Motivating Learners

Have you ever struggled with motivating learners?  Check out this article from Barbara Blackburn, who gives us some great tips on how our expectations just may hold the answer.

This month's information comes from my newest book, Motivating Struggling Leanrers:  10 Strategies o Build Student Success. Do you have high expectations for your students? I've never met anyone who said "I have low expectations for my students." Unfortunately, sometimes we do have low expectations, perhaps subconsciously.  For example, have you ever thought, "They are just a special education student."  Or perhaps, "I can't really blame them for not doing well. They are from THAT neighborhood." Those thoughts reflect low expectations.  When we have lower expectations for students, our actions change, which is the focus of our main column today.  Barbara

Actions that Reflect High Expectations Did you know that it's not enough to have high expectations?  We have to put those expectations into action.  Robert Marzano has looked at actions related to low and high expectations.  He found distinct differences in the ways we relate to students if we have differing expectations. For example, Libby is in my class, and she struggles.  She never raises her hand in class, rarely completes her homework, and just seems to be a half step behind her classmates academically.  Tomazz, on the other hand, is a sharp student.  He always adds to the discussion, asks extending questions, and completes his homework.  Now, let's say that one day, both students only complete half of their homework.  With Tomazz, I'm disappointed and give him another opportunity to complete it.  With Libby, I'm just grateful she did anything!  Because my expectations differ, so do my actions. Teachers who reject high expectations to all their students act in certain ways.  They ask higher order and extending questions, provide appropriate wait time, give more positive feedback, stand in closer proximity to students, and make more eye contact. The converse of each of those is true if you have low expectations.   I know when I was a teacher, I made the mistake of acting on lower expectations.  I was guilty of asking "easier" questions of my struggling students, moving on quickly if they couldn't answer, and leaving them alone as long as they weren't misbehaving. In other words, I sometimes gave up on them, without even realizing I was doing it. The question for you is this:  Have you ever acted on low expectations, perhaps subconsciously?  And if so, what will you do about it?

Recommended Resources Becoming a High Expectation Teacher (book) The Pygmalion Principal:  The Impact of High Expectations of Student and Staff Achievement (book) Importance of High Expectations  Expectations.  Do You Have Them?  Do Students Get Them?

Principal's Corner How do you model high expectations for your teachers?  Do you set a standard that you expect each student--no matter their label--to succeed?  Do you coach your teachers on how to support your most struggling students so they can be successful?  Do you encourage differentiation to meet the needs of all students, including those who are gifted or who are working above grade level?  Does the professional development in your school incorporate a focus on high expectations?  As you consider the focus of your school this year, I'd encourage you to include high expectations as a part of everything you do. Credit:  http://www.barbarablackburnonline.com/