Lately I’ve been struggling with something in my classroom. I’d like to think there’s a magical answer out there that will somehow make its way into my brain, but in reality I’m not sure there is a black-and-white solution to this problem.
My question: How do you make a student care? You know, that genuine, intrinsic desire to do well — just to do well, not get something extra out of it? Is it even possible to make someone else care?
Most of my students do what is assigned, turn it in on time, and make corrections when asked. They care about doing a good job and getting a good grade. If they need more time than what was given for a particular assignment, no problem, as long as they have been working on it.
My students have a great range of writing speeds. One could write a novel over a weekend (in fact, he has), while others struggle to turn thoughts into words. You need an extra day or two? I’m cool with that. I care more that they are truly learning and can demonstrate that somehow (I’m pretty flexible with the “how”). But you gotta give me . . . something.
I’ve been a bit more experimental in my approach this year, trying to discover ways to motivate certain students. But at what point do I switch from accommodating needs to enabling apathy?
In the first quarter, my policy was that if you turn an assignment in or make corrections to it before the end of the quarter, I’ll take it. If students fell behind, they lost some classroom privileges until work was complete. Second quarter, I tried more specific due dates, also hoping to gently ease them into the world of high school expectations. Language arts due dates were listed on the board, and daily math assignments were due two days after they were given. My if-you-need-longer-to-finish-just-let-me-know policy was still in place.
Not much changed. The students who always got their work in continued to do so. Pierre just stopped working on math after the day it was assigned. His grade went from not good to downright stinky.
So now we’re in the third quarter. I’m open to suggestions. Instruction is small-group (just him and one other student), and he answers questions during the lesson so I know he’s understanding it, at least somewhat. The assignment length has been modified to meet his needs. He has one-on-one help whenever he wants it. We also help with scribing any time he doesn’t want to write. He’s on a behavior plan (a new one that is working very well so far — for most things!) that includes incentives for getting his work done.
Do I heap on more incentives in an attempt to find something “big” enough for him to work toward? Do I take away stuff he likes to do until the work is done, and done well? Do I just say the heck with it? (Okay, I know that isn’t the right answer.)
I do know I’ll keep experimenting with new ideas to motivate him. Why? Because even if no one else does, I CARE!
Maybe he can't really do the work. Sometimes it is easy to assume a student can. Work back down to a foundational level and build for there.
Posted by: Pamela Swayne | April 05, 2011 at 12:20 PM
Coinciding with Gina's post, I feel that often times kids shut down when they feel overwhelmed with expectations. They feel that all anybody wants from them is a grade. I'm sure you have already done this in some ways, but it might help, as Gina said, to just talk to Pierre and try to get to know him on a more personal level. What is his home-life like, what are his interests and motivations outside of school, does he come from a different culture? Answers to these and other questions could provide hints as to why he appears to be unmotivated to do his schoolwork.
Posted by: Holly | March 30, 2011 at 09:08 AM
Dear Melissa,
I understand your frustration with Pierre and I am very sorry that you are going through this. Although I have not started teaching myself yet I think you are on the right path with Pierre. It’s good that you have a behavior plan in place and that you are making accommodations for him because it is evident that there is a major problem. I recognize that Pierre does seem intelligent enough, because he does provide correct answers during class which shows he is learning. However, the issue seems to be more with his attitude and approach to school work that is problematic. My first thought after reading your blog is maybe it would be helpful to try talking to Pierre and see what is going on with him that makes him not want to do well. Maybe there are personal issues or problems at home and he is attempting to get attention. This may not be an issue with you or an indifference towards school work but a cry out for help. It is vital that Pierre feels as though you believe in him and know that he can do it. If a student feels as though everyone has given up on him, he might just give up on himself. So, maybe some encouraging words would be beneficial. Also reminding Pierre what he is learning is important and useful would be a good idea. I know these things may seem simple, but they do make a big difference!
