LISTEN UP!

Never underestimate the power of music! Adolescents hold a large stock in the music industry, greatly influencing what is in and what is out. Incorporating popular (appropriate) music into your classroom is a great way to motivate students to learn. Remember, song lyrics are also texts (TL)! Reading a novel and comparing themes to music of that era is a great way to cross reference "texts" and encourage common readings of two very different mediums.

Scenario: Live Your Life!

During our Intersession, we examined the TI/Rihanna lyrics of "Live Your Life" to explore celebrity persuasion. Each group of students was given a series of lines from the song. They had to identify the audience, propoganda technique, and emotion associated with each excerpt. Our students really enjoyed this activity; these song lyrics ended up generating a great conversation about race in music!

WHO'S THE BOSS?

This is one of the hardest things for any educator to do: let students have control of the classroom. Being the authority figure in a classroom every minute of every day is exhausting. Allowing students to lead discussions, influence activities, and edit assignment guidelines helps adolescents develop a “stake” in their learning. When they are responsible for the direction of the course, student tend to be better drivers during class. Small changes in classroom practices can result in large changes in student motivation (TL):

• Allow students to develop test questions. Make sure students understand this responsibility: If they are going to present ridiculous questions (What is the name of the main character in this book?), then you will incorporate these types of questions on the test (How many lower case letters are on the cover of this text?)


• Have students pick stations with different activities at each one. These activities will reach the same conclusions and meet the same standard, but will do it in different ways. This amount of choice is more motivational than “assigning” tasks, and helps to embrace the multiple intelligences of your students.


• Students could be responsible for their own grade in the course. If they want a “C”, they do “X”. If they desire a “B”, they do “Y”. And to earn an “A”, they do “Z”. This responsibility helps students assess the amount of work they are willing to do in the course, and generates known expectations between teacher and student

Students appreciate levels of autonomy in the classroom. Little changes to common classroom tasks can help to encourage and motivate students.

PASS THE PRAISE, PLEASE

Everyone loves to hear how lovely they are! Adolescents often feel inadequate, specifically in the school settings. Reassuring them of their value and place in the classroom can generate loads of student motivation. We don't like to work for someone we don't care for; why would we want to learn from someone we don't like? Generating praise, when deserved and commendable, helps to build student self esteem and confidence within your classroom. These concepts add up to increased motivation and engagement in activities, discussions, and assignments (CE).

IS THIS THING ON?

Technology is a great tool for enticing student motivation, but it can also be a persuasive reason for educator frustration. Being aware of the technology available and knowing how to use it will eliminate a lot of technology hurdles. Additionally, many students are familiar with technology tools; don't be afraid to ask them to help you install, start, destroy, or fix using technology.

Scenario: No WWW?
This was the battle cry of the cohort when we were informed that the Internet would not be available for us at Crosswinds. We could try to battle for spots in the one computer lab, but most of us gave up a great deal of media activities because of the lack of available technology. Frustrating still was the lack of concern by Crosswinds staff for this oversight: we were promised Internet and personal laptop use, then denied it four days before our lesson plans were due. We ultimately smuggled, bartered, and sold our way into technology use at Crosswinds. The outcome of this situation: technology can motivate a great number of students, but the lack of technology can disengage an even larger number of pre-service teachers!

LIGHTS, CAMERA, ACTION!

Adolescents love to be the center of attention. Why not let them? Our ArtLit visitors (5441) highlighted the importance of student centered drama and community building activities. Allowing students to act out emotions and movements in a text helps them to understand and remember these concepts more vividly. This incorporation of drama also allows students to present material in an individualized, subjective way without worrying about being “right” in their interpretation (TL). Students respond well to these dramatic activities and are motivated to participate. Dramatic activities also allow an opportunity for technology integration. Taping or recording these performances will be a fun way to assess student achievement or motivate student self reflection. However, a great deal of front-loading and scaffolding is often required to ensure that students are participating correctly and effectively contributing to the overall classroom goals of these dramatic activities.

R-E-S-P-E-C-T

Aretha Franklin had it right... No human encounter is productive or effective without a level of respect. The classroom is no different. Every individual in the class (instructor included) should observe a level of respect for the environment. This includes people, material, and possessions. Without respect, students do not feel safe. This safety can be directly linked to student motivation. Specifically in classroom discussions, students need to be respected and respectful. This exchange will maximize participation and motivation during the class.

Scenario: Battle of the Balking
Our Intersession class was a Persuasion course geared towards marketing, politics, and branding. A large chunk of our time was spent on public speaking. This would have gone on without a hitch in a class of ten or fifteen students. But in a health room packed with thirty opinionated junior high students, all bets were off. Kim and I decided that part of being a good speaker was being a good listener. We made this very apparent the second day when students were required to sign a respect contract. Additionally, students were instructed that a great deal of their grade would depend on their ability to be a respectful, engaged audience member. This clear expectation helped to create an open environment for the speaker and the audience member during our eight day visit with Persuasion.

WHERE'S THE WHACHAMACALLIT?

Organization is the oil that maintains an effective classroom. Organization can also stimulate or destroy levels of student motivation. If you don't know where certain things are, don't expect your students to know! Materials used often in classroom activities (art supplies, graphic organizers, extra paper, stapler, or even turn in box) are all important tools for teacher and student use.

Scenario: Oops, my bad!

During a single lesson, Tyler had misplaced copies of the circle maps, lost two sets of markers for student use, and forgot where he set down his jump drive. He played the scenario off with a great sense of humor, but the lack of organization offered students breaks in the lesson and encouraged distractions. When the materials were found, it became difficult to motivate students back into the lesson and encourage them to complete their activities.