The first I will look at how effort effects the class. Research shows that most students do not understand the correlation between effort and success (Pitler, 2007). Teacher can easily create excel spread sheets that show different effort charts. Teachers then can make bar graphs that show test grades and effort. This relates that to behavioral method because student easily see things happen right away. They see how much effort they give and what grade they receive.
Homework and practice is a very important for student success. Students need homework that helps reinforce information that was taught earlier (Pitler, 2007). Homework should not be just work to do at home but have purpose. A teacher must be able to answer the question "why do I have to do this?" If the answer is just because the homework is not worth giving. It needs to make sense and help the students perform a task.
It is important that teachers use technology to help them gather data. It makes it very quick to do and students can see results very quickly. Giving quick response is crucial to success.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Craig, I have a few questions for you dealing with your post. One, what is your personal homework policy, and have you found a way to integrate technology with student homework? I have a problem with this because most of my students don't have access to the Internet. Second, have you tried anything in your classroom with technology that gives students an opportunity to see the correlation between effort and success? Even before our class, I used spreadsheets and graphing programs to allow students to track their progress. In this way, they can see trends or patterns in times when they exhibited more effort than others. Many times this gave my students an opportunity to make the necessary corrections in attitude before it was too late. It was motivational and practically turned into a competition among students!
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ReplyDeleteCraig,
ReplyDeleteI feel "effort" is subjective for many of our poorer performing students. They "feel" they are putting forth effort, when we can clearly see they are not, but to them, they are busting the butts.
Students often give up easily and actually putting out any "effort" is painful for them.
Now, the same student will plot themselves infront of a video game for hours and will spend a tremendous amount of energy trying to get past a particular "level" in a game, but heaven forbid they try to figure out an algebra problem.
If we can find ways to make homework more enjoyable, perhaps students will put forth more effort to understand the underlying course material, and will therefore be rewarded by higher class grades.
take care
Rob Z
Rob,
ReplyDeleteI agree that determining "effort" is subjective, however, a student needs only to feel like they are finding success at some level to determine if the effort is worthwhile. As teachers, we need to point out when effort has been noticed. I tell my students constantly that a 'D' on a test they worked to prepare for is not a bad grade, and that it shows we just need to find another method to learn the concepts. A 'D' on a test that the student neglected to prepare for is not an acceptable grade. The same, I tell them, goes for every other letter grade as well. Unless you put forth effort, the grade, but more importantly the comprehension of ideas, can always be better.
In the end, it comes down to two questions. One, is the teacher doing enough to motivate and work toward strengths and interests? If students like video games, give them video games that practice concepts discussed in class. The Internet has MILLIONS of resources. Also, the job of today's teacher is no longer just an educator, but an entertainer. We can dwell on that thought and complain about the state of our youth, or we can see what we can do to work this into our instruction. The second, does the student find success enough? I am a firm believer that even the most unmotivated student can be motivated by giving them consistent opportunities to find success early in the year in a classroom that displays a sincere appreciation for their presence and work.
A teacher can never expect to reach every student every year, but using interests and strengths as a foundation of instructional preparation goes a long way to motivate students. This thought comes from teaching in an urban city school for 5 years.
Joe, homework policy for high school students is zero tolerance and for jr. high students is one day late. I have made spread sheets for effort. I had different groups like participation, notes, preparation. I would make a check mark in each group. Then at the end of class the sheet would be posted. I grouped students into companies and gave them rewards.
ReplyDeleteI also agree with you on the making learning fit the students. If the students like video games make video games work for you. We are entertainers not just teachers.