Building Community

Building Community Goal Setting Rewards and Motivation Physically Structuring an Inclusive Learning Environment Modeling Being A Risk-Taker Developmental Questioning

Goal Setting___________________________________________ Dr. Edwin Locke’s research on goal setting and motivation proved that having clear but challenging goals actually improved employee productivity. The business sector uses the SMART goal-setting strategy to encourage employees to be self-motivated and consciences workers. Outside of Manitoba, schools in Australia and the United States have incorporated the idea of SMART goals in their curriculum. (Assessment For Learning Curriculum Corporation, 2002). Some motivational models reject the SMART strategy because it may limit innovation and creativity. Pro’s and Con’s of Goal Setting Pro’s - Addresses a fear of learning by identifying strengths and accomplishments, encourages an internal locus of control, targets learned helplessness as students take on increasing responsibility, challenges students to set personal goals and take manageable risks to accomplish them, identifies production deficiencies and involves the student in closing the learning gap. Con’s - Takes time to complete properly. Researchers Promoting Assessment For Learning Strategies and Goal Setting: Ken O’Connor, Grant Wiggins, Jay McTighe, Richard Stiggins, Paul Black, Dylan William, Thomas Guskey, Damian Cooper, Dr Edwin Locke

Rewards and Motivation________________________________ In today’s society people always ask “What’s in it for me?”. This is no different for students in school. Rewards used effectively are a great way to motive students in class as well as make the teachers life easier. Rewards are source of payment for students completing their work or behaving in class. Types of Rewards Homework Pass, movie, pencils and/or erasers, teacher’s assistance for the week, extra work time, rewriting a test. Rewards should be kept simple, achievable and appropriate for the desired outcome. Pro’s and Con’s of Rewards and Motivation Rewards are a great way to get students involved in class, but care must be taken to ensure that these rewards are implemented in an effective manner. Rewarding students for a skill and/or behaviour that a student is already doing is ineffective and in some instances can stop that student from continuing that skill or behaviour.

Structuring an Inclusive Learning Environment____________ According to Ormrod et al (2006) an inclusive learning environment is “a place where everyone belongs, is accepted, supports, and is supported by his or her peers and other members of the school community in the course of having his or her educational needs met” (p.99). What Researchers Are Saying Levin et al (2009) found that the environment within in a physical space sets the tone for how students behave, how students learn, how students interact with one another and how students focus on the material being learned. In order to physically set up an inclusive classroom environment Giavedoni (2008) lists five rules which are essential to establishing a successful learning community they are; make sure the classroom is consistent with the goals of instruction, ensure that students can see presentations/ displays, ensure the teacher can see all the students, keep high traffic areas free of congestion, keep materials accessible. By physically creating an inclusive classroom all students will benefit from a more tailor made type of instruction. Elements to Consider Light intensity, visual aides, temperature, air quality and noise. Pro’s and Con’s of Physically Structuring an Inclusive Learning Environment Physically designing an inclusive learning environment is not always possible. Teachers who teach in shared classrooms, shops, studios and itinerant teachers are not able to physically change their environment to make it physically inclusive. This is where classroom environment becomes a crucial factor in creating an inclusive learning space.

Modeling Being A Risk-Taker____________________________ The teacher modeling being a risk-taker is one important strategy that can help students become more engaged in his learning. Risk-taking is one of the qualities that is found in good leaders according to Howard Gardner. He writes that "the capacity to take risks speaks to a confidence that one will at least sometimes attain success." (Clarke, 2007). An effective risk taker will recognize that failure will occur. It is the teachers responsibility to provide information or materials and to guide the child to discover how the process could be modified to make the next attempt more successful (Young, 1991). Pro’s and Con’s of Modeling Risk-Taking Pro’s - Essential part of good leadership, necessary part of learning and growth, encourages student participation, can create motivation and interest to learn. Con’s - Risk-taking failure can discourage students.

