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Like a car battery that needs a jolt to get the engine running again, some students need a boost to restart their engine. Success can provide that boost.

For example, after announcing an assignment to the class, privately tell a nonperforming student that you will call on him or her for the answer to a specific problem that he or she is expected to work on for a short period. Then check the student’s answer before you call on him or her to make sure it is at least partially correct. At the appropriate time, ask a question that feeds directly into whatever aspects of the problem you know the student can correctly answer and call on him or her. If necessary, explain the concept or problem in greater detail later. Your goal is to make the student look and feel academically competent with his or her peers.

Emphasize to students that success is primarily based on showing improvement rather than how one does in comparison to others. This attitude enables us to emphasize success while maintaining high expectations. Give students some goals about success and post them in the classroom, as shown in figure 2.1.

You will be successful if you:

• Show up • Prepare, practice, and persevere • Give your best each day • Shut down failure self-talk (for example, “I can’t” or “It’s too hard”) • Keep improving in comparison to yourself

FIGURE 2.1: Student goals for success to post in the classroom.

Visit go.SolutionTree.com/student engagement for a free reproducible version of this figure.

Suggestion

Set expectations in the classroom so students compete against themselves rather than each other. Let them know that it doesn’t matter what or