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"How does a student decide whether to trust or not to rust the teacher with that Vulnerability? If I disclose weakness-- academic or otherwise-will the teacher respond with understanding, care, and support or with ridicule, punishment, and indifference?"

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"Students don't care how much you know until they know how much you care." Research across the fields of sociology, psychology, and communications shows that students are motivated, engaged, and have higher achievement when they have supportive classroom climates anchored by positive relationships with their teacher.

# data[].attributes.subject
"Students don't care how much you know until they know how much you care." Research across the fields of sociology, psychology, and communications shows that students are motivated, engaged, and have higher achievement when they have supportive classroom climates anchored by positive relationships with their teacher.

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Ms. Macaluso

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All students are capable of meeting academic  standards.

Extrinsic motivation is NOT the most effective means of influencing behavior associated with learning and higher-order thinking; intrinsic motivation is superior.

Students don't care how much you know until they know how much you care.

Teachers recognize that mistakes are not only important to learning but learning cannot occur without mistakes...

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"...teachers can't correct mistakes or misconceptions
that students don't reveal-but this mechanism only works if students trust the
teacher enough to reveal mistakes."
This quote resonated with me because there have been times in my years of teaching that I have encountered students who I have misjudged due to their lack of this "trust". There are times that students are not responsive and we are unable to come up with effective strategies to help them. Thus, it is important that students feel comfortable enough to try as many times as necessary in order to learn.

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Teachers recognize that mistakes are not only import-
ant to learning but learning cannot occur without mistakes, whether studying the

Pythagorean theorem, the proper method to analyze a primary document, time
management, conducting a lab experiment, or hitting a ball, and therefore teachers
expect, and the best ones demand, that their students make mistakes, because those
mistakes create opportunities for students to grow from their misconceptions and
misunderstandings. Teachers actually depend on students taking risks and revealing
mistakes in order to help them-teachers can't correct mistakes or misconceptions
that students don't reveal-but this mechanism only works if students trust the
teacher enough to reveal mistakes.

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To understand how, let's start with the obvious: Students take tests to show what they know, and their scores and grades reflect how much they've learned. If students make
mistakes, they lose points. This is perfectly reasonable at the end of the learning process.
Unfortunately, in most classrooms teachers penalize students for mistakes they make during the learning process, for assignments that prepare them for the test. Students lose points for errors (and for answers they don't complete) on homework, classwork, and on any task that the teacher designs to help students learn content. Those scores
are entered into the gradebook and included in the overall calculation of a student's grade. With this grading approach, student mistakes are penalized during the very
stage of learning when students should be making mistakes. If mistakes on any work-
homework assignments, tests, quizzes, in-class worksheets, discussions-are always penalized with a score that is incorporated into a grade no matter whether those
mistakes occur at the beginning, middle, or end of learning, then the message is that mistakes aren't ever acceptable, much less desired, and they certainly aren't ever valu-
able. Students will be discouraged, not encouraged, to take risks and be vulnerable.

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On “points economies”:
While extrinsic motivation yields benefits for menial and repetitive tasks-such as offering prizes for stuffing the most envelopes, or those that Skinner and factories were focused on incentivizing-extrinsic rewards and consequences have been found to be wholly ineffective to engage people in tasks that require higher-order and creative  thinking, the goal of modern schools.

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"When everything a student does is graded, and every mistake counts against her grade, that student can perceive that to receive a good grade she has to be perfect all of the time. Students don't feel trust in their teachers, only the pressure to conceal weaknesses and avoid errors" (pg. 31).

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“If mistakes on any work-
homework assignments, tests, quizzes, in-class worksheets, discussions-are always penalized with a score that is incorporated into a grade no matter whether those mistakes occur at the beginning, middle, or end of learning, then the message is that mistakes aren't ever acceptable, much less desired, and they certainly aren't ever valuable.”

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Both extrinsic and intrinsic motivation play their role in learning, however, intrinsic motivation has a greater effect on long-term learning and higher thinking learning, while extrinsic motivation can create pressure. And as a consequence, students end up looking for a grade and not higher learning-thinking.

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Both extrinsic and intrinsic motivation play their role in learning, however, intrinsic motivation has a greater effect on long-term learning and higher thinking learning, while extrinsic motivation can create pressure. And as a consequence, students end up looking for a grade and not higher learning-thinking.

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"The problem is that our traditional grading practices send the opposite message:
Mistakes are unwanted, unhelpful, and punished."

"Therefore, they try to create classrooms where
risks are encouraged and mistakes are normal, expected, and valuable."

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For their part, teachers know that gaining a st~dent's tru~t requires careful responses

to mistakes and vulnerabilities. Teachers recogrnze that rrustakes are not only import-
ant to learning but learning cannot occur without mistakes, whether studying the

Pythagorean theorem, the proper method to a~a~yze a primary document, time
management, conducting a lab experiment, or h1ttmg a ball, and therefore teachers
expect, and the best ones demand, that their students make mistakes, because those
mistakes create opportunities for students to grow from their misconceptions and
misunderstandings. Teachers actually depend on students taking risks and revealing
mistakes in order to help them-teachers can't correct mistakes or misconceptions
that students don't reveal-but this mechanism only works if students trust the
teacher enough to reveal mistakes. Therefore, they try to create classrooms where
risks are encouraged and mistakes are normal, expected, and valuable.

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"extrinsic rewards and consequences have been found to be wholly ineffective to engage people in tasks that require higher-order and creative thinking, the goal of modern schools." Zach

Incentives must be intrinsic to achieve our goals, must be linked to their own process of learning and personal strengths and goals