7 minute read
Change Efforts to Commitments
What characteristics do they have, what do they do, or what have they given you that makes you want to return? Good examples of these might be Steve Jobs for Apple, Bill Gates for Microsoft, Michael Jordan for Nike, and Oprah Winfrey for dozens of books she included in her book club. What might you be able to apply from them to awaken your poorly motivated students to behave or perform more appropriately?
Demand More Than You Expect
People generally think they are getting a bargain when they get something that is better than expected. This is the principle of contrast, which affects how we perceive a situation and influences how we behave. Businesses use this all the time when they advertise 50 percent off the price of a product or service. The size difference grabs our attention, and if you start out thinking that something you want costs one hundred dollars, but the sale offers it for fifty dollars, the contrast in price can make you think you are getting a very good deal.
This principle can be applied to motivating students by establishing expectations that are higher than necessary and then lowering them to reflect what is acceptable. For example, you might ask students to turn in ten mathematics problems for homework when you would be entirely satisfied with five. This enables you to drop down to five when you hear groans from students. Students will think they got a good deal. Asking for ten minutes of solid attention to something that generally requires five makes you a hero when you ease off after five. So, start tougher and then ease up.
Offer Homework as an Optional Bonus
Hassles related to homework can be distressing to students, parents, and teachers. Many students complain that homework assignments are boring, repetitive, and often meaningless (Galloway, Conner, & Pope, 2013). Overall, the debate on the value of homework has been going on for many years and is unlikely to be resolved
to everyone’s satisfaction. For the purpose of motivation, if you assign homework, the goal should be for practice, review, and possibly extension (such as a research project to achieve content mastery). The purpose should be clear and the time required to complete it reasonable. For decades, the National PTA and the National Education Association (NEA) have recommended ten minutes of homework per grade level (Camp, 2017). My experience is that any more than two hours at the upper grades is a recipe for utter frustration. You should adjust these numbers to avoid frustration for some and insufficient challenge for others.
Teaching new concepts should not be the goal of homework. Show that you value homework by providing feedback within a day or two of receiving the assignment. Anything less reduces its appeal and often its value, making it attractive only to the more motivated students who care because of the threat of a reduced grade if they do not do the assignment. Because middle and high school students have different subject area teachers, these educators in particular should co-plan assignments to avoid overloads. This is much more viable when teachers work together as a team.
Perhaps a better option for some if not most homework assignments would be to make them optional based on mastery. A possible exception would be practicing basic reading and writing skills in the early grades because of their critical importance to overall school success. Perhaps you might assign more frequent, short quizzes to assess whether students have mastered the material to be practiced for homework. Students who meet a predetermined standard for mastery can continue to have optional homework. Those who fall below the standard can be required to do homework until they demonstrate mastery. Rather than punish students for not doing their homework, perhaps we should reward those who do it with something like points in a “bank account” that you can add to a student’s grade or test result.
Finally, homework may need to be completely redefined in an age of hybrid or virtual learning. Is all work done at home considered homework? How much estimated time for study is allotted to assignments given on days when students are exclusively online? Students
who learn through these platforms usually are learning at home, so particularly on days when school is at home, the issue is more about making instruction engaging, meaningful, and comprehensive than it is about deciding how much homework to give. One way to know is to regularly require feedback from each student about the value of homework and how much time it takes him or her to complete.
Suggestion
Create two categories for homework. The first represents absolutely essential concepts or basic skills that students must master, and the second is for facts or concepts that are good for students to know but are less essential. Consider making those in the first category required assignments and those in the second category optional. You might establish a reward system, such as the “bank account” point system previously described, for completed assignments in either or both categories.
Encourage and Support Positive Affirmations
There is a connection between how we think of ourselves and how we behave. A positive attitude supported by positive affirmations can give students the mental edge they need to be successful. You might present students with illustrations or sayings regarding thought and practice. Some of my favorites include the following. • “I am concentrating and achieving.” • “I am my own person, and I make my own decisions.” • “I am doing my best right now and that’s all that matters.” • “I forgive myself for my mistakes.” • “I am getting better and better at ______ .” • “I am choosing to do my best work today, even if I don’t like it.” • “I can smile and feel good whenever I want.”
Suggestion
There are many inspirational posters that can adorn the classroom walls to provide thought, reflection, and hope. Many are available on Instagram. Pick your favorites to display in your classroom, on the smartboard, or through screen share to inspire students.
Questions for Reflection
Use the following questions to reflect on the information you learned in this chapter. You can reflect on these questions individually or with colleagues.
1. Think of a class when you were a student that you started out not liking but wound up liking a lot. What did the teacher do that helped change your attitude? 2. Think of a student who seems to give up easily or won’t participate because he or she fears failure. How can you guarantee at least one successful outcome for this student every day for one week? 3. What are some ways you can adapt tests and assignments so students’ grades depend at least as much on improvement as on mastery? 4. What kind of support do you appreciate getting from others when you are faced with difficult or challenging tasks?
Unmotivated students might appreciate getting this kind of support from you if they do not get it already. Picture yourself supporting at least one such student in this way.
“I love this book! In this second edition of Motivating Students Who Don’t Care, Allen Mendler has crafted another great resource that masterfully shows how to overcome the three main obstacles to learning: fear of failure, need for control, and boredom. This user-friendly resource is loaded with practical strategies to trigger effort, spark enthusiasm, develop relationships, and make the classroom a place that inspires success.”
—Michele Borba
Educational Psychologist; Author, Thrivers: The Surprising Reasons Why Some Kids Struggle and Others Shine
“In Motivating Students Who Don’t Care, Second Edition, Allen Mendler offers practical strategies for inspiring students to succeed and become their best selves. This book is about not just engaging students but also shifting the mindset of adults to connect with students’ needs and interests to drive their desire to learn. Identifying unwanted behaviors and turning them into possibilities for success will motivate everyone to work harder.”
—Candice A. Casey
Associate Director, School/University Partnership Office, Saginaw Valley State University A pervasive problem teachers face in 21st century classrooms is a aaa lack of student motivation. In the second edition of Motivating Students Who Don’t Care: Proven Strategies to Engage All Learners, author Allen N. Mendler offers practical strategies that K–12 teachers can use to reach every student. From emphasizing effort to building relationships to sparking enthusiasm for learning, each chapter covers one of five key processes to boost student motivation. Disinterested students can discourage teachers, but Mendler’s proven strategies can nurture enthusiasm and excitement for learning and help teachers build strong, trusting relationships with all students.
READERS WILL:
z Understand why students might be unmotivated in class z Examine the five key processes for guiding and inspiring unmotivated students z Learn about the importance of emphasizing effort in the classroom
z Use proven strategies to empower students and spark enthusiasm for learning z Support student learning by creating a classroom culture of confidence and hope
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