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Michelle Matteson

This quote from Chapter 11 (page 106) really had me thinking:

"I think it's pretty clear that the system of rewards and incentives that is so pervasive in schools is a leading contributor to students' diminished intrinsic motivation as they move through school."

When we use extrinsic motivators we diminish the students' intrinsic motivation to learn. In my classroom I have used various whole group and individual extrinsic rewards. Many times I use these as a way to congratulate the students on accomplishing a specific goal. Reflecting on this, I agree with Mike Anderson that I am not sending the right message to my students. On page 104, Anderson gave an example of his daughter's class earning a "goof-off day". He explained that this unintentionally tells students that learning itself isn't fun. By celebrating a goal with an extrinsic reward, I am sending the message that achieving the goal isn't fun in itself. I want the students to feel pride in their accomplishment, not just joy in a prize.

I enjoyed Chapter 14 because I am looking forward to setting my own goal with Debbie. I like the idea of focusing on one language shift at a time. My goal that I am thinking of working on is reducing "I" statements and making my language less teacher-centric. I thought practicing on pets was a great idea from Anderson.

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In Chapter 11 (page 109) he wrote about using technical terminology to excite and challenge our students. This struck a cord with me because I see it with my own children, but struggle with the idea with older students. While I 100% agree that using technical and higher level vocabulary is great for our students, I push back that I see middle and high school students get frustrated by the use of this language. I am looking forward to seeing if my word and language choices in the classroom next year can change their attitudes in this regard.

Chapter 13 was probably one of my favorites from this text for a few reasons. In general, I struggle at times with the way I hear some teachers talk to one another.  I think if everyone can take away one thing from this chapter, it's to hold ourselves to the same standards we hold our students. We must lead by example in the way we treat others and speak to others. By working on ourselves and our language, we can all help create a culture of respect and collaboration.

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I really found the thoughts on "Just try your best." on page 122 interesting.  We all tell students to try their best when they are struggling but don't realize what that could really be saying to students.  Students feel as though what they are struggling with should be easy and is easy for everyone else.  Along these same lines, on page 123 it says that telling students  things are easy can really be detrimental.  Students now think to themselves "What if I fail even though its easy?"  I like the suggestion of asking students to "Try the first problem and see how it goes." instead.

I thought Chapter 13 was really important as well. I think sometimes as teachers we forget to practice what we teach to students with the adults in our school. The quote that stuck with me most is from page 134. "When we're in school, we should use language we would be comfortable with others repeating." While intentions usually are good, it is very easy for something that is said to be taken the wrong way or misconstrued. Being conscious of how we are speaking, especially in school, is extremely important. I also appreciated the advice given on page 138 on how to talk to a colleague who may be using language you are uncomfortable with. "Even if you don't agree, it wasn't okay with me. It doesn't fit with the culture I'm trying to create with these students."

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Heather Painting - Chapters 11-14 takeaways

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Heather Painting - Chapters 11-14 takeaways

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My overall takeaway from this book is to be ever-so mindful of the words I use. (also relevant to the events taking place in our country right now). It's easy to get caught up in chaotic moments and speak without thinking, but this is something I want to work on. It's more important take pauses and choose my words carefully than it is to respond quickly.

Chapter 11,  page 104, "There are many problems with relying on extrinsic motivators in school. Study after study after study reveals that the use of extrinsic motivators decreases intrinsic motivation."  Reflecting on this, I find so many instances where this occurs. Mellow Yellow day (finish all your work and you get free time), Class Dojo with rewards, my own prize box...

"A FEW STRATEGIES THAT TAP INTO INTRINSIC MOTIVATION (IN ADDITION TO LANGUAGE)

Working with partners or in small groups

Having authentic choices about learning

Playing (and creating!) games to deepen learning

Employing student goal-setting and self-assessment strategies

Doing real work: writing books, giving presentations to a real audience, publishing a website, community service learning"

These strategies get me really excited about the possibilities for our classrooms. It would take a lot of work to get there, but I'm giddy with excitement when I think of how exciting our lessons could be if we could implement each of these strategies into them!

Self-deprecating humor: I definitely need to change this to include my growth mindset thinking. I enjoy exploring growth in my thinking, but I don't always refer to this when I speak.

Ultimately, I feel that the most important thing to consider is "Know Thy Student." What works for one student, may not work for another. Continue to build those relationships so that I fully understand how best to support my students to achieve success - and to think (REALLY THINK) before speaking.

