Triathletes know that races can be won or lost not just during the swim, bike, or run, but during the transitions in between. During my first triathlon, I had just completed the 12-mile bike when I entered the gate to the bike racks and ran my bike towards my row. Only one event to go! As I approached my spot, I saw my mom and my husband cheering for me by the sidelines. I smiled hugely, waved exuberantly, and… ran right past my spot. I finally caught on as my dismayed family started yelling at me to stop and turn around.
Not my best transition.
Transitions in teaching are just as important as they are in triathlons. More important, because student learning (and not just my bruised ego) depends upon them. Continue reading
I was recently asked how I motivate my students. Immediately, I thought, what don’t I do to motivate students? I do everything short of standing on my head… no, wait a minute — I do that too, along with cartwheels, Captain’s Coming, Indian dances, and “old school” 4-Square.
Motivating students is at the very heart of being an effective teacher. It’s a huge topic that encompasses just about everything we do, so let’s break it down. Continue reading
This is the second part of my two-part answer to Christine’s question about behavior plans and rewards. Part 1 discussed whole-class reward systems, and now we’re on to individual behavior plans.
I use behavior plans frequently, starting around the second week of school. Today, I’ll share three variations, but each of the plans I use is designed to do the same thing: to help students make better choices in the classroom. Each individual student’s goals are different, but might be to focus better, to put more effective effort into their work, to work cooperatively with classmates, or to follow certain norms for classroom behavior. Continue reading
What kinds of incentives you use to motivate kids in your classroom is a big question. All the time, we use incentives that range from positive feedback and encouragement to stickers and prizes to extra recess and parties. But what’s the most effective way to reward students? How do incentive systems align with our ethics? How do they align with our desire for students to become intrinsically self-motivated? And how do we use incentives to encourage students to work for longterm rewards and not just short-term gains?
This week’s Marshall Memo summarizes an Education Week article titled, “Study Suggests Timing is Key in Rewarding Students.” When they reviewed incentive programs, the authors of the study found: Continue reading