Increasing Motivation at Home

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Dinner table questions about your child’s day may occasionally allude to the idea of motivation, but how often is motivation put at the forefront of the discussion? Since motivation is not something that we can readily teach, measure, or initiate, we may focus our attention more directly on grades, athletics, etc. However, one could argue that motivation is a major key to academic and extracurricular success. While motivation is not a one-size-fits-all skill to be acquired, there are ways that parents can encourage motivation and the strategies to boost it.

So, how exactly can parents teach the concept and importance of motivation to their children? One way of introducing the conversation is to discuss the future. This may sound cliché, but many adolescents and teens are very much focused on the here and now. Prompting thoughtful consideration of the future can be a great way to open the door on the topic of motivation. Asking questions like, “What is one sport, skill, or activity that you would like to try at some point?” Or, “What can you see yourself NOT doing as a career after school?” These questions not only encourage an interesting conversation, rather they also facilitate follow up questions directly related to motivation. For instance, if your teen says that she would love to travel abroad at some point in her schooling, talk about realistic steps that she would have to take to allow that to be an option. Is there a specific program that she has to qualify for? Are there GPA guidelines? How much money would she have to save to put towards the trip? Can she qualify for any sort of scholarship to help pay for the trip? All of these questions stem from one consideration that your child has mentioned. Yet, that one topic—traveling abroad—opens the door to discuss how your child is going to achieve that opportunity.  Having any sort of end goal in mind acts as a wonderful motivator. Likewise, teens can begin to see that much of their goals are directly related to the effort or steps that they take. They have control over the process and the achievement.

Similarly, the notion that “No one is going to do it for me, so I had better make sure that I do it for myself” is also an important motivational message. Other questions to ask your adolescent could be, “What did you accomplish all on your own today? What made you strive to achieve that goal?” Discussing motivation as a means of controlling one’s own destiny is another way to begin the conversation. In a world where adolescents and teens believe that many of their decisions are made for them by parents, teachers, or other adults, this mindset and idea of autonomy allows young people to see themselves as rulers of their own future. They must realize—like we all have at some point in our lives—that they have to make a conscious choice to “show up” in their everyday activities. They have to be willing and open to hard work and growth.

Engaging in positive self-talk is another great way to build motivation. As people, we engage in self-talk continuously and subconsciously. To ensure that teens’ inner dialogue is more positive and motivating, ask your child to jot down any self-talk that he recognizes in the moment. Try this for one day and discuss the types of things that each family member said to or about themselves. Discuss where the negative talk comes in and how it can inhibit motivation and success.

Build motivation at home and empower your child to chart and achieve his or her own destiny.

Tips to Improve Reading in the Classroom

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Not surprisingly, reading is one of those activities that students either love or loathe. As much as it can be difficult to get a bookworm to put the book down for a second, it can be equally challenging to get a reluctant reader to pick one up. So how can we improve reading skills for both our avid and unenthusiastic readers? The strategies and methods are just as different as the students themselves.

For Reluctant Readers:

Allow reluctant or struggling readers to use digital aids to improve comprehension and ease the stress correlated with fluency and decoding. Listening to audiobooks is a proven method to encourage and boost struggling readers. Explain to students that they must follow along while listening to the text. Many audio tools also allow students to highlight, mark, or pause the reading in order to define difficult terms or make notes along the way. This process allows students to actively engage with the text without relying solely on their own reading skills. While some argue that listening to books on tape is not actively reading, educators know this to be false. These digital tools, such as the audiobook, are simply scaffolds to allow for different avenues of comprehension. Yes, students are following along, but the audio also acts as an added support for comprehension, which can be very encouraging for struggling readers.

Make sure that the Lexile level matches the ability of your reluctant readers. Many students find reading to be discouraging, especially if the level of the text far exceeds their ability to comprehend. Numerous educational applications are available now to help teachers sift through texts and find appropriate levels for all readers. Some apps even provide variations of the same story or article for on, above, or below-grade level readers. This allows all students to read and comprehend the same text, so participation is not an issue.

Appeal to individual interests by providing student choice. As much as possible, students should be provided with texts that engage them and relate to them personally. Yes, the end goal would be for students to embrace reading as a means of exploring new things. However, for reluctant readers, it is all about the incentive to buy in. Charming their interests is a great way to bring enjoyment to an activity that they don’t necessarily love.