Teacher talk/students/families: The school closure has been an enormous learning opportunity for me in this area. I experience failures, as I'm sure everyone does, but I am trying to improve at following these rules: Eliminate judgement, assume best intentions, not just show, but FEEL empathy, own my mistakes, learn from them and apologize with sincerity. Sorry for the giant wall of text, but there's just so much good stuff in here.

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There are a few ideas I really like:
Assume & Emphasize Intrinsic Motivation - talk what you expect!  Students have a way of rising to our expectations of them (or conversely - sinking!)
Kind-of goes along with the Fake it till you Become it philosophy.  You get what you speak so, be clear, be firm but kind, be consistent!  (Reminder to self!)

Years ago in a LOTE workshop I had an instructor ask us to view ourselves not as the owners of all the knowledge, but as partners with our students. Our job was to help them discover the answers and cheer them on when they did! It made a big difference that fall in how I saw my students learning in the classroom. I had kind-of forgotten that til reading these chapters triggered that memory......

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Jenna Carney- Takeaways for Chapters 11-14

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Jenna Carney- Takeaways for Chapters 11-14

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The major takeaway that I got from these chapters and this book in general is about how shifting our language can be so powerful and offer better messages and results with students.  Many of the examples used in this book are things that I know I have said to my students many times in my 13 years in the classroom ("try your best!" "I need you to..." I love the way you...etc.).  Many of which I never thought would send a harmful message.  Our language can be habitual and it will take time to change.  Steering away from some of the language that I use is something that I intend to work on.

Chapter 11 had me reflecting on several things.  The idea of rewarding the class with treats, parties, etc. is something that I've always struggled with.  However, this is a common practice that we are taught in school as a great system for classroom management so I have used them from time to time.  I always felt that I didn't want my students working because they knew they were going to get something. In my first few years of teaching, I had prize boxes, rewards, etc. Upon reflecting, I didn't think that sent the best message. I wanted them to work hard and do their best for themselves, but that's not always an easy task to accomplish.  On pg. 104, the author supports this idea by stating that "study after study after study reveals that the use of extrinsic motivators decreases intrinsic motivation."  On pg. 105, he said "extrinsic motivators also decrease achievement." As I continued to read, I clearly see how it does lead to decreasing intrinsic motivation.

Another takeaway was in chapter 12 about feedback.  I agree with the author's idea that offering more formative feedback is helpful in the long-run.  This allows you to confer with students and give them meaningful feedback as they work, instead of overloading the students with several feedback points at the end of an assignment that they have to go back and fix.  Feedback needs to be timely, relevant and not overwhelming.  As the author suggested, give them "bite-size" bits of feedback rather than bog them down in the end with lots to do.  I loved hearing his ideas and suggestions for utilizing feedback for students.

Finally, my last takeaway was in the final chapter on speaking professionally about students with other teachers. I'm sure this is something that happens often, especially when feeling frustrated, stressed, overwhelmed....A good idea to remember is to speak in a way that you'd be comfortable having the student hear. Being professional and conscious of what you're saying at all times is good practice. Conversations should always be about helping students be successful and how to support their individual needs to move them forward.

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Daneen Williams -  Takeaways from Chapters 11-14

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Daneen Williams -  Takeaways from Chapters 11-14

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"Extrinsic motivators encourage students to view work as optional because it is now transactional." This quote really made me think about the rewards I use for the whole group  milestones that my class reaches to the individual rewards that my more difficult students earn  when they reach a learning goal. I can clearly see how my students are  viewing their learning as something they do to earn something. I truly want my students to have a love for reading and learning more.

Chapter 12
I am so guilty of using the words "Try your best" at least a few times a day. I think I am relaxing a student that may be feeling anxious and  I have the students who when you say that will write anything without effort. I never thought that I could be creating both of these situations. In the future I would like to change my words by using " Let's really think hard or put in some great effort."

My goal as I move forward is to do what Mike Anderson suggests; set my goal of positive feedback, plan language that I will to replace "I like" statements, and practice. Through video coaching I will be hoping to improve in this area.

