Developing and validating trust measures
Developing and validating trust measures - andrew jenks dating jesse
What happened to that natural eagerness to go to school or the curiosity to learn that is so apparent in preschool, first and second grade students?
This is a trial-and-error process that requires teacher support, modeling and encouragement.
First-hand experience from the author, Barbara Mc Combs, Ph D This story began in a Colorado middle school in the United States that was working with Mc Combs on a project entitled “Neighbors Making a Difference.” The project was aimed at fostering positive relationships between teachers and their students (as well as between students and other meaningful adults in their immediate community).
The goal was to prevent student gang involvement and drug use.
It offers related insights from: Frustrations among teachers dealing with unmotivated students have been on the rise in recent years, particularly with accountability pressures for helping all students reach learning standards in both high and low performing schools.
What teachers may not know is how important the connection is between student motivation and self-determination.
Teachers can focus on creating responsible and autonomous learners through the use of appropriate student choices.
Providing opportunities to choose topics of interest stimulates students’ natural curiosity and eagerness to learn.
Many of the teachers at this middle school were afraid of their “tough” students and had concluded that there was little they could do to reach them.
Mc Combs decided to spend a day at the school and get a closer look at the dynamics between these ill-reputed students and their struggling and fearful teachers, and followed a group of students throughout their day, sitting unobtrusively in the backs of their classrooms. Afterwards, she remarked somewhat wryly that she was “amazed [the students] weren’t schizophrenic.” She saw students behaving themselves and cooperating in some classes and not in others.
However, research shows that in fact the opposite happens.
When students understand their role as agent (the one in charge) over their own feeling, thinking and learning behaviors, they are more likely to take responsibility for their learning.
This, in turn, helps them develop a sense of responsibility and self-motivation.