant to raise their hands. I do call on students that look like they need to be following along to ensure that they are. Like Ms. Martin, I have a cup that I draw out of if no one is raising their hand. I haven't had to use it for that recently. If I ask yes or no questions, I will sometimes say, put your hand on your head for yes, and your finger on your nose for no. I feel that helps my students that may be shy to raise their hand.
It is important to know as much as possible about your students. I feel like many factors could play a role in their ability to learn. I try to talk to my students as much as possible to help them open up to me to let me know if something is going on at home.
I agree that students may work differently according to their situations at home. The quote you used is a great question for us to reflect on ourselves. It is important that we put forth effort and increase our own knowledge to ensure that our passion for teaching shines through. If we present our passion and knowledge in a positive and exciting way, our students will also be excited and motivated to learn.
DeleteI was not an easy student to teach. I had this one teacher that I dearly loved. In fact she was in my wedding and we still stay in touch today. She had an enormous impact on me in high school. She encouraged me to become a teacher.
ReplyDeleteThis has been my favorite chapter. Make it their idea means that the students have a voice in the activity, They can plan, create and produce a product. This gives the students control . We are doing a lot of choice activities this year to help students be more engaged. The students like to have the freedom of choice on their projects and assignments.
ReplyDeleteThe students in my class have no problem asking questions or giving their opinions. I use number cards to randomly call on students. We have discussed from day one that all questions that deal with learning are important.
ReplyDeleteIt is important to make sure that students feel comfortable asking questions. You do a great job of creating a learning environment where all students feel safe and feel like they are part of the classroom.
DeleteLove this chapter! I can remember certain teachers I had over the years that I would have done ANYTHING for. They made me feel important, and they valued me as a person. That went so far with me as a student, and it still goes very far with me today! Who doesn't want to matter or feel valued? I was a pretty motivated student, but some teachers made me want to step it up because I knew they were counting on me to do it. I try to replicate that feel in my classroom by building relationships with my kids even if I only see them one or two times a week.
ReplyDeleteI love the idea of giving students choices. That is something I have regularly done, and it does make a difference. Having the freedom to work alone is wonderful for some, and having the support of a partner is what others néed and prefer.
At first, my students were trying to figure me out. They seemed hesitant to take risks or even approach me when they didn't get something finished on time. I suppose that's natural, but it's eye opening. One way to help alleviate the fear of risk taking is to, again, be approachable. Let kids get to know the real you, warts and all. Take risks with them, and let them see you make mistakes and learn from them. Be human.
Mind set matters. Kids need to feel like it's worth their time and effort to do what we are asking them to do. I agree 100% that the foundation is relationship building! Using inclusive questioning, affirmations, and feedback are here very good strategies I can implement into my classroom.
I think the part about being more approachable is key. That is one thing that I need to improve upon.
DeleteI also agree that 100% the foundation is relationship building. Getting buy in from students and letting them know why they the information you are sharing is important. Not just because it’s on the test but how they may use it in the real world. Why does it matter? Then they will be ready to focus and learn the necessary material.
DeleteI worked harder for some teachers..I felt that they treated me more like an adult instead of a two year old and spoke to me like a human being. I try to do the same with my students. I feel that I am very honest with them even if I know it will be hard to hear.
ReplyDeleteI feel that letting students feel that they play a bigger role in the classroom, whether it's instruction, reward, rules, etc., is a good tool. Sometimes, I will bring a consequence but give them a way that they could have fixed it. That way, they can take the responsibility on themselves and correct each other with respect.
Students definitely work harder and are more motivated when challenged. If they feel respected, they will respect you, and the more respect and caring you show for a student, the better the outcome will be. I do remember wanting to please certain teachers and not caring about others and those were the teachers that asked about my home life, that came to my ball games, that truly seemed to care about me, as a person. My fifth grade teacher, Ms. Thompson, was the one who inspired me to become a teacher. She had a way about dealing with us that was unlike anyone I had ever known. AND, she was not just a "fun" teacher. She made us work and do things we didn't think we could. But we wanted to, for her.
ReplyDeleteI like the "make it their idea' approach a lot. I think it is important for studnets who want to be invested in something for them to think they came up with it on their own. I believe it requires more planning each night to try and make ideas for typical lessons, that they can make it their idea to problem solve it or come up with the ideas for that lesson.