For Avid Readers:

Encourage students to explore texts that challenge their current level of comprehension. Voracious readers embrace the opportunity to increase their own vocabulary by encountering more challenging texts. Not only do unfamiliar terms pique their interests, but the complexity of sentence structures or plotlines also helps to stimulate learning and engagement for strong readers.

Allow strong readers to take creative liberties with their writing assignments. Since writing and reading abilities are reciprocal, a strong reader will likely flourish in writing, as well. Provide enrichment by having strong readers extend a novel, poem, or short story. The idea here is that fanfiction not only boosts writing skills, but also encourages advanced reading skills such as close reading, mimicking voice and tone, making interpretive predictions, etc.

Provide time for reading and exploring new texts in class. Obviously, avid readers are happy any time they are able to indulge in their favorite hobby during class. But, more than just silent reading for the sake of it, small bits of class time devoted to reading for pleasure is a great way to foster literature circles or book talks. Socializing over a beloved novel is a way for advanced readers to dig deeper into inquiry-based methods and learn to analyze texts on a more progressive level.  

How-To Stay in the Know: News for Middle Schoolers

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With the prevalence of smartphones, middle schoolers have almost constant connectivity and sources of information. Today’s middle schoolers may not be 100 percent enthralled with current events; however, with the current state of affairs for national and global news, it is important that preteens are receiving accurate, appropriate information. As much as we want all kids to be properly informed, they must be careful with what they are watching and the information that they are receiving. Much like the qualms with social media, middle schoolers are equally vulnerable when it comes to today’s current events. Below are important pointers and suggestions for staying up on current events with middle school-aged students.

Be cognizant of the inevitable biases present in news media. Middles school is right around the time that students begin to learn about performing sound research, obtaining evidence, and citing sources.  Whether reading articles, watching national or local news outlets, or simply receiving social media updates and tweets, adolescents need to be aware of the fact that nearly every news story contains some thread of subjectivity or bias. Of course, people in the business of reporting the news go to great lengths to simply report—with total impartiality. However, the human component of news just inevitably does not allow for stories to remain 100 percent neutral at all times. For this reason, students should know how to identify bias in anything they watch or read involving news. Questions to ask include: What is the purpose of relaying this particular story, i.e., who will benefit from knowing or learning about this? Who might this news story be targeting? Is there a recognizable tone in the story or clip?

Know the difference between credibility and unreliability. Again, this is likely a newer concept for middle schoolers. When it comes to news stories, news media is so prevalent these days that accurate stories can easily be spun or altered and quickly posted to a pseudo-reliable news source. Fact-checking is something that middle school students can do in order to double check a source that may seem unreliable. Today’s school libraries and media centers have wonderful resources that help with providing credible sources. Whether primary or secondary sources, schools purchase multiple paid forums, anthologies, and online databases for students to conduct research or investigate specific topics.

Middle schoolers should utilize age-appropriate outlets to ensure that the news is something that they can understand and appreciate. Many issues or headlines are not only disturbing or violent, but confusing as well. Discovery Channel, Channel One, Scholastic, Time Magazine, and CNN all provide student-friendly episodes, articles, and other resources so that current events are academically accessible and appropriate for middle schoolers.

International Ask a Question Day: An Educator’s Observation

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March 14th marks the somewhat underrated “holiday” devoted to asking questions. Suitably falling on Albert Einstein’s birthday, International Ask a Question Day is meant to encourage the practice of seeking knowledge. In the world of education, questions are paramount in the learning process. In my own experience—and I think most teachers would agree—our job in the classroom involves asking, answering, and clarifying questions.

True story: Purely out of my own curiosity, I decided to tally the number of questions I was asked during a random school day. Any question counted—from, “Can I go to the water fountain?” to, “Should I underline the title of an article?” By the final period of the day, I knew I had a significant number of hash marks, but the exact amount of questions that had been asked far exceeded what I had anticipated. The number of questions was somewhere in the 300’s—and it was an early-dismissal day.

The point of this anecdote is to express the extent to which questions drive our work in the classroom. Students expect to get answers. Many may quantify those answers as learning. However, the real learning occurs when questions are formulated. To drum up a question, a student must first separate what he knows from what he does not know. This practice of sifting through knowledge and categorizing skills by competency takes a great deal of reflection. The saying “You don’t know what you don’t know” is thought to ring true for many students, yet in my observations, students are somewhat experts at recognizing what they do not know.

So, how can we use this almost innate penchant for curiosity and inquiry to best benefit our students?