Sincerely,
Maureen
Posted by: Maureen | March 02, 2011 at 10:36 AM
Hi Melissa,
Thank you for this intriguing case and question! Although I only read a few of the comments posted here (wow, you have quite a few followers!), I am guessing many of us special education teachers have been in the same boat with a student like this. Your story reminded me of a high school student I had several years ago, I will call him "Roberto". He was rather withdrawn and seemed completely unmotivated in every class, as I found out from his other teachers.
I tried everything to help him in my class, which was math. I tried E-V-E-R-Y-T-H-I-N-G! Every strategy I could find. I would go home at night and write out every idea I could think of to engage him in math. Needless to say, nothing worked. Roberto did not seem to care about anything--not about grades, homework, learning, people, or anything. I was stumped.
Until one day, I chatted with him before class just to get to know him better. I remember that I just asked him a few casual questions---nothing related to math or his learning style or ways that I could support him in math. I believe I asked him about his family, and his dog, and about his car (which were a few of the only things I had ever heard him talk about because he rarely spoke to anyone at school at all, although he was proficient in English). A couple days later after our very pleasant chat, he RAISED HIS HAND in class, for the first time EVER. Over time, he started participating in class and telling me when he didn't understand something. He was struggling so much in math and didn't want anyone to know and had given up. He made slow progress over the rest of the year in my class, but then eventually started bringing his work from other classes to me during lunch for extra help. His dad told me that this was the first time since 3rd grade that Roberto had made any effort in school. He went from class averages of 0-5% to 70-75% in all of his courses. He finished the semester passing every course and acted like a completely different person than months before. Although I am sure there were other influencing factors, I know that just talking to Roberto and showing him I cared about him as a person, not just to do his homework or solve for x, at least helped a little in caring more about himself, other people, and school in general.
Posted by: Gina | February 16, 2011 at 07:25 PM
Hi Melissa,
Has this child had a functional behavior assessment? It sounds like there should be more people working together to determine the underlying cause of his lack of motivation. Maybe he has auditory processing difficulty? Needs occupational therapy? Has adhd? Maybe this isn't a 'motivational' problem at all. We will never know until a team of concerned adults including parents and certified psych. assess this young man.
Posted by: Janina | February 16, 2011 at 05:31 PM
Find what motivates him, noticing and calling attention to POSITIVE works. Focusing on the negative or "taking away" things will not.
I agree with classroom rules and expectations.
Posted by: Maria | February 16, 2011 at 01:11 PM
Well the reality is that perhaps he doesn't care about his schoolwork as it relates to grades. And in fact he doesn't have to "care" BUT to succeed as an adult (and that's where students are heading they won't be students all their lives)he must learn to accomplish certain tasks to achieve a larger goal. Don't ask him to "want" to complete the work, don't ask him to "care" about the work but do ask him to care about his future and developing life skills. The reality is the behavior you want is work completion not caring. I would rephrase your question as what can I do to develop in this student the likeskill of taking direction from a supervisor (teacher) and completing an assignment. The measurable goal is assignments completed not whether the student "cares" about doing well. (that will naturally come with success however) I would say to Pierre. "My job is to teach you important skills so that you will succeed in high school. Your job is to do what I ask so that you learn the skills you need. As your teacher I know what you need to learn and I can help you learn it. It is not my job to make you care about your grades. In fact you do not have to care about what grade you get. What you do have to do is compete assignments as I have directed. I will support you by giving you (whatever the accomodations are) but you must do the work. No excuses. And the reality is that some kids need to go through a period of failure before they are able to identify a goal that matters enough for them to comply. Let's be honest, middle school grades are an artificial measure of success. Colleges don't look at them, they are fleeting, so if he needs to "fail" (get a bad grade) now is certainly the time to live that life lesson. (and parents should back up the "failing" grade with a consequence at home) Tough Love? Maybe. But you are doing a capable student a disservice if you manipulate the environment to the point where they become dysfunctional later. And in case you are wondering I am a special education attorney who advocates for students in IEP meetings and other venues.