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This book was filled with suggestions and different ways to examine your daily practice; and although many of these ideas are not new, thinking about and reflecting on your own habits allows you to develop and fine-tune your craft. However, “For goodness sake, don’t change because some knucklehead who wrote a book thinks it’s a good idea.” Make changes or begin practicing a new habit because there is a need. In the first chapter, Anderson asks, “What is a behavior in your class that you find infuriating?” Begin there to create your goal, making it “bite-sized and manageable.” Remember that it takes a lot of time to change a habit, (“one week for every year you’ve been alive”), and then create your own charts that use your own voice while incorporating the language shifts he describes. Above all, Be Yourself. (Let me know if you’d like to work on this or if I can be of any assistance. I’d love to.) ❤

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The Chapter on boosting intrinsic motivation really spoke to me. There are so many times when I have used extrinsic motivators to try to get students to make good choices. I have used prizes, extra free time, Dojo points and MANY compliments starting with "I like/love the way you..." This book has really gotten me to look at this and I plan to make some changes with the way that I word things and the way that I try to motivate students to love learning.
"FOCUS FEEDBACK ON EFFORT AND ATTRIBUTES, NOT TALENT" I found to be something that I have tried to accomplish in my classroom as well as with my own kids at home. I am glad that the author emphasized this because I agree that it is very important to focus on.
I also really liked the section on student reflection with the comments before, during and after completion of work. This section stood out to me because in kindergarten I am always looking for ways to help students reflect on their work without me pointing things out. When we work on letter formation I like to have students go back and circle the letters they were the most proud of. I always feel like this is 100 x's more effective than me telling them "oh, that a was perfect," or "next time make sure your b touches the top line." They are able to point these things out to themselves and are more motivated to fix them and work harder on them in the future. I need to build more time for self reflection into every day.

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Shana Feissner- Takeaways from Chapters 11-14

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Shana Feissner- Takeaways from Chapters 11-14

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The main theme of Ch. 11 was all about Intrinsic Motivation, which I find to be a very interesting and complex topic to tackle. As a parent, a teacher, and a learner myself, I struggle with trying to eliminate the use of extrinsic motivators as a tool for successful learning. I completely understand and comprehend the reasoning behind eliminating the use of extrinsic motivators "...extrinsic motivators may encourage students to view work as optional because it's transactional... if students are told 'Do this assignment and  you'll get a sticker,' they may now start weighing their options  'is doing that work worth a sticker?'" but on the flip side, I personally respond well MYSELF to self-imposed extrinsic motivators.
One statement in Chapter 11 that was SUPER important to me was on page 106- "Have you ever seen an unmotivated 4-year-old?...They want to paint, build, act, look at books, experiment in the sand table and sing." This was so important to me because I am trying so hard to make a shift back to more developmentally appropriate practices in Kindergarten. Our students deserve this! In Ch. 14- "... teaching like few other professions, is not just a job for most of us, it is a calling. Being a teacher is central to our core identity. we don't just teach, we ARE teachers." That, right there, defines who I am.

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I really enjoyed reading this book.  It was filled with so many tips and different way to approach teaching using positive language.  I like how Anderson uses his personal experiences as examples.   My takeaways from chapters 11-14 are:
*Use more intrinsic motivators
* Model a growth mindset by relating to my personal experiences- how I learn, how I've grown as a learner, as well as letting students know when I am trying something new.
*Encourage more student reflection (before, during and after).
*Make charts that I can easily refer to

I'm going to take what I have learned after reading this book and set personal goals for myself.  I'm looking forward to seeing how using Anderson's strategies will transform my language. :)

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I really liked all of the author's suggestions regarding intrinsic motivation. Looking back at my own schooling, the classes I enjoyed the most were the ones where my teachers had us doing authentic, hands-on activities. I like how he suggested working with partners/groups; authentic choices; playing and creating games; student-goal setting; writing books, including real audience, publish websites.

However, the one thing I find super challenging is applying this daily in 2nd grade. I feel like a lot of kids are still learning a lot and I am so focused on external rewards. I would like to shift my focus to more intrinsic motivators, but is it possible every day all day...Debbie, maybe you could help me brainstorm!

I also like how he explained that we should be focusing on the skills of the reader/writer rather than them themselves. Instead of saying "you are such a great writer!", say "As a reader, I really liked how you..." I like how he explained we should talk in the third person. This also goes back to the student-teacher relationship and trying to base achievement off of a relationship. I remember while student teaching, my professor said "teach the writing, not the writer" and that has stuck with me.

I also really think it's important that we praise kids for their efforts. There are some kids that really struggle, but work so hard. Their work needs to be recognized!

I love his suggestions regarding our school community amongst us adults. I am not a huge fan of gossip. I like his suggestions about confrontation and will apply those as I am a non-confrontational person! I think what really stood out to me is “It’s how we handle these kinds of challenges that can make or break an adult learning community” p.135.