Encourage your quiet students to “speak up” by allowing multiple ways of asking questions in class. This could mean keeping a question box or post-it notes available for students to jot down questions that they may be too shy to ask. You could also take a similar digital approach using Padlet or Google Classroom. Students are able to post questions to an online forum or webpage; they can also respond to others’ posts as well.

When reviewing for an assessment, have students create practice questions that they would anticipate seeing on the test. Have students submit or swap questions so that students can practice answering each other’s questions. If questions are well-written and relevant, use some student-derived questions on the actual assessment. This is also a way for teachers to gauge the students’ preparation for an upcoming assessment.

Play the well-known party game “just questions” in which students are only able to communicate using interrogative statements. This improv theater exercise encourages students to practice consciously phrasing and rephrasing questions. Students must think on their toes and apply knowledge of appropriate word choice and sentence structures in order to continue the conversation.

Provide students with broad or general questions like, “What is the setting of the story?” Then have students kick that question up a notch by adding another component or more complex level of inquiry. For instance, they might change the original question about setting to, “How does the setting affect the conflict that the character faces?” This practice allows students to add a layer of deeper analysis to a general question. Furthermore, this activity allows for plenty of differentiation depending on student ability.

How-To Stay in the Know: News for High Schoolers

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With the almost constant connectivity and media availability for today’s adolescents, high schoolers have the option to remain in the know at all times. Especially today, while major national and global news stories are constantly rolled out, students should have no issue staying informed. However, like all technology and social media, students need to be careful with what they are watching and the information that they are receiving. Below are important pointers and suggestions for staying up on current events with high school-aged students.

Be aware of the inevitable biases present in news media. Whether reading articles, watching national or local news outlets, or simply receiving social media updates and tweets, teens need to be aware of the fact that nearly every news story contains some thread of subjectivity or bias. Of course, people in the business of reporting the news go to great lengths to simply report—with total impartiality. However, the human component of news just inevitably does not allow for stories to remain 100 percent neutral at all times. For this reason, students should know how to identify bias in anything they watch or read involving news. Questions to ask include: What is the purpose of relaying this particular story, i.e., who will benefit from knowing or learning about this? Who might this news story be targeting? Is there a recognizable tone in the story or clip?

Know the difference between credibility unreliability. Hopefully, by high school, students have experienced and completed enough research assignments to identify credible sources. However, when it comes to news stories, news media is so prevalent these days that accurate stories can easily be spun or altered and quickly posted to a pseudo-reliable news source. Fact-checking is something that high school students can do in order to double check a source that may seem unreliable. Of course, Wikipedia, every high schooler’s favorite resource for “research,” can be helpful, but only if students fact-check the links and sources at the bottom of the Wikipedia pages.

Teens should utilize age-appropriate outlets to ensure that the news is something that they can understand and appreciate. Many issues or headlines are not only disturbing or violent, but confusing as well. Scholastic, Time Magazine, and CNN all provide student-friendly episodes, articles, and other resources so that current events are academically accessible and appropriate for high schoolers.

How-To Stay in the Know: News for Elementary-Age Groups

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For elementary students, the topic of news or current events may likely be met with confused faces or outright groans of boredom. I can certainly remember my eyes glazing over when Nightly News occupied the television in my house growing up. And today’s elementary schoolers are no different—they may not be 100 percent enthralled with current events. However, today’s technology means that current events are not only readily available, they are also available to all levels of readers and viewers. For the elementary age group, news events and stories shared with children must be age and reader-appropriate. Below are important pointers and suggestions for staying up on current events with elementary students.

Be sure to preview all news stories, articles, and broadcasts before having students participate. Thankfully, today’s technology and vast number of children’s programs ensure that current events and news articles can be easily assessed for age-appropriate content. Several educational news outlets do this work for us by categorizing material by age group and Lexile range. While it is important that students understand what they are reading, it is equally, if not more important, to be sure that the material is suitable for children. Many issues or headlines are not only disturbing or violent, but confusing as well. Discovery Channel, Channel One, Scholastic, Time Magazine, and CNN all provide student-friendly episodes, articles, and other resources so that current events are academically accessible and appropriate for elementary schoolers.

Keep the news relevant but light. Of course, we want students to be aware of some of the important events happening around them. But, at the same time, we must be sure not to expose them to anything that is too jarring or upsetting. News stories for elementary-age groups should involve topics to which students can relate. Make sure that the information they are getting connects to something in their own lives. This is a great way for students to begin to connect to the outside world, as well as recognize their place in it.