Posted by: Lori Bird | February 16, 2011 at 11:32 AM
Thanks again for all the comments! They are so interesting to read. I wanted to comment back to everyone, so I have a new post that will be popping up soon. Thanks again!
Posted by: Melissa | February 16, 2011 at 10:44 AM
I don't feel that children are "lazy". If they were lazy, they would be laying around school all day just sitting there, doing nothing. Observe what children in the classroom are doing when they are not doing the work assigned to them. Are they socializing? Drawing? Creating things? Utilize these things as motivators to do the work. Offer a child who is choosing to draw, instead of work, the opportunity to have 5 or 10 minutes of drawing time once they have finished what has been requested. I would recommend starting off with an immediate opportunity to do this once an assignment has been finished, in the beginning. Then, as time moves on, push the drawing opportunity back to when they finish 20 or 30 min. of work, etc. Whether anyone likes it or not, sometimes motivation has to be in place for some to do work.
Some children like to work against a timer. Some don't. Some like the idea of a timer because it can visually tell them how much time they have. Visuals are important for EVERYONE! When doing spelling words, if possible, have a student model what the word means so they can visually remember. For example, the word "through" can be not only hard to remember how to spell but what it means. When I have come across this word with a student, I get up, go to the nearest door, and walk through it. I ask the student what I just did and they respond that I walked through a doorway. I share that is correct and that is an example of the word "through". When "threw" is the word, I motion as if I am throwing a ball. Sometimes, it isn't enough to have a student say a word, spell it, and expect them to know it.
There could also be a system in place where a child can have a set number of opportunities to do the work requested; however, should they choose not to do the work, a minute can be removed from the special activity they might be working towards. I work from the thought that a student has the opportunity to earn that minute back once they choose to do what has been asked. I have worked with systems that have individual laminated 1 minute cards. You can have anywhere from 10 to 15 of these representing minutes to do whatever activity the student might be motivated to do. After three prompts asking the student to do the work, should they not do it, a minute is removed. For many students, that is enough to get them back on task and working. Once the work is done, the child can then earn that minute back and can visually and physically take that minute card and place it back in the area with the rest of the minutes.
It can be difficult because what works with one student/child may not work with another. I am a parent of a child affected by autism as well as a paraprofessional. I think it is terrific that you are seeking out different methods of working with children and/or your students. Good luck!
Posted by: Marsha | February 16, 2011 at 08:56 AM
Things are not always as they seem. As the mother of a bright child with significant mental health issues, he frequently looks unmotivated, performs poorly almost as if out of spite, and no amount of consequences or rewards are going to change that until he has done a whole lot more healing from things that happened in his early childhood. I had a school blame my parenting in spite of the fact I have two other children at the top of their respective classes. We switched schools and now everyone is on the same page... except my child. Thankfully his teacher has realized we have bigger fish to fry and that his seeming unwillingness to do his work is not her fault.
Posted by: Laura | February 16, 2011 at 08:51 AM
Hi Melissa, I am the mother of a ED child. The first three years in gen-ed were sheer horror until he got into ED. My child is bipolar, ADHD, anxiety problems and conduct disorder and more. He also has been and is one that will not do the work especially on bad days. The main thing I noticed in reading your blog is how you started out in first quarter, you took whatever they turned in as long as they did it and you even corrected it for them and now into the third quarter his work has dipped down. If you were to look back at his work from beginning to now, how big of a change is there? My son will not do work he does not understand no matter how much you explain it to him, tell him how well he's doing or that he can do it period......point blank, he's scared and does not adjust to new things as quick as others. In my case anyway my son has always been since toddler age one that is afraid of everything and not scared of anything. Maybe an assignment to bring in a list of things they are afraid of outside of the home would give you an idea? Have you reviewed his previous history in school? Meds? IEP's? Home life? Putting him up in front of other kids no matter what his age is going to make him shut down more. Pierre DOES care but somewhere along the lines someone has either told him he can't do it or just let him get by on doing nothing as some teachers will not fight to help the child learn, they just pass them off to the next teacher. We all know the "No child left behind act" is not working the way it was written to. Not telling you how to do anything by any means, just trying to throw out some ideas. And if he has a caring teacher like you, he's got a shot.
