Promoting Academic Integrity

/in , , , , , /by

With the recent embarrassing mess that is the college admissions scandal, also known as “Operation Varsity Blues,”  today’s youth are getting a front row seat to watch the age-old adage come to life: cheaters never win. With high profile celebrities, executives, and elite colleges and universities involved, a spotlight has now landed on the intersection of where wealth and power meet educational opportunities. Common questions and considerations naturally arise when scandals surrounding the misuse of power and money are brought to light, especially in the realm of education—which some consider to be the “great equalizer.” All in all, most people simply wonder What happened to academic integrity and the value of achievements based on merit?

 

Of course, this current admissions scandal involves academic dishonesty on a grand scale, but anyone who tries to dupe the educational system likely has the same motive—that is, the need to avoid any potential failures. But what can we do to combat this urge to succeed and prove ourselves at any cost?

 

  • Parents and teachers should stress the importance of mastery learning, as opposed to performance learning. Mastery learning puts knowledge, growth, and personal improvement on a pedestal. Conversely, performance learning is driven by grades, points, levels, and rank. Essentially, we’re looking at intrinsic motivation (mastery) vs. extrinsic motivation (performance). While there is nothing wrong with the desire to prove oneself, the focus for performance learners becomes, “How can I make sure that I look the best, score the highest, and outrank my competitors/peers?” In this type of surface-level learning, knowledge isn’t the prize; the status acquainted with being “the best” becomes the end goal. Instead, parents and educators can take the following steps:
    • To encourage mastery learning, parents should talk with children and teens about how learning can have a profound and vital impact on their future. Talk about the opportunities and doors that education can open.
    • Explain how learning another language isn’t simply about AP credits or raising one’s GPA. Another language allows you to connect with others, verbally and culturally. As a skill, bilingualism is an asset in any workplace. Speaking another language also becomes a practical skill when travelling, either for work or pleasure.
    • Discuss how certain knowledge, skills, and abilities can translate into other areas of expertise. For instance, the dexterity and nimbleness that a surgeon’s job requires could be developed or improved by learning to play a string instrument or painting/drawing. Attorneys, researchers, and corporate executives will need to write proficiently for many different purposes. Seeing how this knowledge is applicable to a future career helps students to invest in what they are learning.

 

  • Present the “why” of learning to show that there is a greater purpose for these academic lessons and methods. Why do we learn about women’s suffrage, the Holocaust, and the civil rights movement? It’s not merely to ace the history exam at the end of the semester. We may not remember the exact dates or famous landmarks involved, but the more significant take-away comes from the fact that, to know better is to do better. Without knowledge of the past, we cannot grow from our mistakes.
    • Teachers and parents can hone in on this mindset by discussing the significance of the information that we learn in school. Where would we be without the people that stood up against injustice? What would we be missing out on if people hadn’t taken risks? What advancements have helped to improve our planet, our daily endeavors, life-expectancy, etc.? To cheat on an exam about the Constitution is to rob yourself of this important knowledge regarding your guaranteed rights.
    • Even for the younger learners, it is important that students know how they will rely on these skills later on. For instance, my multiplication flashcards were the bane of my existence in elementary school, but had I known how much I’d rely on that basic skill, for everything from cooking and grocery shopping, to choosing credit card options and monthly budgeting, I’d be much more inclined to study intently before peeking at a peer’s quiz sheet.

 

  • Discuss what plagiarism really means, specifically highlighting the fact that this is someone’s intellectual property.
    • Students are probably aware of their school’s or district’s policy on plagiarism. Depending on how certain schools wish to handle it, students who plagiarize could face disciplinary action ranging from a failing grade to expulsion. However, in college, plagiarism becomes a much bigger offense. Let them know that even inadvertent plagiarism can be a huge issue for universities.
    • Parents and educators should be sure to talk to high schoolers about the serious consequences that they may face if they plagiarize any part of a college assignment. Students who plagiarize at the college level will face several consequences. They may be forced to drop the course and take it again, which essentially means paying to take it twice. Colleges may also decide to review the student’s academic record, including previous work and essays. Previous papers might be scrutinized to see if this level of academic dishonesty is a pattern. Many colleges dismiss the student all together—no money back guarantee!
    • Talk with students about how, just like movies, music, and art are protected under copyright laws, published material is protected as well. If someone plagiarizes another’s material, then happens to benefit financially from that plagiarized work, legal issues may ensue. Copyright infringement can result in damages, penalties, and even jail time.

