- Autonomy. When we give students opportunities and space to make choices and develop goals and plans for their learning, they naturally make a greater investment in it. Of course, the nature and scope of the autonomy we offer to students will vary by age, maturity, learning challenge, learning context, and other factors. Just be certain that the autonomy you offer is meaningful to and manageable by your students.
- Purpose. Having a purpose for learning is a powerful force for momentum and accountability. When students feel a strong sense of purpose related to what they are learning, motivation is rarely a problem. We may need to spend some time early in the teaching and learning cycle to develop an understanding of and connection to the purpose, but once it is in place many behavioral and learning issues fall by the wayside.
- Mastery. When students see the potential to be successful, effort and persistence take on new significance. Conversely, when students do not believe that mastery of what they are asked to learn is within their reach, we can expect minimal effort, distraction, and even resistance. To make a crucial difference we can position learning to make success a reasonable possibility and coach students to see their potential for success.
- Connectedness. Feelings of acceptance, belonging, and respect matter in learning. When students feel safe emotionally and physically, when they are noticed, and when they feel included, many potential barriers to learning are removed. In fact, when students feel that they are a valued member of the learning community they will often take risks, make contributions, and collaborate at levels we may never have imagined.
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In Your Corner, Student Learning
How Can Students Become More Accountable for Their Learning?
Convincing students to be more accountable for their learning is not a new challenge; teachers have long complained about the problem. Now, with a significant portion of students engaged in remote learning, the challenge is even greater.
Certainly, when students and teachers are together in physical classrooms, teachers have at their disposal numerous options for gaining compliance from students. Incentives for cooperation and consequences for failure to follow directions and expectations are readily available. In remote learning contexts, the “levers” to control behavior are fewer and less powerful.
Yet, close examination reveals that teacher efforts to direct and control students and have them accept more responsibility for their learning have never been highly successful. In remote learning settings teachers experience even less control and often struggle even more to gain the behavioral compliance and learning commitment they seek.
Nevertheless, this struggle is not inevitable whether instruction is occurring in person or remotely. When we rely on external, or extrinsic, rewards and sanctions to regulate student behavior and stimulate learning, some level of resistance and noncompliance can be expected. Students may resist the imbalance of power they experience. Compliance-based engagement rarely inspires students to do more than required. And, little attention is often given to students’ perspectives on and connections to what they are asked to learn.
On the other hand, when the approach to engaging students originates within, or intrinsically, students’ motivation to learn takes a much different form. When students understand the purpose and importance of what they are asked to learn, they are less likely to resist. When learning taps the natural interests of students or is generated with students, their enthusiasm often soars. Further, when students experience reasonable levels of autonomy, or choice, about their learning and work, they are more likely to take ownership for it.
While extrinsic rewards and the threat of consequences can stimulate early cooperation, they rarely work long term. Conversely, intrinsic approaches tend to work even better as they are utilized more. Of course, intrinsic engagement requires that we know our students well, understand what is important to them, and what might get in the way of their willingness to be more accountable for their learning. Yet, armed with this and related information, a world of possibilities opens for our students to engage more frequently and deeply, persist longer in the face of struggles, and become more serious about and committed to their learning.
So, what are some of the most powerful intrinsic “levers” available to motivate learners and position them to be more accountable for their learning? Four of the most common and potentially powerful levers are:
In Your Corner, Leadership and Change Management
Relax: We Are Built to Be Challenged
We might long for the days when life was calm and most of what we faced seemed familiar and predictable. We did not feel constant pressure and the need to learn and adjust. The recollection may be more nostalgia than reality, but it still speaks to an important truth.
We idealize times when we felt in control, when learning and adjusting were not constant pressures, and we knew what to do in most circumstances. Sustained periods of calm, predictability, and drawing on what we already know can seem ideal, but they also carry risks to our vitality and our leadership.
The fact is that humans are built to learn and grow through challenges. Without significant problems and difficulties, we can become complacent, unaware, and disconnected. Interestingly, we can also find ourselves worrying about small things because really important challenges are not occupying our energy and attention. These are not times when we typically experience new learning and develop important new skills.
It is true that we occasionally need to spend time in our Comfort Zone. We may need to recover and reenergize ourselves. We may need to reflect and process what we have experienced. However, this is not a place to spend extended time. As much as we may long for those days now, the unique challenges and novel circumstances within which we find ourselves can be gifts to be treasured.
For most of us, the pandemic and its implications for learning and teaching has challenged much of what we have known and relied on in the past. New challenges to long-standing practices and increasing complexity of problems have led to the development of new skills and broadened our knowledge and understanding of what it means to lead. These are characteristics of our Growing and Learning Zone. Here, we experience pressure and stress that drives us to examine, explore, and learn as we respond to what is happening and what may lie ahead. While the experience may be uncomfortable, it is healthy and growth-evoking.
Nevertheless, at times we may find ourselves overwhelmed, feeling that things are out of control and we are not capable of responding adequately. These feelings may reflect reality or our perceptions of reality. Regardless, the feelings will guide the experience we have and how we will respond. These feelings define what is known as the Panic Zone. When we feel panicked our judgment can be compromised, we are more likely to revert to old ways of reacting rather than responding creatively. When we find ourselves in a panic zone, we need to be careful and avoid staying there for long periods of time. Doing so can threaten our health and our career.
So what strategies should you employ when you find yourself in each of these zones? If you discover that you may be in your comfort zone for too long, look for worthy, purposeful challenges to take on. Consider problems that seem to keep coming back, problems that never seem to go away, or an action that would make an important difference to improve teaching and learning in your school or schools. Identify the new skills and learning you will need to develop and embrace the experience.
If you are in your growth and learning zone, appreciate and value the experience even though it may feel uncomfortable. Know that these are times for which you were built. Accept that at times you may be confused and uncertain. You may even make some mistakes. Remember these are crucial aspects of the learning process. Be patient with yourself. Take time to reflect on what you are learning and how you are growing. Remember: Learning takes time. Tension and pressure can stimulate your creativity and give you reasons to imagine and invent. If you become exhausted, it’s fine to retreat to your comfort zone temporarily, but do not stay too long.
If you find yourself in your panic zone, it is time to step back and gain some perspective on what is happening. Focus on what elements and aspects of the situation you can control. Resist holding yourself accountable for things over which you have no control. Look for learning opportunities. These elements can help you to move back into your growth and learning zone. Avoid allowing guilt and regret to overwhelm your thinking and actions. Use your personal and professional networks to help you sort and make sense of what you are experiencing. Also, don’t be reluctant to tap professional support to help you move forward. Above all, remember that what you are experiencing will pass.
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When students are learning something that will empower or enable them to apply what they learn, attention is much easier to sustain.
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