After blogging about it, talking it over with our M&R teacher and doing a lot of thinking I have gone back to using positive participation tickets in my class. We had a big discussion about it on Friday and, after being out sick on Monday, I started using them for the first time today. While the system isn't totally fleshed out yet, basically this is how it works:
A student speaks French, gets settled quickly, helps someone out, goes above and beyond what is asked of them, I give them a ticket. These tickets can be redeemed for privileges, things like; indoor recess with a group of friends, time in the gym, Smart board games, Lego and so forth. The idea with the "rewards" is that they were mostly group rewards, not just for an individual.
What I haven't worked out yet is the "value" of each of these rewards. I suppose I need to come up with some sort of price list or something so that the students know how many tickets they need to save up. Now I know from video game theory that the most effective reward systems start of with small, easy to achieve goals and then over time make the goals harder and more time consuming. But rather than increase the value of the rewards (with some sort of strange inflation?) I think as time goes on I will make tickets harder to get, so for example whereas now, if a student attempts to speak French, even by repeating what I'm saying back to me, I give them a ticket. In time I will only give out tickets for full sentences or spontaneous French.
The other advantage of this system over last year's is that, rather than constantly having to get new tickets, I'll be able to re-use the same tickets over and over again until they fall apart.
Today's introduction to the tickets went pretty well. As I expected, almost all bought into the system instantly. I saw hands go up from students I hadn't heard from without specifically calling on them before. And yes, this is extrinsic instead of intrinsic motivation, but you know what? It was a happier, more peaceful classroom this morning when we were doing our French work. And hopefully I can gradually pull the program back as they become more confident in their abilities and eventually they will buy into the real reason that we're doing all this learning - to better themselves.
Any hints or tips on how to make this program even better?
Showing posts with label motivation. Show all posts
Showing posts with label motivation. Show all posts
Tuesday, October 4, 2011
Tuesday, September 27, 2011
Going back to carrots
I'm thinking of going back to positive participation tickets. Instead of giving my students actual things in the draws though, I'll try for less tangible prizes, like having a group in for indoor recess, or taking a small group to the gym or getting first choice of responsibilities.
My reasoning? Well I've been trying for the past three and a half weeks to get my students motivated, not only to learn French, but to be respectful and supportive in our classroom. I'm trying to create a classroom environment that is conducive to learning and at times I'm struggling. I feel bad for the students in our class who are trying very hard and I would like to reward their struggles with more than just words. I feel like I shouldn't have to. I feel like they are doing what they are supposed to and they should feel wonderful about themselves because of it, because they're meeting their learning goals that we set, but I'm also starting to feel like it isn't enough.
I'm also finding that quite a few of my students are hesitant to try, hesitant to make a mistake. I hope this is not because of anything I've done. I model that I make mistakes all the time and have to fix them "Madam a fait une erreur!" I exclaim and fix it, or look up a word I don't know on Google Translate. But learning a second language is tough and it's put them out of their comfort zone for sure. I get that. I've been there. After all, French is my second language and I didn't learn it until I was 12.
So my idea is to start off using the tickets and then gradually use them less and less frequently in hopes that the external motivator will help build some positive habits that will become internal motivators. Am I foolish in thinking this? Am I opening up a can of worms that I won't be able to close or am I doing the right thing here? Really looking for some advice on this one.
My reasoning? Well I've been trying for the past three and a half weeks to get my students motivated, not only to learn French, but to be respectful and supportive in our classroom. I'm trying to create a classroom environment that is conducive to learning and at times I'm struggling. I feel bad for the students in our class who are trying very hard and I would like to reward their struggles with more than just words. I feel like I shouldn't have to. I feel like they are doing what they are supposed to and they should feel wonderful about themselves because of it, because they're meeting their learning goals that we set, but I'm also starting to feel like it isn't enough.
I'm also finding that quite a few of my students are hesitant to try, hesitant to make a mistake. I hope this is not because of anything I've done. I model that I make mistakes all the time and have to fix them "Madam a fait une erreur!" I exclaim and fix it, or look up a word I don't know on Google Translate. But learning a second language is tough and it's put them out of their comfort zone for sure. I get that. I've been there. After all, French is my second language and I didn't learn it until I was 12.
So my idea is to start off using the tickets and then gradually use them less and less frequently in hopes that the external motivator will help build some positive habits that will become internal motivators. Am I foolish in thinking this? Am I opening up a can of worms that I won't be able to close or am I doing the right thing here? Really looking for some advice on this one.
Wednesday, September 21, 2011
Read to Self trials
I haven't been keeping up with my blogging this past week. I had a feeling I would slow down a bit in September. Things are so busy. Last weekend's Harvest Jazz and Blues Festival was amazing and a well needed break. My husband's band had an amazing show and placed second in the competition. Thanks to everyone who voted and came to the show. I'm so proud of them.