Posted by: Tamy | February 16, 2011 at 08:31 AM
I am a parent of a child on the specturm. I love reading how teachers are trying earnestly to engage their students. We need more teachers like that - those that will go the extra mile.
What I want to know is: what are the parents involvement to help motivate this child? It is not mentioned in this post. Parents are the cornerstone in a child's education. If the parents aren't on board, it's makes the teacher job more challenging, IMO.
Posted by: Barbara | February 16, 2011 at 08:21 AM
I have also been struggling with some of my freshmen in this area. First thing I would like to say, kudos for thinking about their transition to high school. I think part of the problem is that there is such a gap between middle school and high school and they just don't understand it.
One thing I started doing with my student is have him complete a daily self-assessment. He has to write down whatever homework he was supposed to do, whether he did it or not, why he didn't do it, and what's his plan for finishing it. So far it's actually been working very well. It's also allowed me to back off in this area, while also giving me the data collection I need. I also think it's forcing him to see his responsibility. Just a thought for something I am trying :)
Posted by: Bobbi Jo | February 14, 2011 at 03:35 PM
At the Midwest Behavior Symposium I attended a few years ago, one of the presenters discussed the problem of not getting kids to complete work. He suggested breaking the assignment into small pieces even to the point of only having one math problem on a sheet of paper. This modification can reduce the scariness of having an entire page to complete. Maybe once your student sees he can complete one problem, then you can increase the work-load to multiple problems. This is different from just reducing the amount of work to be completed. Although time-consuming for you, your student may find success in small portions.
Posted by: amy smith | February 14, 2011 at 02:29 PM
No only have I had many students who lack motivation, but I also have a son who is very unmotivated. I think, to a certain degree that intrinsic motivation is something that people either have or they don't. Everything you are doing is all that you can do. If you take the time to get to know your students and their interests, it makes it easier to know what topics to focus on and what rewards might encourage them to put more effort into their work. I have found both in my classroom and at home that it is essential to have an unending amount of patience and also to follow through by either rewarding immediately or implementing consequences. I also agree that you can never praise their accomplishments enough. Good luck!
Posted by: Shannon Brown | February 14, 2011 at 02:28 PM
I am the child of a special ed teacher, I remember hearing the frustration my mother expressed when faced with the same problem. Although I am not in the sp.ed. profession myself, I have to say that some of these comments are ludicrous.
It's obvious that you do care or you wouldn't be opening yourself up to the entire world for advice. You are a competent professional so I'm *positive* you've tried communicating with your students, and working with them, but haven't yet found that perfect way to make it click. (A fact that some of the more obtuse individuals on this feed have overlooked.)
I respect and applaud you for looking to others for advice in this situation. There are many others who might become just as complacent as the student of which you speak. Good teachers listen and learn just as much from their students, my mother is that way and I can tell from your request for guidance that you are as well.
You care. That is apparent. Thank you for that.
Posted by: Quiet Observer | February 14, 2011 at 10:22 AM
Hi Melissa,
Problems with motivation? Several ideas come to mind: First, hopefully you communicate to your students that as human beings, we are ALL originals when it comes to learning...and we enjoy/want to avoid learning experiences based on a number of factors: positive or negative models and feedback from the home, value for learning, interest in subject content, opportunities to learn about individual interests, in ways that match learning strengths. Fpr the teacher, recognition that there are MANY WAYS to be "smart" and that, based on brain research, having "one right way" to approach a class set of kids is really not even relevant, any more. So, I would recommend an open discussion with your classes regarding natural learning differences, assessment of learning styles/multiple intelligences (to suggest strategies for learning), putting kids into groups to brainstorm: What Works; What Doesn't Work, What Could Work, in our class...and, sharing information... Conducting
group discussion regarding motivation -- and its base on what interests, and what you are good at...Ask them, what motivates you, and brainstorm a list. Have the kids sort into categories...