Creating a Positive Climate for Learning, Part I

/in , , , , , , , , /by

Whether we’re talking public schools, private schools, tutoring sessions, or homework at the kitchen table, a positive mindset goes a long way when it comes to the learning environment. Research shows that when teachers and students feel valued, respected, motivated, and engaged, learning increases exponentially—of course it does! As logical as this push for positivity may seem, it does not simply emerge out of nowhere; it must be cultivated by those who wish to bring it to life. There are small, deliberate steps that schools, parents, teachers, and students can take to foster a positive, successful learning environment.

 

At the school level

Creating a safe, engaging, positive learning space is likely the goal of every school. In order to do this, schools must ensure that the individual mission and vision for the school is clearly defined and communicated. Simply put, the vision encompasses the goals for the school and its “ideal” future; the mission involves the day-to-day steps for how the school plans to make that vision a reality. Instead of passively including the vision on official letterhead or posting it to the school’s web pages, school administrators should make a concerted effort to vocalize the goals for their school.

  • The vision should be visible in classrooms, conference rooms, and common areas, like the library or cafeteria.
  • The vision should be phrased in a student-friendly manner, and in a way in which student needs are clearly put at the forefront.
  • Schools should communicate how this vision will come to life and set up expectations for students and staff that foster such an environment.
  • Recognize students who embody the vision or mission statements with awards, celebrations, certificates, etc. The point is to grow an appreciation for the overall goals of the school and highlight when small gains are made by its members.
  • The vision should account for the community as a whole. Perhaps a middle or high school will partner with the neighborhood elementary school for a “buddy-study” program; or maybe the local businesses or organizations want to offer a career day or “shadowing” opportunity. A nearby retirement community may want to perform with the school’s chorus for an intergenerational choir.
  • On a similar note, schools can foster positivity by giving back to the community. A food drive, coat collection, trash clean-up, or anonymous pay-it-forward initiative in the community can build positivity and teach students what it means to contribute to society. Even small gestures, like thank you cards or planting a tree on campus for Earth Day can spur more positive motivation for learning.
  • Appreciation days for support staff, maintenance personnel, security, and cafeteria workers also help to exhibit a learning environment where everyone is valued. Students benefit from learning in a building where everyone’s efforts and contributions are acknowledged and celebrated. Showing admiration and appreciation to the hardworking people that run the building every day helps improve the school climate on both singular and wholistic levels.

On the topic of recognition, schools can foster positivity and an optimistic climate by celebrating student work and achievements throughout the building. Schools should think about using the daily news show or morning announcements to announce birthdays, students of the month, athletic scores and stats, community service achievements, etc. Ask students to exhibit their art work, photography, essays, or poems in display cases throughout the building—this shows young learners that, more than the grade, it’s the effort and growth that builds the foundation of a strong, successful school.

Motivating the Unmotivated

/in , , , , , , , , /by

While motivation is often linked to academic achievement, the same is not necessarily true for motivation and intelligence. We are all familiar with the naturally gifted student who fails consistently, not for lack of intelligence, but because of his or her lack of motivation. These seemingly hopeless situations can be difficult for parents, especially when they know that their child has all the potential and wherewithal. But what can be done to boost motivation? How can we inspire and incite action when the foundation is nonexistent?

 

Investigate the root of the problem

Oftentimes, a lack of motivation is the result of a bigger issue. For unmotivated children, there is likely some sort of deterrent or impediment between the child and the task. Sometimes the issue stems from a learning obstacle, such as a disability or cognitive barrier. Other times, unmotivated students have had multiple or severely negative experiences in school that have caused them to be “turned off” or “checked out.” It is also possible that the child simply does not see the value in putting forth effort and exhibiting self-motivation. Whatever the case may be, parents can begin to establish motivation by examining the reason behind its absence. Talk to children about why they truly do not want to try something. Is there a reason that they are so opposed to showing effort or enthusiasm for learning? Pose the questions so that they do not sound interrogative, but instead seek to understand the child’s position.