At school, my class is progressing. We're starting to develop some good habits and routines. Some days they seem to require more reminders of those routines than others. There French skills are progressing as well. It amazes me, watching them figure out what I'm saying, what they need to say, learning the sounds and the grammar of a new language. It's been a few years since I started French Immersion, 15 years now actually, and I have a vague recollection of how frustrating it was at first. But despite their frustration, most are catching on to the daily phrases and routines that we do in French and are getting more accustomed to me speaking in French.
As I mention in my First week with students post, I'm integrating some parts of the Daily 5 program into my Intensive French classroom. In February I'll be implementing the whole program. For now we're focusing on read to self. We did an I-chart of what that looks like, we talked about the three ways to read a book and we have a chart on the board for a visual representation of our stamina progress. More so than any other year, I'm finding their stamina is erratic. Some days they are able to read for 14-15 minutes, other days they only have stamina for 2 or 3 minutes, or can't get settled at all. I am noticing a general trend of more time as we go along, but we have setbacks still. Today their stamina was 2 minutes.
I had one student today who did not want to read at all. This student had been having a difficult week and was being obstinate. I tried having other students encourage this student to try and reminders of the three ways to read a French book but to no avail. And I do believe strongly that when we're building up our class stamina, it has to be the whole class.
Does anyone have any tips for how I can help this child? It wasn't just this one issue today. I tried speaking one on one a few times, and have attempted to contact home to see if there's something else going on but haven't been able to reach anyone yet. How do you deal with students who refuse to buy in to this?
At school, my class is progressing. We're starting to develop some good habits and routines. Some days they seem to require more reminders of those routines than others. There French skills are progressing as well. It amazes me, watching them figure out what I'm saying, what they need to say, learning the sounds and the grammar of a new language. It's been a few years since I started French Immersion, 15 years now actually, and I have a vague recollection of how frustrating it was at first. But despite their frustration, most are catching on to the daily phrases and routines that we do in French and are getting more accustomed to me speaking in French.
As I mention in my First week with students post, I'm integrating some parts of the Daily 5 program into my Intensive French classroom. In February I'll be implementing the whole program. For now we're focusing on read to self. We did an I-chart of what that looks like, we talked about the three ways to read a book and we have a chart on the board for a visual representation of our stamina progress. More so than any other year, I'm finding their stamina is erratic. Some days they are able to read for 14-15 minutes, other days they only have stamina for 2 or 3 minutes, or can't get settled at all. I am noticing a general trend of more time as we go along, but we have setbacks still. Today their stamina was 2 minutes.
I had one student today who did not want to read at all. This student had been having a difficult week and was being obstinate. I tried having other students encourage this student to try and reminders of the three ways to read a French book but to no avail. And I do believe strongly that when we're building up our class stamina, it has to be the whole class.
Does anyone have any tips for how I can help this child? It wasn't just this one issue today. I tried speaking one on one a few times, and have attempted to contact home to see if there's something else going on but haven't been able to reach anyone yet. How do you deal with students who refuse to buy in to this?
Sunday, September 11, 2011
Moving from carrot and stick motivation
Even before I became a full-time teacher, I struggled with the idea of how to motivate students. While in university we looked at various methods and discussed how students who are intrinsically motivated (motivated to do something because they know it will benefit them) work better and have a more meaningful education than those who are extrinsically motivated (those motivated by either fear of consequences or because they will get something else if they do well).
Extrinsic motivation is often called using "Carrot and Stick" motivators. So you tell a student that if they do this thing you want them to do, they will get a candy (carrot) but if they don't do it, they will get a detention (stick). In some way it is nearly impossible to get away from using carrots and sticks. After all, if a student does well they get a high mark, if they don't do well, they fail. I suppose the amount of importance you give to those marks can change whether or not they become motivators. I myself as a student was highly motivated by marks and by praise.
In a previous post over the summer, I thought about Video game style motivation where I talked about using goals to help motivate my students. This is something I have started doing a little this past week, having the students express their learning goals in writing.
But I also spoke about my positive participation tickets. So far I have not resumed this practice and I would like to refrain from using it this year for several reasons. One is it's a carrot. It motivates students to something I want because they will get something from it. I found it difficult last year to see the students become greedy about the prizes last year and it also took up a lot of time and money to get the prizes. The positive participation tickets came from a system developed for the intensive french program. Most intensive french teachers use them or a variation to motivate their students to speak French. I'm concerned that if I don't use the system that when my teaching is observed, my choice to not use this system will be questioned and I'll be told to start using it again.
My other concern is what to use instead. Last year I tried to go without my tickets with one of my grade 5 classes. After a few days of not getting any hands I started in with the tickets and suddenly the hands went up. I also randomly call on students using a random name selector. But so far this year I haven't seen participation from a lot of my students. What motivators have you used in your classroom that work for you?
