Chapter 2 Reinforcing Effort and Providing Recognition
This chapter begins with a discussion of the importance of motivation and identifies several factors that influence motivation: student beliefs, parent beliefs, cultural beliefs, teacher beliefs, student beliefs in their own competence and whether they have any control over the outcome of a task, student interest in a task and the reason why they're interested. The research cited in the chapter indicates links between the two instructional strategies and the following variables that affect motivation:
- Self-efficacy: beliefs about one's competency
- Control beliefs: beliefs about one's ability to influence what is happening or will happen
- Intrinsic motivation: motivation that comes from an individual's desire for self-satisfaction or pleasure in completing the task rather than from an external source, such as a reward
- Task value: beliefs about the reasons for doing a task
Recommendations for reinforcing effort:
- Teach students about the relationship between effort and achievement
- Provide students with explicit guidance about exactly what it means to expend effort
- Ask students to keep track of their effort and achievement
Recommendations for providing recognition:
- Promote a mastery-goal orientation
- Provide praise that is specific and aligned with expected performance and behaviors
- Use concrete symbols of recognition
The first recommendation goes hand in hand with differentiated instruction, but it isn't enough to just establish multiple performance levels for a learning goal. If students are to derive any feeling of recognition from mastering goals (in turn enhancing their motivation), then the goals have to be masterable (this isn't a word, but it should be). So, when differentiating, we have to ensure that goals and tasks are scaffolded for students so that they experience success and are able to progress. At BHS the data team process will classify student performances on pretests into four levels, the last being Intervention Students--students far to go and not likely to become proficient. For these students the teacher may have to develop completely different goals and tasks and delay the targeted learning goal until students are developmentally in the ballpark.
Tips for Reinforcing Effort and Providing Recognition
- Ensure that your curriculum recognizes the importance of effort by allocating time over the course of the academic year to assist students in learning about effort and how to apply and track it. This means building attention to effort into curriculum documents and lesson design and delivery.
- Reinforce what effort is and how knowledge about effort translates into success inside and beyond the classroom. This helps students develop a sense of control over their learning.
- Keep praise simple and direct, using straightforward sentences without gushing or dramatizing.
- Specify the particular accomplishment being praised, pointing out any noteworthy effort, care or perseverance and calling attention to new skills or evidence of progress.
- Vary the phrases you use to praise students, and use nonverbal communication along with praise to convey warmth and appreciation for students' efforts and achievements.