Encourage questions. Questions to ask include: What is the purpose of relaying this particular story, i.e., who will benefit from knowing or learning about this? Who might this news story be targeting? Is there a recognizable tone in the story or clip? How does this story or event affect the people around me? How do I benefit from knowing about this story or current event? Again, these questions prompt students to consider what they have just learned.

Know the difference between credibility and unreliability. Again, this is a new concept for elementary schoolers. When it comes to news stories, news media is so prevalent these days that accurate stories can easily be spun or altered and quickly posted to a pseudo-reliable news source. Fact-checking is something that elementary school students can begin to do in order to double check a source that may seem unreliable. Today’s school libraries and media centers have wonderful resources that help with providing credible sources. Whether primary or secondary sources, schools purchase multiple paid forums, anthologies, and online databases for students to conduct research or investigate specific topics.

Behavior Management

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A few years in the classroom has taught me a lot in terms of managing behaviors. I can honestly say that behavior management can make or break a classroom environment. As amazing as your planning and delivery might be, without the proper management in place, an unruly classroom will derail any lesson. If you have hit a speedbump in your management style, which happens to even the most seasoned teachers, consider these pointers:

Be the adult.

When it seems that your buttons are being pushed from all angles, remember that these are children or adolescents with whom you are dealing. There is no negotiating unless you feel the need to open that door. When students push back, keep your head and say something like, “I’m sorry you are upset, but I gave you my answer. This conversation is over.” This lets them know that you are in charge and that no amount of effort on their behalf is going to change the decision you have made—because trust me, they will try to convince you otherwise. Once you have made your decision, close the door on negotiating, begging, guilt-tripping, etc. Be sure to stand your ground—the second that you go back on your word, you’ve lost. Explain that no amount of disrespect or anger is going to help their cause, regardless of how much they argue, question or try to manipulate you.

Remain calm.

Similarly to standing your ground, teachers must remember to try to remain calm and keep cool—even when the students are not doing the same. Easier said than done, I know. We teachers know all too well that emotionally engaging in an argument or tiff with a student is never beneficial. Again, you are the adult. The conversation ends when you end it; no need to fuel the fire. As much as we are inclined to be kind, supportive, and nurturing towards the young people in our classrooms, we must remember that we do not need to seek their approval. Every student will not always like you all the time, but building a respectful relationship is what matters most. When you start to feel bad or guilty about managing behaviors strictly and swiftly, remember that being their friend is not your prerogative.

Wield power with responsibility.

Frame every decision so that it is in the best interest of your students. Demonstrate fairness to the class by explaining that you are not making decisions just to assert control or power. They need to understand that teaching is a decision-making role that involves a great deal of responsibility. Teachers are responsible for the safety and education of every student—so any behaviors that disrupt that must be redirected for the good of the whole. Yes, students will have plenty of opportunities to make their own choices, but for now, they need guidance from the adults in the room. They may not show it, but they will eventually understand your sound reasoning.

Recognize trends and triggers.

Finally, gauge emotions and recognize triggers for your many students. After years in the classroom, teachers are masters at recognizing behavior patterns, trends, and triggers for different personalities and age groups. So, take mental note of when a student begins to exhibit frustration. Isolate the root of the emotional response and act on that—they may be whining about homework, but the frustration may stem from a lack of confidence, knowledge, or patience. Of course, every student is different. So it is important to manage behaviors accordingly. What works for one student may not work for another.

Homework Ideas for Teachers to Try

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Too often, homework assignments get a bad reputation for being tedious, repetitive, or unnecessarily lengthy. As educators, we aim to provide work that is rigorous, purposeful, and engaging. The last type of task we want to assign is an irrelevant or disconnected assignment used solely as “busy work.” Homework is meant to allow time to practice and reflect on the skills or concepts that we have been teaching in class. Of course, assignments cannot always engage every student on every level. However, a few different strategies can ensure that, as much as possible, students bring home tasks that hold their attention, assess their skills, and promote reflective practices concerning their learning styles.

Provide opportunities for student choice as often as possible

This could mean that students are given the option to choose from a list of assignments, all with the same objectives or learning goals. The idea behind this is simple: the manner in which students exhibit their learning is not what matters. Providing options that boost engagement can often enhance learning. Assignment options can range from a paragraph or collage to a PowerPoint or Adobe Spark page. With a wide range of possibilities, students are able to play to their strengths. A tech-savvy student and an artistically-inclined student can both exhibit knowledge of the content or skill, but produce different representations of their knowledge. This allows students to focus on the same learning goals and participate in the same instruction, while allowing them to differentiate the product that they create.