 

Set long–term and short–term goals

Even the most unmotivated child has some sort of goal or aspiration. Parents should tap into these interests as a means to foster motivation, both in the immediate and distant future. Ask your child what he or she would like to accomplish tomorrow. Allow that answer to span outside of the academic realm. For instance, if your child is lacking motivation in school, but shows an interest in making the club soccer team, encourage that level of interest first as a springboard. Perhaps tomorrow’s goal is to juggle the soccer ball 30 times without dropping it, but this year’s goal is to make the soccer team. Talk about how these short-term goals are essentially the building blocks towards reaching the long term goal. Hone in on the fact that practicing, strategizing, focusing, and modifying will be key for reaching that short-term goal. And that while failure and outside obstacles are going to occur, resilience and motivation are 100% controllable internal factors. Then, when the topic of academics arises, remind that unmotivated student of the steps and lengths that he went to in order to accomplish the juggling goal. Discuss how you can translate that motivation into effort towards schoolwork.

 

Express excitement and admiration when they do show motivation towards anything

Kids, especially young children, may not fully conceptualize the notion of intrinsic motivation—they don’t necessarily know why they care, they just do. To boost their understanding of building and maintaining motivation, praise their effort when they exhibit it. Acknowledge their focus and drive for whatever it may be that they’re working on—the more you point out this motivation, the more likely they are to internalize this concept of self-motivation and effort.

 

Lead by example

We all know that attitude is contagious; the same can be said for effort and motivation. When children see motivated parents with their own interests and passions, they begin to see that effort comes from a true desire to achieve, create, accomplish, and grow. Passionate people inspire those around them, so parents can certainly boost motivation at home by expressing their own efforts and motivation for their genuine interests.

 

Instruct with positive and negative consequences

Different from bribery, positive and negative consequences ensure that children learn how to take ownership for their actions and level of effort (or lack thereof). Of course, no child will be intrinsically motivated to make his bed. Instead, parents should remind children that failure to complete their chores will result in a consequence—essentially, children will recognize that they’re actually punishing themselves by choosing to neglect their tasks. Thus, they become motivated by the desire to avoid the negative consequence. Consequently, a positive outcome from doing one’s chores can boost motivation and the desire to accomplish tasks in the sense that the child connects his or her effort to the reward or positive result.

Teaching Gratitude

/in , , , , , /by

thank-you-1606941_1280

Educators are often held to the lessons, objectives, and standards of our set curricula. With all that needs to be “covered,” there is likely not a ton of wiggle room. Of course we are passionate about our content areas; however, there also are often larger truths that we would like to touch upon during instruction. With such little time devoted to non-curricular instruction, it is always a nice surprise when time permits a small window to discuss things outside of the content area that are no less important.

This time of year is a beautiful one, full of family gatherings, holiday festivities, and building memories with close friends. We often become so wrapped up in the holiday spirit and merriments that we fail to look around and realize how truly fortunate we are. That said, it is a favorite activity of mine to focus some instructional time on gratitude. As a middle school teacher, I find it especially beneficial to take a bit of time to discuss this concept with my adolescent students. It is typical, and quite biological, actually, for teens to live primarily from their own perspective—taking little time to think of others before thinking of themselves. With Thanksgiving and the winter holidays in the forefront, this is the perfect time of year to give thanks.

So how do I prefer to do this in the classroom? It may sound predictable and run-of-the-mill, but my activity focusing on anonymous thank you notes proved to be very inspiring this year. Students were given as many blank gratitude notes as they wanted—nothing fancy, just a turkey saying “thank you” and a space for a brief message. The only instruction? Thank someone sincerely and anonymously for something that they did to bring positivity to you. The point is to be completely candid, while remaining anonymous. This way, the focus is on the receiver, the person for whom each student has felt grateful for in one way or another.

I assumed that many students would send thank you notes to their best friends, and many did. However, what surprised me the most were the thank you notes that went a little deeper than I had anticipated. Things that had occurred in the beginning of the year, when some students were virtual strangers, were remembered fondly. Some thank you notes indicated that one student’s kind gesture sparked a true friendship, while other notes came from students who run in completely different peer groups.

Even more surprising and heartwarming were the thank you notes that several teachers received from students. Simple, anonymous thank you notes from my thoughtful middle schoolers showed me that gratitude was something that we can all exhibit and learn more about every day. Some notes thanked a teacher simply for making learning fun; other notes thanked teachers for sharing their lunch with a student who didn’t have anything to eat. The larger take away message here was that we may not know how a small, kind gesture can turn someone’s day around. Even the slightest act of kindness proved to be memorable for many kids.

Yes, we are tasked with teaching our lessons, concepts, and topics, but the social environment that schools provide allows students and teachers to learn important life lessons as well—including gratitude.