I would invite ideas from the kids and I would listen, carefully, to what they say. Lots of unmotivated kids are wearing the face of "I don't really care" -- because they have the belief, "I really can't...I'm NOT SMART." Standards, matter. Process for approaching standards, however, can be changed. You are a young teacher -- hopefully you've been given the resources to celebrate and support learning diversity. For some kids, finding our what motivates is finding out what matters and then using that as the vehicle for learning -- indepth projects, research activities, community projects -- MEANINGFUL ACTIVITIES, working with others, or by themselves can make the difference for all your kids... Such activities will enrich the whole learning environment and the lives of the students you touch...
Posted by: Carol | February 14, 2011 at 05:03 AM
Melissa,
I have the same question. I have so many students in my 3rd grade inclusion classroom who just don't seem to care. I try and try to show them and make them understand how important their education is to no avail. I have one boy who is reading at a Kindergarten level and we just can not seem to get him to budge. When I ask him why he doesn't try he just shrugs his shoulders. I wish there was some magic answer to all this.
Posted by: Jessica Alvarez | February 13, 2011 at 09:37 PM
Melissa: You cannot make a student care. You can however create a learning enviornment in which his natural impulse to be curious and learn new concepts begins to emerge. You have had many good suggestions. If you have internet access, there are many "cool" websites for math concepts...nctm.org is a good start. You might get good ideas and strategies from that. Good luck and don't give up. If you've led the horse to water every way you can possibly think of...then you can sleep at nights. This student will train you and in that training, other students will benefit from the new strategies you have learned. Day by day, little by little...that's what teaching and learning are all about. Thanks for caring.
Posted by: Carmen Silva | February 13, 2011 at 04:38 PM
You have gotten some excellent comments and recommendations. Have you solicited input from the parent(s) that may provide some insight as to his lack of motivation? You are a wonderful teacher and an even better person ... persevere and don't give up.
Posted by: Charles | February 12, 2011 at 10:51 PM
Lately, I have been researching cross-age peer tutoring, pairing older students with disabilities and students who are at least one year younger. The idea is for you to teach Pierre a skill that he will in turn teach to a younger student. For example, one study had instruction, planning and practice for the tutor on the first day, tutoring sessions on the second and fourth days and writing about the experience on the third and fifth days. It works because reading has a real purpose and students are motivated to make sure their tutees learn. I am planning a program in which my fifth graders will work on reading comprehension skills with second graders. Good luck.
Posted by: Sue | February 12, 2011 at 08:58 PM
Hi Melissa,
One way I have motivated students to get interested in reading is to present the book, story, play, etc. along with a matching video or movie. We read first, then watch the corresponding part of the video to provide input in a different way. I don't necessarily show the whole movie/book, but parts that coincide with what we will be discussing that day. I have used this for the Diary of Anne Frank, The Miracle Worker, and Romeo and Juliet, as well as others. It's worked very well with the unmotivated readers that I've taught in Middle School. Matching the video to the book helped clarify what the book was describing and they seemed to have an easier time reading and understanding the parts that I did not show on video. It's worth a try. Good Luck! :)
Posted by: Jessica Alfonso | February 12, 2011 at 05:18 PM
Melissa,
You are doing a wonderful job, keep it up! Have you asked him what he enjoys doing the most? What are his interests? For ex. he may enjoy doing the work on the computer instead of paper and pencil or he may prefer to verbally express himself in front of the class; or you may have him work with a peer with whom he gets along in class who may motivate him to complete the same work he/she may have. Another idea is talking to his parents or close relatives and finding out what he does at home or with them for fun to help you brainstorm ideas that will motivate him.
Remember that we all learn differently, so finding out his learning style is very important. Good luck.
Ivelisse Garcia Siles
National Board Certified Teacher
Posted by: Ivelisse G Siles |
Posted by: Ivelisse G Siles | February 12, 2011 at 02:41 PM
Read Dr. Ross Greene's book Lost at School. It is a great book.