Developmental Questioning______________________________ Because Kent struggles from learned helplessness and feelings of self-defeat, he does not have the desire or ambition to learn. With motivation, Kent could begin to defeat his fear of learning. A strategy to use in the classroom to overcome this would be through developmental questioning during classroom discussions. Developmental questioning is used in a sequence that fosters new understanding in the classroom. By using developmental questioning, the teacher would only ask Kent questions that he would be able to answer. This would allow Kent to feel like he can answer questions while blending in with the rest of the class, and not feel terrified of getting answers wrong. What Researchers Are Saying To make sure that this strategy is effective, Manitoba Education and Training recommends that the teacher structure whole class discussions through pre planning to keep everyone actively engaged in the classroom. By pre planning classroom discussions, this allows the lesson to run smoothly, incorporating questions for Kent in as best as possible. Gayle H. Gregory and Terence Parry recommend using a pre planned arrangement of question distribution. This will allow for the entire class to be engaged, while making to environment suitable for Kent. Question distribution would have to be very carefully planned out in a sensitive manner for Kent to feel relaxed and able to answer the question. According to Janice Giavedoni there are two types of questioning: Simpler questions that leave limited answers are called convergent questioning, while other questions that require the student to extend their thinking are called divergent questioning. For Kent, convergent questioning would be the recommended technique. This would allow Kent to feel less pressured than if divergent questioning was used with him. Pro’s and Con’s of Developmental Questioning Developmental questioning is an advantage for Kent, as it incorporates him in the classroom, so he does not feel terrified of answering questions. By asking simpler questions that the teacher believes he can answer, will motivate him to become more engaged in learning. This is one of the first steps for Kent to overcome his fear of learning and learned helplessness. The disadvantage of developmental questioning, is actually knowing what questions to ask Kent. Through 'trial and error' techniques, it will eventually be easier to pre-determine questions. A way to help with this is to check with Kent's prior teachers on his learning habits.

References Black, P & Wiliam, D 1998, ‘Assessment and Classroom Learning’, Education: Principles, Policy and Practice, March, vol 5, no 1, pp 7-74. Clarke, A. (2007).The role of risk taking in school improvement, Secondary Headship, Retrieved November 12, 2009, from http://www.teachingexpertise.com/articles/the-role-of-risktaking- inschool-improvement-2951 Corwin Press (2006). Designing brain compatible learning. United States: Gregory, Gayle H, and Terence Parry. Fortin, C. (2008). For teachers: motivation students, creating an incentive place for the classroom. Suite101.com. (Accessed November 15, 2009). Giavedoni, J. (2008). Teaching and learning lecture notes. Winnipeg: University of Winnipeg. Levin, J, Nolan, J. F., Kerr, J. W., Elliot, A. E. (2009). Principles of classroom management; a professional decision-making model (Canadian Edition). Toronto: Pearson, Allyn and Bacon. Locke, Edwin A. (1968) “Toward a Theory of Task Motivation and Incentives” Organizational behavior and human performance, (3)2: 157-189. Manitoba Education and Training. (1996). Success for all learners: A handbook on differentiating instruction. Winnipeg, MB: Thomas, Joan. Ormrod, J. E., Saklofske, D. H., Schwean, V. L., Harrison, G. L., Andrews. J. W. (2006). Principles of educational psychology (Canadian Edition). Toronto: Pearson Prentice Hall. Performance Learning Systems Inc. (2004). Encouraging Students to Take Risks. Retrieved November 11, 2009, from http://www.plsweb.com/resources/newsletters/enews_archives /19/2002/04/02/ Prather, Charles, W. (2005, September 1). The Dumb thing about smart goals for innovation. All Business, Retrieved from http://www.allbusiness.com/business-planning/528089-1.html Witzel, B., Mercer, C. (2003). Using rewards to teach students with disabilities: implications for motivation. Remedial and special education volume 24, Number 2, March and April 2003. Wagaman, J. (2008). How to motivate your students: nine motivating ideas for teachers. Suite101.com (Accessed November 15, 2009). Young, R. (1991). Risk Taking in Learning K-3, NEA early Childhood Education Series, Retrieved November 11, 2009, from http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/ content_storage_01/0000019b/80/23/24/83.pdf