Extrinsic motivation is often called using "Carrot and Stick" motivators. So you tell a student that if they do this thing you want them to do, they will get a candy (carrot) but if they don't do it, they will get a detention (stick). In some way it is nearly impossible to get away from using carrots and sticks. After all, if a student does well they get a high mark, if they don't do well, they fail. I suppose the amount of importance you give to those marks can change whether or not they become motivators. I myself as a student was highly motivated by marks and by praise.
In a previous post over the summer, I thought about Video game style motivation where I talked about using goals to help motivate my students. This is something I have started doing a little this past week, having the students express their learning goals in writing.
But I also spoke about my positive participation tickets. So far I have not resumed this practice and I would like to refrain from using it this year for several reasons. One is it's a carrot. It motivates students to something I want because they will get something from it. I found it difficult last year to see the students become greedy about the prizes last year and it also took up a lot of time and money to get the prizes. The positive participation tickets came from a system developed for the intensive french program. Most intensive french teachers use them or a variation to motivate their students to speak French. I'm concerned that if I don't use the system that when my teaching is observed, my choice to not use this system will be questioned and I'll be told to start using it again.
My other concern is what to use instead. Last year I tried to go without my tickets with one of my grade 5 classes. After a few days of not getting any hands I started in with the tickets and suddenly the hands went up. I also randomly call on students using a random name selector. But so far this year I haven't seen participation from a lot of my students. What motivators have you used in your classroom that work for you?
Wednesday, August 24, 2011
Teacher Talk Tuesday
Here's my second blog hoppin' post for the week. Today's topic is giving advice to new teachers. I will qualify that as giving advice to teachers who are in their first year of teaching because I am still a new teacher. So here's my little bits of advice.
1. Don't take on too much at once. It's very tempting when you first start teaching to join all the committees, to start all the extra-curricular activities, and to implement every good idea you've ever heard. It's not possible. You still have to teach full time and have a life outside of the classroom. Focus on a few key things that are very important to you and don't be afraid to cut things out if you feel you're getting overwhelmed.
2. Ask for advice and help from other teachers but reserve the right to ignore it if what they say doesn't fit with how you want to teach. Listen respectfully to what they have to say, use it if it's a good idea, store it away for later if you don't want to do it.
3. Have fun! Teaching can be a very joyful career. We are so lucky to be surrounded be children who look up to us and we can get in there and play from time to time. If you enjoy what you do, share that joy. Your students will pick up on that enthusiasm.
4. Try not to get bogged down by the negative things other people say. Whether it's about a student or a new program or the weather, some teachers (and people in general) just vent all that negativity to whoever will listen. As teachers we sometimes have more than enough emotional strain in our lives and don't need any extra. Let it be like water off a ducks back rather than taking on that negativity.
5. Be your own advocate. This goes even more so for substitute teachers who are trying to get full time teaching jobs. Don't be afraid to let administrators know how wonderful you are and what you are willing to do, what extra special things you bring to education. You are special and you are caring and you are amazing at many things. I know this because you are a teacher and only special, caring and amazing people are called to be teachers.
Have a wonderful first year!
1. Don't take on too much at once. It's very tempting when you first start teaching to join all the committees, to start all the extra-curricular activities, and to implement every good idea you've ever heard. It's not possible. You still have to teach full time and have a life outside of the classroom. Focus on a few key things that are very important to you and don't be afraid to cut things out if you feel you're getting overwhelmed.
2. Ask for advice and help from other teachers but reserve the right to ignore it if what they say doesn't fit with how you want to teach. Listen respectfully to what they have to say, use it if it's a good idea, store it away for later if you don't want to do it.
3. Have fun! Teaching can be a very joyful career. We are so lucky to be surrounded be children who look up to us and we can get in there and play from time to time. If you enjoy what you do, share that joy. Your students will pick up on that enthusiasm.
4. Try not to get bogged down by the negative things other people say. Whether it's about a student or a new program or the weather, some teachers (and people in general) just vent all that negativity to whoever will listen. As teachers we sometimes have more than enough emotional strain in our lives and don't need any extra. Let it be like water off a ducks back rather than taking on that negativity.
5. Be your own advocate. This goes even more so for substitute teachers who are trying to get full time teaching jobs. Don't be afraid to let administrators know how wonderful you are and what you are willing to do, what extra special things you bring to education. You are special and you are caring and you are amazing at many things. I know this because you are a teacher and only special, caring and amazing people are called to be teachers.
Have a wonderful first year!
