Posts Tagged motivation
This post is part of a series about the Building Blocks for Personalized Learning. When teachers help students develop the building block of Confidence, together they can build a foundation that supports personalized learning. It takes confidence for students to begin to own the learning experience and for teachers to transform their classrooms by sharing the learning experience with their students. This confidence in the classroom can be expressed in many different ways.
Qualities of Confidence
Motivation – Motivation is intertwined with confidence because when students are motivated, they will persist in solving problems even though they may be difficult. That motivation may arise from a sense of confidence in oneself because of one’s abilities, interests, and knowledge about a particular skill or concept. Motivation can also be related to a sense of safety within the learning environment so that students feel comfortable in taking risks or trying new things to show what they know. Motivation is connected to relationships that are purposefully developed within the classroom to achieve a willingness to listen to and accept new ideas. Teachers can influence motivation by inspiring students to think outside the box. This inspiration can come from high expectations that every student will achieve but also an innate understanding of what makes students tick. When teachers know what inspires students personally, they can use that understanding to help them become motivated to achieve, to explore, and to extend beyond the basics required for competency of a learning standard. A focus on test scores may only motivate some of the academically skilled students in the room. However, focusing on what students are capable of accomplishing individually and using that information to personalize their learning can motivate everyone.
Perseverance – So what causes students to persevere when they encounter difficulties in the classroom? Learning to view obstacles as surmountable challenges arises from confidence in one’s abilities. As teachers provide scaffolding for learning new things, they can help students develop the confidence necessary to persevere. Those supports along the way include providing explanations, asking questions, and modeling as students are learning new concepts. The teacher gradually introduces new information and helps students set new goals for accomplishing learning tasks. Teachers can also help students develop their own strategies that foster perseverance. Some of these strategies may include the following: organizing thoughts about a new topic; making a plan for undertaking a task; providing video feedback and suggestions; and reflecting about a task when it is completed. When those strategies become a regular part of learning, they provide an effective roadmap for confidence. When students experience success, they develop the sense of confidence necessary to persevere.
Risk-taking – Students need to feel confident about taking risks in order to engage in personalized learning. They need to be able to expect that sometimes they will make mistakes and learn from their failures as part of the learning process. Teachers can help students develop this capacity by embracing their own mistakes and failures as learning opportunities. When teachers make a mistake they need to own that mistake; show why they made a mistake; and model how they can learn from it. This helps students attempt new things; embrace new ways of learning; and understand that they are always a work in progress. Teachers should model that they’re willing to learn alongside and even from their students because students often have their own areas of expertise. Many students may know how to use the technology in the classroom better than their teachers, but they might not know how to learn with that technology. Collaboration in this way builds confidence. The teacher can show a willingness to learn from the students how to use those technology tools and devices for new learning opportunities. Becoming comfortable with the uncomfortable is one way of demonstrating confidence.
High Expectations – When teachers maintain high expectations, they show that they believe in their students. The challenge of meeting and exceeding learning standards with a teacher with high expectations can be rewarding to students. In the personalized learning environment, one goal is to help students cultivate high expectations for themselves. Of course, because of students’ individual differences, teachers have to help them learn how to define success while still maintaining high expectations. Having high expectations involves more than solely maintaining a narrow range of success for every student. Teachers have to understand the challenges of each student and nurture a supportive environment built on collaboration. They have to scaffold supports for each child to experience success and then celebrate those successes as well as the mistakes made along the way. One of those supports may include providing sufficient time for students to process new information and answer questions. It is necessary for teachers to discover authentic ways that each student can experience success and make a positive contribution to the learning community. That raises students’ feelings of competence and affects the ways that the other students perceive them. In this way, not only do high expectations develop a sense of confidence, they also show students that their teachers really care about them. It develops mutual respect in the classroom. Students feel good about themselves, and classmates can be proud of and relate to the successes and failures of their peers
Continuous Practice – As with many extracurricular activities, continuous practice in the classroom develops and refines necessary skills and expertise. In the short term, that practice may sometimes feel tedious, but in the long term, it is essential for success. As noted above, success can lead to confidence in one’s abilities. Teachers can help students learn how to practice effectively by focusing on areas that need extra attention and development. In the personalized learning environment, how students should practice can vary depending on the individual. Typically in education, students are forced to practice by doing more of a challenging task, such as by completing rows of math problems. However, repetition and practice are not exactly equal. It may be more beneficial for a student to utilize other strengths as a different form of practice, and practice may be more beneficial if it comes from demonstrating success instead of simply repeating a task. For example, a student having difficulty with a particular math concept may practice that concept by creating a tutorial video that shows how to solve a few problems that utilize that same concept. That practice is more targeted to a student’s individual needs and encourages them to utilize strengths in creating a video or speaking in order to achieve eventual success.
Many students have become unaccustomed to showing their strengths and it takes a certain amount of confidence to express one’s own voice, ideas, abilities, and perceptions with others, especially as they are still figuring out the ways that they are unique. Developing a positive and supportive digital age learning ecosystem can encourage the confidence necessary for personalized learning.