Friday Focus!

January 22

“Seek first to understand, then to be understood.” Stephen Covey

Some students need constant motivation in order to learn. For the teacher, this task can seem nearly impossible and ex­hausting, especially when students enter your classroom with no ma­terials but lots of baggage—past failures, academic frustrations, and less-than-ideal attitudes.

Robert Harris (1991), a writer and educator with more than 25 years of teaching experience, writes about how what we do in our classrooms can be compared to the game of baseball:

Think about a group of young people playing a baseball game. The very things that motivate them to work hard and do well playing baseball can be adapted to the classroom:

  •       Teamwork: Young people like working as a team. Yet often the learning activities we assign call for individual effort. By designing more team assignments, we can reap the benefits of teamwork. The weaker students will learn by having others help them. And, since teaching someone something is the best way to learn, the students who teach each other will learn better than if they were learning alone.
  •       Fun: Sports are fun, exciting, and highly emotional. Learning expe­riences should be, too. Strong and lasting memory is connected with the emotional state and experience of the learner. People remember more when the learning is accompanied by strong emo­tions.
  •       Enjoyment of Success: Playing a game provides a constant flow of accomplishments. Even the players on the losing team enjoy a strikeout, a good hit, a great catch. Breaking learning into smaller parts that can more easily be conquered, producing feelings of ac­complishment and success, will help motivate students to go forward through very difficult material.
  •       Activity: A baseball game is definitely not passive—it requires both mental and physical activity. Teachers should strive to make learn­ing always mentally active and often physically active as well.
  •       Flexibility and Creativity: Baseball has rules, but within those rules the players have a range of choices and strategies for accomplish­ing a given goal. Students learn better when the directions have some flexibility and they can put some of “themselves” into the as­signment.
  •      The most important factor is that learning is not a spectators sport.

When I taught, I tried countless strategies to moti­vate low-performing students with varying degrees of success and high levels of frustration (mostly mine). The one strategy that consis­tently worked for me is caring. I do know that we are all caring individuals, or else we wouldn’t be in this noble profession called teaching. What I’m talking about, is taking caring to the next level:

  •       Allowing ourselves to be human in front of our students. Share sto­ries, lessons learned, mistakes made. Young people are quite insecure at this age—they need to see the person, not just the teacher or authority figure.
  •       Developing a relationship with our students. Try to learn about your students’ lives outside of school. It can make a world of differ­ence, especially when their home situation is less than ideal.
  •       Setting goals with individual students. For one student, it might be an attendance goal. For another, it might concern disruptive be­havior. Remember to check on their progress—your concern and approval might be the only reward needed.
  •       Enlist the help of your colleagues.

It takes a village to raise a child because they require that constant push.  Just don’t give up, for long after the content has been forgotten, the teacher will be remembered.

Have a great weekend