Tuesday, August 9, 2011
Video Game Style Motivation
On Monday I bought a new exercise game for my Wii. I've been using the Wii Fit and Wii Fit Plus but I felt unmotivated by it lately. I've been playing it for a few years now and was frustrated by the fact the goals I had to set were based solely on weight and nothing else. Early on there were little rewards for reaching a certain amount of hours of activities, and I always made sure that I got in my 30 minutes so it would play the little happy music, rewarding me for my hard work, but beyond that there wasn't much. I don't need to lose weight, I want to be more fit. Sure, I could set my own goals apart from the game's and celebrate them for myself, but that's what I got the game for in the first place, to be my motivator.
I'm easily motivated by small success celebrations. Three seconds of happy music or collecting a trophy or sticker or check-mark both in games and in the real world are huge motivators for me. So I wanted a new exercise game that would let me set goals that were meaningful to me. A few friends suggested Zumba and I considered it (I love Zumba and dance in general) but there didn't seem to be any goal setting or rewards for reaching goals. Instead I bought Wii Sports Active. So far it has lived up to my needs.
But how is this all related to teaching? After all, this is a teaching blog, not a exercise game blog. When looking in to buying a new game, I thought a lot about what motivates me to do things. As much as I would like to be, I'm not often intrinsically motivated, or not as much as I think I should be. I clean my house because I like guests to feel comfortable and enjoy my house as much as I do. I mow the lawn because I don't want neighbours to think I don't take care of my yard. I write because I want people to read my writing and give me positive feedback (or critique it constructively). I do get some pleasure out of doing all these things as well, but when I feel stuck or unwilling to do something, it's often external motivators that get me going. I believe that the same is often true of my students.
We did a book study at our school this past year of a book called The Highly Engaged Classroom by Robert J. Marzano and Debra J. Pickering. A few teachers got together and we read and discussed chapter by chapter. It was a good read with lots of great ideas. The one I've been contemplating lately is having the students set goals and make choices about their learning. I believe that setting goals is highly motivating, but I haven't come up with a way to integrate this idea into my Intensive French classroom.
In video games, players don't often set their own goals in the same way. The game sets up the goals for them and they can sometimes choose which ones to go for or how to attain them. For example, one of my favourite video games is Little Big Planet. I get to run around and collect stickers and I get rewarded for finding more stickers and items. In other games, players are rewarded with experience points and get to go up a level. Or they collect gold and buy new items for their character.
Now, I already have a reward system in my classroom. My students get tickets for speaking French during our daily routine and these tickets go in for a draw at the end of the week. The students often cite this as one of their favourite parts of Intensive French. Not intrinsic motivation but often effective at getting reluctant students to participate. I would like to alter this system or add a different system that somehow uses what I know of video game motivation to help motivate my students to speak French in class. I would like to figure out a way to have the students either choose their own goals or have set goals for them to attain.
Have you used goal setting in your classroom? What worked for you? Do you have any suggestions for how I could use goal setting in my classroom?
I'm easily motivated by small success celebrations. Three seconds of happy music or collecting a trophy or sticker or check-mark both in games and in the real world are huge motivators for me. So I wanted a new exercise game that would let me set goals that were meaningful to me. A few friends suggested Zumba and I considered it (I love Zumba and dance in general) but there didn't seem to be any goal setting or rewards for reaching goals. Instead I bought Wii Sports Active. So far it has lived up to my needs.
But how is this all related to teaching? After all, this is a teaching blog, not a exercise game blog. When looking in to buying a new game, I thought a lot about what motivates me to do things. As much as I would like to be, I'm not often intrinsically motivated, or not as much as I think I should be. I clean my house because I like guests to feel comfortable and enjoy my house as much as I do. I mow the lawn because I don't want neighbours to think I don't take care of my yard. I write because I want people to read my writing and give me positive feedback (or critique it constructively). I do get some pleasure out of doing all these things as well, but when I feel stuck or unwilling to do something, it's often external motivators that get me going. I believe that the same is often true of my students.
In video games, players don't often set their own goals in the same way. The game sets up the goals for them and they can sometimes choose which ones to go for or how to attain them. For example, one of my favourite video games is Little Big Planet. I get to run around and collect stickers and I get rewarded for finding more stickers and items. In other games, players are rewarded with experience points and get to go up a level. Or they collect gold and buy new items for their character.
Now, I already have a reward system in my classroom. My students get tickets for speaking French during our daily routine and these tickets go in for a draw at the end of the week. The students often cite this as one of their favourite parts of Intensive French. Not intrinsic motivation but often effective at getting reluctant students to participate. I would like to alter this system or add a different system that somehow uses what I know of video game motivation to help motivate my students to speak French in class. I would like to figure out a way to have the students either choose their own goals or have set goals for them to attain.
Have you used goal setting in your classroom? What worked for you? Do you have any suggestions for how I could use goal setting in my classroom?
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