Reinforcing Effort and Providing Recognition
I've joked that bribery and threats are my primary classroom management tactics. But if I think about it, maybe it isn't much of a joke after all. Marble jars, tiger tokens, check marks, card flips, sticker charts...I've used them all. Even the traditional use of A's and F's can be viewed as such. The occasional arbitrary use of letter grades can be an external motivator to encourage a student to "learn" the objectives for the test. The focus of this chapter addressed the relationship between motivation and student achievement. The two strategies discussed relating to motivation are reinforcing effort and providing recognition.
Reinforcing Effort: Teachers must explicitly teach students about the relationship between effort and achievement. Ask students to keep track of their effort and achievement. Share examples of effort and how the amount of effort impacted the achievement. (Rocket Math and P.A.L.S. both provide opportunities for tracking effort/achievement.)
Providing Recognition: If done inappropriately, recognition can have negative consequences. Recognition should be based on meeting goals rather than comparing students' performances. "How you praise, what you praise, and when you praise matters." Praise must be sincere and specific. Tangible rewards can have a positive effect if tied to accomplishment of objectives.
Today's Learners: Students have the opportunity to publish work in a variety of media formats. Receiving recognition from peers, teachers, students from other classrooms/schools/countries through blogs or Skype can spark a new interest in learning. (Using reinforcements that come with programs like ScootPad and RAZ Kids are quick, quiet and self-monitored.)
Tips for Teaching: Curriculum should include learning about effort and the connection between effort and success. Praise should be simple, direct, and specific to the accomplishment. Students should feel appreciation from the varied verbal and non-verbal recognition.
I've joked that bribery and threats are my primary classroom management tactics. But if I think about it, maybe it isn't much of a joke after all. Marble jars, tiger tokens, check marks, card flips, sticker charts...I've used them all. Even the traditional use of A's and F's can be viewed as such. The occasional arbitrary use of letter grades can be an external motivator to encourage a student to "learn" the objectives for the test. The focus of this chapter addressed the relationship between motivation and student achievement. The two strategies discussed relating to motivation are reinforcing effort and providing recognition.
Reinforcing Effort: Teachers must explicitly teach students about the relationship between effort and achievement. Ask students to keep track of their effort and achievement. Share examples of effort and how the amount of effort impacted the achievement. (Rocket Math and P.A.L.S. both provide opportunities for tracking effort/achievement.)
Providing Recognition: If done inappropriately, recognition can have negative consequences. Recognition should be based on meeting goals rather than comparing students' performances. "How you praise, what you praise, and when you praise matters." Praise must be sincere and specific. Tangible rewards can have a positive effect if tied to accomplishment of objectives.
Today's Learners: Students have the opportunity to publish work in a variety of media formats. Receiving recognition from peers, teachers, students from other classrooms/schools/countries through blogs or Skype can spark a new interest in learning. (Using reinforcements that come with programs like ScootPad and RAZ Kids are quick, quiet and self-monitored.)
Tips for Teaching: Curriculum should include learning about effort and the connection between effort and success. Praise should be simple, direct, and specific to the accomplishment. Students should feel appreciation from the varied verbal and non-verbal recognition.
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