Posted by: Christine Hoff | February 12, 2011 at 08:42 AM
Hi, Melissa! It was great to read your post, as well as the informative comments that have been posted as responses -- I agree with many of the ideas that have been mentioned, so I won't repeat them but suggest they're worth trying. This is definitely something that every teacher struggles with, I believe more so as students get older and have experienced repeated failures and learned helplessness. I'm in my eighth year teaching special education and am an NBCT (Exceptional Needs Specialist). I'm also married to a bright man who was an unmotivated student, and my brother fell in the same category when he was in school. With both of them, their attitude was "if I know the material, why should I have to do it over and over to prove it?" So they wouldn't do assignments, but could do well on tests. If your student can demonstrate an understanding of the skills, is it really necessary that he complete worksheets or other repetitive tasks to prove it? Could part of his incentive be that, if he can show you he understands, he gets out of the rest of the worksheet? I know that part of the problem may be that he doesn't understand, but this might be another avenue to explore. Good luck!
Posted by: Jessica Lawrence | February 11, 2011 at 11:28 PM
Show him his standing in class, with everybody else anonymous. Competition can be very motivating. On another note, I am very unhappy sped teachers are talking about 'laziness.' Give someone a reason to want to learn. THAT is what intrinsic motivation is.
Posted by: N Waldman | February 11, 2011 at 10:33 PM
Hi Melissa,
I am a special education teacher and board certified behavior analyst. I have worked with teachers who strongly believe that students should have an inherent desire to complete school work just because "it is the right thing to do." This may be the case for many students but certainly not all. Think about it, "they" say that teaching is a noble profession but how many teachers would work without a paycheck under the premise that it is the right thing to help another person? Coming from a behavior analytical perspective, everyone's repertoire of behaviors is the result of their individual history of reinforcment. I would suggest you conduct a bit of observational data to try to determine the "function" that is driving the behavior. Does this student seem to gain attention when he is not working? Does the behavior seem to serve more of an escape from demand purpose? If you can identify the "reason" behind the behavior you are better prepared to address reinforcing appropriate replacement behavior. One key point, "reinforcement" is unique to each individual. Personally I love chocolate! Reinforcement can come in the form of choice time, activities, tangibles, praise, etc... I agree with Donna (above)maybe you can come up with a variety of choices that you can reasonably provide for him to "work for" Whatever he choses, make sure to pair delivery of his "goodie" with verbal praise so eventually you can fade out the reinforcer. Best of luck to you. You are obviously a dedicated and compassionate teacher!
Posted by: Kim | February 11, 2011 at 06:57 PM
Hi Melissa, Thanks for caring. I have a daughter with Down Syndrome and I taught for 43 years so I understand your problem. Several years ago I found a tool for motivating every student called Process Communication. After I started using the concepts I was named science teacher of the year 3 times. I retired 12 years ago to teach educators these concepts and now teach in 7 universities. I wrote a book entitled "Here's How To Reach Me: Matching Instruction to Personality Types in Your Classroom", Paul H. Brookes Publishing. The concepts in the book will help you reach every student and greatly reduce negative behaviors. Many of our grad student teachers are special education teachers and have been very successful using the concepts. Thank you for all you do to help your students.
Posted by: Judith Ann Pauley | February 11, 2011 at 05:10 PM
I think we all relate to what everyone has shared, or probably wouldn't be here reading and caring - - while appreciating that you are a teacher who deeply cares herself.
I find that having students relate teaching and learning to the real world and their interests is very important - - and I related strongly to Karen Camenzind's, Latoya Reywalden's, Gail's, and Pragmatic Mom - - if we can find how to have students discover "text-to-text," Text-to-Self," and "Text to World" links so that they have their own a-ha moments, I believe motivation and staying engaged increases. You're doing so much to help students relate to what you are teaching, if you can help them find their own personal reasons to want to be learning I think you will have another key.
I know you said you are differentiating the assignment length - - can you differentiate the media the student is allowed to use to show his understanding? Are there alternative "student products" that would show he understands the material and has mastered it?
