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In Your Corner, Student Learning
Six Keys to Getting Students to Do Their Best Work
We know that the best learning happens when students give their best effort. Casual approaches to learning tasks often lead to products that may be passable, but not notable. When we recall our own learning and what we value most, we probably recall taking the learning challenge or task seriously, feeling confident but not complacent, and experiencing support to give our best effort.
We want to create these same conditions for our learners. We want them to give their best effort and produce their best work. Of course, some students always seem to give their best effort. Other students give extra effort sometimes, but not always. And still others can do better work than they typically produce but fail to do so.
So, how can we create conditions and position learning tasks and challenges so that students give their best effort and do their best work? Let’s explore six keys we can employ that have been shown to make a significant difference in the quality of work that students produce.
First, we can give students purposeful work. Of course, students need to see the work as purposeful. It is not enough for us to think it should be worthy. Purposeful work taps what students value and see as worth pursuing. Some students will respond to grades as their purpose. Unfortunately, when grades are the only reason for learning, learning retention is often short.
Second, we can allow students to play a meaningful role in defining a quality work product. We can engage students in discussions about what qualities and characteristics need to be present in quality products. We can share exemplars with students and have them analyze dimensions that represent quality and what might fall short. We can even formalize this process by building rubrics and scoring guides.
Third, we can engage student curiosity and unleash their persistence. Presenting open-ended questions for students to consider as they plan and prepare can offer unique work paths that students imagine and create. Meanwhile, we can coach students to see that excellence is rarely the result of a first or single attempt. Reflection, iteration, and practice move performance from good to excellent.
Fourth, we can provide focused, timely, thoughtful feedback. When we frame feedback as observations rather than judgements, we invite collaboration rather than resistance. When we position feedback as a conversation, not a presentation, we stimulate an exchange of information and perspectives rather than an argument. Feedback becomes more attractive when students experience it as “food for thought” rather than the “final word.”
Fifth, we can assure students of our confidence in their ability to succeed. Our relationships with students carry significant weight in how students perceive the likelihood of their success. Our belief in the capacity of our students is a crucial element in building their confidence to do high quality work. Of course, our expectations carry maximum weight when they are clear, realistic, and authentic.
Sixth, we can arrange an audience for the work that matters. When students care about the opinions of the audience of their work, they are more likely to give their best efforts. Sometimes peers can play this role. At other times, students will “give each other a pass” and will not represent a strong motivator for quality. Teachers, parents, and community members can often play this role effectively. Also, writing for a publication and performing for a video recording and posting can be influential. The key is for the audience to be important, but not so high stakes as to lead to action paralysis or emotional meltdown.
We may not be able to get every student do their best work every day. However, the more we can position and inspire students to do their best work, the more they will learn. Further, the more often students strive to do their best work, the more they develop skills and habits associated with high performance. Remember: Success in life often resides in moving good work to excellent.
In Your Corner, Thinking Frames
Be the Light That Pushes Darkness Away
The change of seasons at this time of the year means the days grow shorter and darkness comes earlier. We become more aware of the importance of light to our activities and routines. We adjust lights in our living space to counter the increasing hours of darkness. Lights also play a key role in our celebration of winter holidays. When darkness grows, we appreciate the presence of light even more.
Interestingly, when the darkness is deepest, lights seem brighter and even travels longer distances. On a dark, moonless night lights that may be far away are clearly visible. The same light shining in the midday sun does not stand out and may not even be visible. Light shines brightest when it encounters the greatest darkness.
Still, light is not necessarily the opposite of darkness. Darkness is the absence of light. The brighter the light, the less darkness we experience. When light is present, darkness retreats. When a light is extinguished, the darkness reasserts itself.
So, what does a discussion of the relationship between darkness and light have to do with our work and role in life? In many ways there is a parallel. We often talk about “dark days” as we describe difficult times when our hope and optimism are challenged. Negativity, doubt, and cynicism may seem to be everywhere. Our energy and enthusiasm can begin to wane. We can also become easily discouraged.
Ironically, these are time when we can have the greatest impact on the lives and spirits of those around us. When we push back against the “darkness” we offer hope and optimism and “light” a different path. Like physical light in a dark space, we push back the shadows and illuminate possibilities. We can choose to tolerate the darkness or we can choose to be the light that pushes against it. The choice is ours. It is a significant decision.
We can choose to see possibilities rather than problems. When we do, we bring light to the challenges we face. We can seek solutions rather than focus on barriers. In life, we are most likely to find what we look for. Seeking and seeing possibilities is the equivalent of light pushing back darkness and hopelessness.
We can choose an attitude of optimism and openness. Attitude is a choice. A positive attitude can encourage those around us to see goodness in relationships and possibility in circumstances. A positive attitude does not mean that we ignore the difficulties we face. Rather it means that we choose to spend our time and energy in ways that value goodness and prioritize potential.
We can choose to offer our support and share our wisdom. Each of us have experiences, insights, and learned lessons that hold the potential to help others. During trying times our support for each other can be a powerful way to push back the darkness and build the confidence and competence needed to overcome the difficulties and challenges we face.
We can choose engagement. Turning inward in the face of criticism and doubt may feel like we are protecting ourselves, but choosing to engage can lead to better understanding and build trust. Assumptions left unexamined and unchallenged become beliefs. Assumptions can be dispelled. Beliefs are difficult to change.
We can choose to take a long-term view. Like the change of seasons, the times we are experiencing will pass. The days will lengthen, and we will experience more light in the days ahead. Knowing that there are better days ahead can give us the courage to press on and be today’s light while we wait for better days to come.
We can allow ourselves to become discouraged and wonder if we make a difference. Or we can be the light that shines brightest and is seen from the farthest distance. We may not be able to choose the circumstances we face, but we can choose how we will respond. In that choice lies the opportunity to make a crucial difference in our lives and the lives of all around us.
Behavior, In Your Corner
In Your Corner, Student Learning
Communication, In Your Corner
In Your Corner, Thinking Frames
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Share your story and the tips you have for getting through this challenging time. It can remind a fellow school leader of something they forgot, or your example can make a difficult task much easier and allow them to get more done in less time. We may publish your comments.
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