Permit students to opt-out of homework they have mastered

Along with student choice should be an opportunity to “opt-out” of certain assignments—for instance, a student that aces an algebra practice test may be given the option to opt out of the night’s homework involving the same concepts. This idea supports the notion that busy work not only lends itself to boredom, but also has the potential to lower motivation and determination. If a student has proven mastery of a concept, rote or redundant practice is unnecessary.

Create a weekly or monthly calendar of assignments

This not only helps teachers with their planning, it also assists students with organization and proactivity. The calendar acts as a visual or digital reminder of assignments that are coming down the pike. Be sure to include the date that the task was assigned, as well as the due date. Double check that a week’s worth of assignments is balanced and reasonable—i.e., something that students can realistically accomplish in the timeframe given. Encourage students to cross off tasks as they are completed. Also, allow students to submit work prior to the due date. This way, students that struggle with disorganization or misplacing papers can rid themselves of the assignment before it disappears.

Hold a homework session during lunch

This can be as frequent as needed, but once a week is a good start. Allowing students to have a quiet place to work is a benefit to them and you, as well. By working through an assignment with students, teachers are better able to gauge the effectiveness of their instruction. A lunch session also allows students to ask questions or voice confusion over a particular homework task.

Homework Strategies for Easy and Effective Practice at Home

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Now more than ever, students are experiencing astounding amounts of work outside of school. Instead of an hour of homework per night, many students and parents are now seeing an hour of work per content area each night. Depending on grade level, this may mean as much as 5+ hours of homework on any given school night. With so much time going to homework, it is important to make sure that work time at home is as stress-free as possible. So, how can parents help to alleviate homework woes? It is as easy as 1-2-3.

Praise effort. Much of the stress affiliated with homework revolves around the ideal of homework perfection. Yes, correctness is important, and students need to be ready to exhibit mastery when it comes to major projects and assessments. However, the everyday homework assignments that come home are likely for practice—not perfection. Instead of hours of struggling to arrive at the correct answer for every question on every assignment, encourage the honest effort put forth. The importance of homework is to provide opportunities to practice and seek clarity for new concepts or skills. Students should feel allowed to make blunders or experience difficulty when completing homework so that they are prepared to ask questions, analyze errors, and reflect on their practices when they arrive back in the classroom.

So, if you find your child in tears or stressed over the presumed need to arrive at the correct answer for every homework assignment, remind him that practice involves making mistakes. Errors not only help young learners to develop grit and determination, but they also allow students to begin to understand themselves as critical thinkers.

Speak with teachers about homework issues—and encourage your child to do the same. When homework, projects, and exams seem to be weighing down the dinner table, chances are the stress is weighing on your child as well. When this happens, reach out to your child’s teacher(s) about your concerns. Send a quick email or a note to school expressing how hard your child worked on the assignment, but that is was not possible to fully complete the work. Again, effort is the key—and teachers will understand that the student truly attempted the work. Homework is meant to be a scaffold or support, one which provides students with opportunities to practice skills. But, if the assignments are too lengthy, redundant, or complicated, students are likely to shut down or break down at home—neither of which is beneficial to academic success.  

Remove distractions—all of them. Parents must set the tone for effective homework time. Allow children to choose a comfortable, quiet area to settle in and complete assignments. Make sure that their workplace is well-lit and contains everything that they will need to work in terms of supplies and work space. Remove distractions such as iPads, cell phones, television, etc. Parents can set a good example by picking up a book and reading quietly while children complete homework.

Providing short breaks between assignments or lengthy projects will help as well. Energy and focus start to lag when working for long stints of time. Encourage your child to take a short 5-10 minute break every 45 minutes or so. Eating a little snack and grabbing a bottle of water while taking a brisk walk around the block will help to rejuvenate and refocus a child who has been working steadily.

Creating a checklist adds to the gratification of completing assignments at home. Much like the to-do lists that we all create, children can also benefit from the checklist in multiple ways. A checklist ensures that children know exactly what must be completed in a given block of time. It is a studious practice—one which helps to keep youngsters organized and promotes self-advocacy. Not only that, but creating a list of assignments is a simple method of boosting intrinsic motivation—crossing off tasks as they are completed is a great way to acknowledge the hard work.