I do see that some students are less engaged, and raise their hands less. I try and get all of my students to participate, one way or another. We answer in a variety of ways, it does not always have to be verbally, in front of the whole class. They can write about it, fill out a sticky note and place it on my question board, they can journal about it, they can participate during class. As long as I am able to see they are grasping the concept in one way or another, I am ok with them being not as verbal.
I did work harder for teachers who seemed more caring, and were interested in me outside of just their classroom. It is like if the teachers care then the students will care. It is a good idea to have students make the classroom their own, with setting their own rules, classroom jobs, even sometimes the way we will work through a lesson. In 5th grade, we still have students who are too shy, embarrassed or just afraid of being wrong, and do not raise their hand. I call on them hand up or not, and we discuss how we all make mistakes. The kids see me making them too, so I think that makes us all a little more at ease. There are students who engage less, and we try to motivate them to engage more anyway we can. I think part of it is that they are comfortable in the classroom setting, and the other is making it interesting what ever we are doing, to help get them and keep them engaged.
ReplyDeleteI think you make a great point about them seeing your mistakes. It is so important to let them see that so that they are less fearful of messing up themselves. I think that is something I can always keep in mind.
DeleteI agree with the part about students seeing you make mistakes. The shyer students in class become more likely to participate because they are not as scared to make a mistake.
Delete1. Probably, but for me, I tried to perform well in all my classes. I definitely was more engaged in certain classes more than others. I do not think this is a fixed entity, I think by giving the students more choices, allowing them to be in control of the class or project and responding to them in a positive manner when called upon will help in my classroom.
ReplyDelete2. I already do some of this in class with cooperative learning assignments. For example, I had the 4th graders create their own line dance in groups. I gave them the guidelines and they creatively made their own dances up.
3. I am sure they feel risk in answering questions. I am working on my level of sarcasm in class.
4. I have learned that each child is different and different things will trigger engagement. Get to know each student better and what their strengths and weaknesses are and keep applying different strategies as well as delivering consistent encouragement and positive motivation to each student.
I was always a conscientious student but I did have some teachers who I worked harder for due to the fact that they had very high expectations for me. I wanted to impress them and affirm their opinions of my abilities. I do not believe that motivation is a fixed entitiy. Each individual students can be motivated and it is my job to try to reach each one in the best way that I know how to do so. It is never ok to just say that he/she is unmotivated and leave it at that.
ReplyDeleteI try to give my students some choice in how we do an activity or read a book. I often offer several different text choices on the same level to help to engage the reader in a topic that is of interest to them. Realistically, you can’t please everyone and that is when majority rules or I create “break out” groups for small group reading.
I have always used STAR sticks to choose students to ensure that I am giving everyone a chance to participate. Smart Exchange also has some random student generators that you can plug your kids names into for a quick, fun way of taking turns. Most of my students are enthusiastic about participating but the reluctant readers may need me to pull them into a discussion or activity. I do not see that getting my students to raise their hands to participate is a problem. If anything, I need them to put their hands down so that we can progress in our lessons. It's a fine line between sharing and engaging and instructing when you only have them for 30-45 minutes.
5.
4. What have you learned about the mind-set of students who simply engage less? What strategies can you use to build the learner's mind-set in all your students?
6. Some students need more support, encouragement and scaffolding of instruction. It is my job to affirm their efforts and choices to move them toward understanding at the pace that best suits their abilities and capacity (pace) for learning.
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ReplyDeleteAs a student, I always worked hard and tried to please my teachers but I have to say I worked the hardest for my AP Calc teacher in high school. This was a man who truly believed in his students and wanted them to grow as students but also as young adults. He would encourage us to dress up on test day because it would make us feel more confident. Also, he would have 'life talks' with us from time to time and I think that's what really made us respect him and work so hard. His class was more than just learning some math - we knew he was a real person who wanted to guide us down the right path in life. I try to do some of those things in my own classroom as well - for example we sit and chat in the mornings and see how everyone is and what they did last night. I believe this helps them gain your respect and want to please you even more.