Posted by: Sandra Lippman | February 11, 2011 at 03:32 PM
Hi Melissa (and all),
You are an amazing group; developing strategies and tactics to support student success and really coming up with innovative ideas to reach students and demonstrate mastery.
If you haven't yet explored "The Inner Wealth Initiative/Nurtured Heart Approach", investigate opportunities around that before you try anything else.
Good luck! and most importantly, Thank You for your continuing commitment and support of students in the classroom!
Posted by: Jeanine Knapp | February 11, 2011 at 03:00 PM
Try to find out things they like that they never get (except from you) -- maybe a food item, a topic to discuss, a social opportunity, or a leadership opportunity. List a variety of items under each of those categories and randomly select what they can work for each day. Ask them which one (of two that you choose) that they want to work for. That might give them more options for choice/power/control and might motivate them. Make sure the only time they can receive that outcome is when they are with you and the only time they receive that motivator is when they have finished the required task. Of course they must truly be able to finish the task to avoid them giving up. Even if YOU think they can do the task, if THEY think they cannot, they are more likely to give up. Maybe ask them if they can do the whole task now or if they want to do half now and half after a 5 minute break.
Posted by: Donna | February 11, 2011 at 02:44 PM
I'd be looking at the work I was requiring. I'd be evaluating to see if he has the pre-skills to do it and whether he can even read it. I'd make sure I taught him an organizational and planning strategy to complete assignments. I'd be developing a positive behavioral system (after figuring out whether this is volitional (is he having seizures I haven't recognized? Do his circumstances prevent good sleep so he is his sleepwalking? Does he simply have no HOPE that he can ever be anything or succeed at anything?)
All of this is a lot of work, but students don't wake up and decide they are going to not have a life. If you are talking about a teen, you may have to wade through six years of failure before getting back the "Oh, maybe I can do something right after all."
Posted by: Rosemary N. Palmer | February 11, 2011 at 02:39 PM
Wow you guys! Thanks for all the comments! It's comforting to know I'm not the only one that struggles with this. I really like the idea of using a data sheet to track progress, and tie that progress to some type of incentive for the student. I totally agree with you guys about using interests to motivate students. I find that it's a lot easier to do that with language arts than with algebra. I can't come up with many ideas to make y intercepts cool. :o) Thanks again for all the comments! I really appreciate it! :o)
Posted by: Melissa | February 10, 2011 at 03:38 PM
Hi Melissa,
I work in a very challenging middle school as a speech teacher and I am having this problems with quite a number of children on my caseload. Many of them come with IEPs that state auditory memory, etc as a goal. However, during our auditory memory exercises, I find that many of them remember things that they are interested in but they are not motivated to remember anything academically related. I was doing a read aloud with a small group during class about King Arthur as a child. They were hardly listening and couldn't answer the story related questions (factual or inferential)!. So I reread the story but while reading, I stopped after each important adventure and I insisted that the students act the scene out. At first they complained and were reluctant, but I kept insisting and I modeled a scene with a student that was willing. It was like pulling teeth! But eventually everyone began to participate. It ended up being a success and the students were more motivated to remember important details from the story and even make some inferences based upon their personal connections. It's still a challenge though, because I can't do this with every lesson...
Posted by: Keera | February 10, 2011 at 08:03 AM
I understand how you feel. I teach in a third grade elementary Reading/ELA Inclusion classroom. There is no way that I would get any of my work completed and turned in if I just gave my students the assignment. That would be expected in the elementary setting thought. I know in my classroom I feel like I am always trying to find some new trick or TREAT to get my students motivated. Sometimes with all of the treats that I have to give out to get my students motivated to read, I feel like I am really training a dog or something. At this point in the year for us we are getting ready to take the CRCT, so at this point we are trying to fit in as many skills as we can. I wish there was some exact answer or method that we could use to get all of our students motivated to complete work and feel good on the inside about what they have accomplished. I guess we will just have to keep trying new things and use what works for our students at that time. Most importantly we have to continue to be the ones to CARE for them!
