Issue 47: May 11, 2009 Connections Newsletter

The Power of Choice

Bill Blynt
May 11, 2009

How can we enhance students' natural motivational drive in today's classroom environment? Give them a choice! According to numerous research studies (Adler, 1930, Levin, 1952, Malone and Lepper, 1983, Glasser, 1985, Deci and Ryan, 1985, Flink et al., 1992), choice or the illusion of choice is a powerful motivator. When students are given a choice their intrinsic motivation increases and they feel more in control of their learning. People, including students, have a basic tendency to want to control what happens to them. If we can get the learners to perceive themselves as doing something because they want to instead of because they are being forced to do it against their will, they will feel in control of their learning. Learners are most strongly motivated to learn when they, themselves, decide what to learn and how to learn it. This is the ideal learning situation. Today's standards driven curriculums demand teachers address specific performance objectives in certain courses or grade-levels. Knowing that choice increases the students intrinsic desire to learn new things, the challenge for teachers is to routinely provide students with free choice and as much control of their learning environment as possible.

According to William Glasser (1985), the feeling of loss of control is one of the most powerful anti-motivating factors in education. Students who feel controlled by their teacher tend to disengage and become frustrated and unmotivated. In order for students to learn, they must be engaged and feel a part of the process. Providing opportunities for students to make choices enhances their feeling of control, encourages risk-taking, increases confidence, reduces feelings of anxiety and makes learning enjoyable. Even when the choice is limited, the pure illusion of choice has been demonstrated to have powerful motivating consequences on human behavior. (Dember, Galinsky, Warm, 1992)

Teachers should provide students with the opportunity to make choices whenever possible. The choice options must be explicit and clearly articulated to the students. Choices offered to the student should be at or just beyond the skill level of the students. Options that are too difficult will lead to frustration, while those too easy will lead to boredom. Choice options that do not meet course expectations should NEVER be offered. The options should provide students with alternative, not easier, ways of demonstrating understanding. Students should be encouraged to select the choice option that appeals to their interests. Finally, the number of options should be limited to prevent anxiety that may be caused when students are overwhelmed by multiple decisions. (Malone and Lepper, 1983) Some examples:

  • We will be studying sonnets. Select one of those listed, and, with a partner of your choice, complete the assignment provided.

  • You are required to write a term paper for this class. You can select a topic of your choice but must complete the assignment as outlined.

  • We have just completed a study of .... Select one of the options outlined to demonstrate your understanding and answer the unit essential question:  political cartoon, two person debate, editorial column, video new report. Specific guidelines for each option are provided.

  • Develop a graph, or construct a model that shows the relationship of _____ to _____.

  • If sequence is not important, poll students, and allow them to determine the sequence specific topics will be taught.

  • Provide a block of time every day during which students can decide what to do within guidelines established in the classroom. (Kohn, 1993)

Choice promotes intrinsic motivation in students. The results from many studies, in diverse education contexts, suggest that the positive consequences of choice are apparent, even when choice itself is trivial, incidental or entirely illusory. Students enjoy, prefer and persist at activities that provide them the opportunity to make choices, to control their own outcomes, and to determine their own fate. (Malone and Lepper, 1985) Providing students with choice, and thus control over their own learning environment, has far-reaching benefits and leads to increased academic achievement.



Using Yourself to Your Advantage

Debbie Willingham
May 11, 2009

New teachers sometimes marvel at the apparent ease with which veteran teachers keep control and move through lessons in their classrooms. Of course, good planning for instruction using essential questions, activating strategies, engaging teaching strategies, and summarizing strategies is the foundation for smooth sailing in the classroom. There are also additional tips teachers should remember and use consistently.

First, be an "up" person; always give the appearance of being sure of yourself and aware of everything around you. Notice faces when you walk through the halls, even if you are in a hurry. Have an energetic look and good posture. Show those around you (students and adults) that you are glad to be in the school, and keep your bad days to yourself (at least in public!).

Use proximity to your advantage. When using direct, whole-class instruction, try to walk around the room as you talk; do not lecture from a podium. If you walk up next to a student who is not on task and make eye contact, most times the student will refocus himself. Sometimes a light touch on the shoulder is enough to get a student's attention back on task.

Use facial expression to your advantage. With some students, a severe look is all it takes, especially if it is followed by a smile as soon as they correct their behavior. It is okay if your students know that when you get "the look", they need to think about what they are doing.

Avoid power plays and postpone the discussion. Students need to know that you will not get into an argument with them during class; they should understand that they must surrender the contraband or note they are writing and that you will discuss it after class. When talking with them later, look for a win-win solution and have options in mind that will resolve the problem.

Value and respect your students. When students feel welcome and valued in the classroom, they are more likely to behave and demonstrate respect toward you. Model acceptable behavior yourself every day; teach it, show it, remind about it, and encourage it. Yelling does not work, drains you of energy, and raises blood pressure. It sends the message that you do not respect students but expect them to respect you. Sarcasm does not work either. It may intimidate a student into stopping the misbehavior briefly, but it does not create a supportive, respectful environment. Interact respectfully with misbehaving students.

Take ten - Wait ten seconds before responding to an explosive remark. This reduces tension and helps you to respond in a non-emotional way. Take ten minutes during the school day to relax and rejuvenate your energy level. Even if you have a million things to do, it is worth it. When you feel yourself getting stressed, take two long, deep breaths before going on.

Most of all, talk with your students, not at them. They are people too, and they are someone's children. Treat them the way you want them to learn to treat others. Use yourself to your advantage!



Writing to a Prompt - Expository Writing

Brenda Hill
May 11, 2009

Research supports writing across the curriculum as a means of raising student achievement in all disciplines. Schools that have shown significant increases in student achievement have consistently focused on nonfiction writing. (Doug Reeves, 2006). Students write for various reasons, for different audiences, and from different perspectives. In order for students to produce quality writing products, it is imperative that we teach them how to organize and pace themselves to effectively meet state writing standards. Narrative, expository, persuasive, and descriptive writing prompts are great ways to prepare students for formal and informal assessments.
 
Expository writing is consistently required of students on state-mandated tests. The characteristics of expository writing are as follows:  informs, writes for a specific audience, shares one or more perspectives, has many details/facts to support the topic, includes an introduction, body, and conclusion, flows with an organizational plan that connects thoughts and ideas. Practice and preparation for expository writing allow students to feel competent and confident in their ability to produce written products of quality and quantity.

Expository writing prompts will vary depending on the age and grade level of students; however, students of all ages can begin to practice and experience this type of writing. Examples of expository writing prompts are:

  • Compare and contrast life cycles of plants and animals.

  • Air and water are real problems in urban areas. Write a paper to describe these problems and the effects. Include 2-3 possible solutions.

  • Explain how Romantic poets reflected the events of the time period.

  • Provide directions for...

  • Compare and contrast the processes of mitosis and meiosis.

  • Explain an author's perspective and the impact of their writing on others.

  • Write a paper about the importance of good dental hygiene. Be sure to include facts about dental health.    

  • Safety rules on important. We need to follow safety rules at school, on the bus, and at home.  Choose one type of safety (fire, stranger, playground, etc,) and write a paper about why it is important to be safe. Be sure to include 2-3 safety rules on your topic.

Numerous opportunities exist for students to practice expository writing. Prompts can be used to support and reinforce concepts of content learning. Consistent, pervasive expository writing assignments will increase a student's retention and understanding of new learning and will prepare them for benchmark assessments and state writing tests. Learn to write and write to learn. Good luck developing effective expository writers!!!!!!!