ReplyDeleteI try to let my students make their own choices as much as I can. Typically they have full choice when it comes to math and science centers. Eventually they will get around to all the stations but they enjoy choosing where they want to go next. This also helps with the moaning and groaning that sometimes happens when they're told that this is their only option.
My students seem to have no reluctance to raising their hand during class. I always be sure to thank them for raising their hand to begin with because sometimes it can be a little intimidating to talk in front of their peers. Also, when they gave an incorrect answer I try to say more than just 'no that's not it' but instead I'll reassure them that a friend can help them out or they're on the right track to figuring it out or something like that.
Usually there's some sort of reason for a student to show less engagement. Just the other day one of my most eager students seemed very down and was barely listening so I pulled her aside to question what was bothering her. Come to find out, her mom was out of town for the first time for the next couple days and she wasn't sure how to deal with it. Not all situations are quite so black and white but typically there is a logical explanation for most situations where a student is not very engaged.
I, too, had a high school teacher that I wanted to work for-my Physics teacher. I knew it was going to be hard, but he made us believe we could all do it and would all be successful. That made me feel safe and I could focus on learning and not on my fear of failure.
DeleteAs a student I worked hard in all my classes, but there were definitely teachers I worked harder for than others. These teachers were ones I thought understood me as a person and the situations I was living in. As I read this chapter I realized how I can work on doing the same with my students. I thinking getting students to make it their idea is something I can work on in my classroom next year. I particularly liked the idea on page 76 about students work as mentors and when both suceed it is a good thing. When reflecting on this year, I realize that there were students who saw raising their hand as a risk. I did use some situations where students did something other than the traditional raising of their hand and this was a positive experience for more students. This chapter reminded me that to encourage success when a student is engaged less I need to make sure they understand that I am on their side. my words should be less like "You have to pass this test" and more like "I you work together with me you will pass this test."
ReplyDelete1.My high school physics teacher knew how to motivate us-by communicating that we could be successful, all of us. By removing my anxiety about my performance, I could focus on the academics and enjoy learning.
ReplyDelete2,I actually use "make it their idea" often in my small groups. It's one of the most effective ways to get them to engage. Because of their experiences feeling so powerless and frustrated, they usually jump at the chance to have control over anything, no matter how small.
3,I think I can do more to alleviate risks for students. If I'm distracted or anything like that, I don't always respond in a way that encourages them. Not so much that I say something "discouraging," but just not positive or specific enough. I liked the suggestions in this chapter.
4,I liked the suggestions for "bite size" moves and also for physical responses. Just like in ques. #3, I appreciated some new, creative ideas to change things up. That makes everyone engage more, not just the ones who are typically "unengaged." I always have to remind myself that these are kids and kids like to have fun!
1. I can remember in college working harder for my acting teacher. I think it was because of the content but also because he demanded respect and knew what he was talking about. I think that this could show that students can be motivated based on a teacher. I think that motivation can increase based on a good teacher. I can increase my students’ motivation in many ways but probably the biggest way would be by showing a personal interest in them.
ReplyDelete2.Sometimes I think that I probably “make it their idea”. I do this at times by allowing them many choices. I could try to have even more of students’ ideas in learning by planning more of my lessons based on what they want to learn and then intertwining standards in.
3. I don’t think that students are fearful, in general, in my class about raising hands. I do think that sometimes when I see them not answering, they just genuinely don't know. It is very possible that some of them are afraid to try though. In general, though, I feel happy with the level of discussion and hand raising I receive from my students. I can always try harder to value each answer so that they continue to respond.
4. I think that most of the time when children disengage, they are bored. I can use different ways of teaching the same material so that they will engage. I could get creative and make the learning into a game, for example.
In classes I remember always trying my best and working hard, but I do remember working harder in class that were more engaging then others. I also know that sometimes it really is a personality difference. One of my brothers would barely get by if it was a teacher that he could not get along with. I think in some instances teachers can reconcile the discrepancy by trying different ways to motivate students. I do not believe that motivation is a fixed entity and I think that using the strategies like having more buy in or making it their idea would increase their motivation. I allow my students and I to come up with the rules at the beginning of the year because it hold them more responsible when they choose to break the rule. By making it their own the students have an input and are less likely to be disengaged because it was their idea.
ReplyDelete