Posted by: De'Anne | February 09, 2011 at 09:01 PM
I am currently teaching students at a high school a reading program to help them build their reading skills. I am also like you trying to find what works for one of my students b/c of the lack of motivation. He is an MI student and some days he wants to learn, but then others all he wants to do is talk. I have tried several different things to see if just one thing will work, but have not been able to find that one thing yet. His thing I feel is that he isn't interested in what I am doing, so it really doesn't matter to him. But, each day I carry one with the lesson, but at the same time I am making sure he is getting the content necessary for him to learn what is being taught at that moment. I find that I have to do a lot of repetition and remediation for this student as well as some others. But I am just like you, I do what I have to do for each of my student because I CARE!
Posted by: Tammy | February 09, 2011 at 08:44 PM
Melissa-
I am a third year sped teacher and I also teach writing. Obviously, if they were good at writing, they would not be in my class. So, hating writing is the norm. I pick topics that my kids are passionate about. For example, several of my 7th grade boys are obsessed with cars. So, I had them write a 5 paragraph essay on thier favorite car. I also told them that once they finished, they could make a poster about their favorite car. OMG!!! The pencils had flames coming off they were writing so fast. Their best work. It was awesome. I had a reluctant 7th grade girl write about where she wanted to live when she grew up. She completed her best work ever on her house in Hawaii. I was so proud of her! I think the trick is for it to be something they are obsessed with. Good luck.
Posted by: Karen Camenzind | February 09, 2011 at 08:21 PM
Hi Melissa,
I am only a second year teacher and I am already struggling with this idea of motivation. What I am seeing out of my lovely group of students is laziness, for lack of a better term. It's not that my students cannot do the work, they just don't want to. They are so use to everything being handed to them in this day and age and a lot of them do not understand how to work for something they desire. My students each have their own binder that we call their "data folders". In each child's binder I keep pages of individual monthly goals related to language arts and math as well as a page for their homework goal and one for their behavior goal. Each child's goals are different of course and I assess them throughout the month on these goals. I try to motivate them by saying if they meet a certain number of goals for the month, they can have lunch with me or pick a prize from the treasure chest. I try a lot of incentives including sit by a friend for a day, extra computer time, sit at the teacher's desk, etc. I try to avoid the negative "punishment" and lean more towards the postitive rewards. For some kids, this is enough, but for others who have that "don't care" attitude it diesn't always work. I am not sure if I will ever get these kids to "care" about their school achievements regardless of what the incentive may be. They may pretend to care, but no matter how good of a teacher I might be, at the end of the day when those particular students walk out of my door I can't make them "care". I think some of it may also have to do with the lack of parent support that my students deal with. A lot of my parents do not really value education and I think they pass this mindset on to their children. I hope you find a magic cure for this issue, but I don't know that it will get any better in the future.
Posted by: Ashley Daberko | February 09, 2011 at 06:57 PM
Hi Melissa,
Your questions is an important one, I believe that if the assignments are9+9 more often set out to incorporate things that are important to them; we might insight them to become more interested in the assignments. As a teacher I have experienced the feeling of not having the full interest of my students though they try with the assignment, it could be better. I have found that Real life scenarios help to capture this interest :)
Posted by: Latoya Reywalden | February 09, 2011 at 06:41 PM
I'm not a teacher but I noticed that my kids try harder for a teacher that they really like so as not to disappoint them. I think you can make a child care by letting her/him know how much you believe in them. There are certain teachers that my kids will walk through fire for and we still visit them!
Posted by: Pragmatic Mom | February 09, 2011 at 05:02 PM
What is his take on all this? How about conferencing with him. Tell him the good things you have seen and what you are noticing about his work. Let him know you are concerned and ask him what he thinks the problem is or what is keeping him from being successful. See if together you can generate a plan. I don't know if you have tried this but I find that when I bring a student in at the problem solving stage and engage him in the process they sometimes buy in :-)
Posted by: Gail | February 09, 2011 at 04:36 PM