Last Updated on Wednesday, 27 July 2011 09:40 Friday, 08 July 2011 14:24
Students and Effort: A Matter of Recognition and Reward
by Katrina Del Rosario
It is universally accepted that with every action there is always a reaction (whether an equal or an opposite one), so it is generally understood that with every exertion of force, something always comes out of the other end.
Push and then…Oh magical happiness!
“The Dairy Fairy” by ansy
With students being young and bursting with energy, yet made to sit still in a confined space, it is inevitable to have their restless minds easily wander onto non-academic things. And you have probably experienced this time and again in the classroom—students just do not voluntarily exert as much effort in, say, comprehending advanced algebra as they do in doodling or daydreaming. Forget talking about benefits in the long run; the future benefits of advanced algebra are of little concern to the ordinary student, who is only interested in immediate gratification.
“Drawing superheroes earn more money than doing what Mathematicians do right? Riiiight?”
“Superhero” by willkenny
Effort
One way of letting your students know and understand the importance of exerting effort to achieve a goal is telling them through stories, or sharing your personal, related experiences. Failure is a predominant factor in why students veer away from effort. Why try when they’ll fail anyway, right? Every now and then, tell a story, be it a true-to-life account or a fable, with failure at the center. Then, show your students how failure is necessary in strengthening willpower, which eventually leads to success. Other times, when you notice your students becoming dejected and forgetting to put effort during class, try dropping a funny anecdote or a witty one-liner about the rewards of trying amidst difficulties.
Ever tried a hand at cooking before? Tell them how you tried and failed at first, and then tried again and made a delicious meal your ancestors would have been proud of. It is encouraging and very reassuring if an authority figure shares their experiences, as this positively reminds them that everybody makes an effort, that failure is human, and rising up to meet the challenge always ends in one's favor. Also, having them share their personal “success stories” to the class will only assert the point you are trying to make—no pain, no gain!
To ease them into effort exertion, know that the “Cheese-at-the-end-of-the-Maze” is a universally proven concept. It simply ups the encouragement ante. When faced with tasks, students usually ask “What’s in it for me?”; but remember that putting in a reward at the end of a finished task will easily spur them on. For instance, you can tell your class that if all of them get a perfect score on the quiz of the day there will be no homework for tomorrow. Or instead of the usual pen-and-paper quiz, have a fun game incorporating the things you have discussed in the lesson. The group who finishes the game first gets a prize.
Recognition
Adults usually have a strong sense of accomplishments, they know when they have done well. But, children may not come to recognize that on their own. Where adults are satisfied with themselves after a well-deserved success, children are more likely to seek recognition and approval from others with their accomplishments. Children, after all, are still largely unaware of their own self-worth, so acknowledgement from important figures in their lives (e.g., parents, older siblings, teachers) helps build up confidence in their work and, ultimately, in themselves.
Simple expressions such as “Great job!”, “Excellent report!”, or “What a unique artwork!” to your students lift their spirits and are a good source of encouragment. But make no mistake; a lot of patience is still required to support your students as they improve little by little. For example, a student with a known stutter working his way through a difficult sentence may not complete the sentence on his first try. The student will most likely have a hard time going through words, but will try his best despite himself. Complimenting him for the effort alone goes a long way, as this encourages him to think that verbally participating in class is not an altogether frightening and embarrassing thing.
Your simple and constant recognition of the little and big accomplishments of your students make them realize that you care about them and appreciate the effort they exert in your class. Your approval and praises matter a lot! Just do not forget that with compliments timing is key: say what should be said at the appropriate time.
Positive Reinforcement
Dog trainers swear by this mantra. But do not get anything wrong: positive reinforcement works on every living thing that inhibits the planet. If it works on goldfish (known for having shorter attention spans than your average toddler), it must work on everybody else.
If a fish can do it, so can you!
“Goldfish” by Mitchell J. Goldstein
It is normal for children to make mistakes; childhood is all about trial and error. It can only cause trauma if every error is associated with something negative. Gone are the days of our grandmothers and grandfathers where stories are told of kneeling on peas and salt after making mistakes in class, of being whipped soundly after answering a mathematical equation wrongly or spelling something erroneously. Nowadays, positive reinforcement is the way to go. Fear can only do so much, but the potential of encouragement extents to infinitum. Children are now allowed to take things at their own pace, and graduate without scars on their hands and knees.
Fifty years ago, you'd have graduated with battle scars as souvenirs, not toys.
“Graduation” by *Remeya
Try to offer suggestions instead of outright criticism. For instance, if a student fails many times trying to solve a difficult algebra equation, instead of criticizing him, acknowledge him for his focus. He’s failing again with the equation? It’s not as if he is not paying attention; the mere fact that he fails again means he is still trying. Acknowledge his efforts. Suggest a new approach, guide him. And then watch him solve the equations with ease himself.
References/ Works Cited:
ansy. “The Dairy Fairy.” Photograph. flickr.com. Yahoo! Southeast Asia Pte. Ltd., 1 March 2008. Web. 27 June 2011.
Goldstein, Mitchell J. “Goldfish.” Photograph. flickr.com. Yahoo! Southeast Asia Pte. Ltd., 15 December 2007. Web. 8 July 2011.
Manglallen, Sue. “Teaching Children How to Succeed.” National Network for Child Care. February 1996. Web. 4 July, 2011.
“Reinforcing Effort and Providing Recognition.” docs.google.com. Google, n.d. Web. 27 June 2011.
willkenny. Superhero.” Photograph. flickr.com. Yahoo! Southeast Asia Pte. Ltd., n.d. Web. 27 June 2011.
*Remeya.“Graduation.” Photograph. flickr.com. Yahoo! Southeast Asia Pte. Ltd., 21 October 2007. Web. 8 July 2011.
| |||
| |||