We also have to keep in mind that we are learners along with our students. I loved how he said if our defense is up, then we block ourselves from learning. As teachers, we all want control and we all want to be right. I like this reminder!

Lastly, I like his suggestions for implementing these guidelines. There are definitely some things that I say that I would like to change, and think more about intrinsic motivation! Thank you for this wonderful book study!!

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Takeaways from Chapters 11 - 14
1. Feedback - I learned a lot about feedback during these nine weeks of Distance Learning! These are all easy shifts in how we give feedback that I can do immediately. I can see how these would benefit students greatly.
“...we need to make sure our feedback to students focuses on effort.” (pg 120)
"...we should spend less time giving students summative feedback and shift toward giving them more formative feedback." (pg 124)

"Let’s keep in mind that the place for constructive feedback is while the work is in process. Once the work is finished, we should work at celebrating strengths to build enthusiasm and positive energy for upcoming work." (pg 126)

2. Making a conscious goal to shift thinking/and what we say. This isn't going to happen over night, we really are going to have to be mindful on what message we are sending to kids. Intentionally or unintentionally.
"...we become what we rehearse ."(pg 134)
"Look at some of the lessons and units that you teach through the lens of the five intrinsic motivators listed in this chapter: belonging, autonomy, mastery, significance, and fun." (pg 115)

And I really liked the section that mapped out the
A THREE-STEP PROCESS FOR CHANGING LANGUAGE.

Overall the book really made me stop and think about different phrases I was saying, I think I wasn't always putting out there the right intention with what I was saying. It is something I am now aware of and can't wait to keep working on how to make a change!

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Betsy Brown - Takeaways from Chapter 11-14

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Betsy Brown - Takeaways from Chapter 11-14

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An overarching theme I noticed was the idea that all people (both kids and adults) want to have positive interactions with each other. "...let's remember that students are already yearning for positive connections with teacher - even the students who seem sullen and disconnected. (These students have learned that it's safer to be angry than vulnerable)." Another quote: "Let's begin by remembering that just as we all have positive intentions when it comes to our students, we all have the best of intentions when it comes to working with each other." In order to promote these positive interactions, our language plays an important role. So, how can we use feedback - that includes specific observations, clear examples, and support for growth? I like the author's suggestions for how to give feedback to both students and colleagues - I think this is important to remember when we talk with student's families. Many ideas from the chapters/book reminds me of Brene Brown's work (picture below). I also liked the Practical Strategies for Changing Language Habits and plan to use some of those strategies to support a shift!

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Kelly Heilemann-Takeways from Chapters 11-14

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Kelly Heilemann-Takeways from Chapters 11-14

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1. I am one of those teachers who bemoans the fact that students aren't more intrinsically motivated. I will definitely be putting up posted with the language that will help me to develop this trait in students. I loved the quote, "We should always look for ways to connect with intrinsic motivators so that we don't need to incentivize learning."  And the fact that the more intrinsically motivated a student is, the less likely he or she will misbehave is an added bonus!
2. The fact that feedback should support students' intrinsic drive makes so much sense. "Positive feedback should help people understand what they did well so they can build on it. Criticism should help people learn from mistakes so they can grow." (p. 118) The empty praise "Good job!" is just something a teacher can mindlessly write or say. '
3. The idea of setting one language goal at a time makes the whole idea of changing our habits much less scary. I think the strategy I'll try first is to post the language changes I hope to make around the room or in my plans. I'm not sure what my goal should be though. Thank you for this study. It was so interesting and useful!

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Danielle Carson- Takeaways from Chapter 11-14

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Danielle Carson- Takeaways from Chapter 11-14

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1. I use the language "Try your best"  in class to motivate students to work hard, but with the understanding that everyone's "best" is different. I've always thought that saying this was helping my students understand that it's ok if they are not great at a skill, sport, or activity, but trying their best is what really matters. I've never really thought about this quote from the author, but will now be more mindful of using this phrase:

"For students who struggle with anxiety and put a lot of pressure on themselves, “Try your best” probably only adds to their feelings of stress. For students struggling with motivation, they may think, “There’s no way I’m trying my best,” and give up all together".

2. "When working at personal change, to not just fake it ‘til we make it, but to work at true internalization: to fake it ‘til we become it".

I like this quote from the author because it really explains that at first changing our language habits will take practice and we won't necessarily see the changes right away, but eventually we will build new habits and become very aware of the language we are using with our students.

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1. Shifting my perspective as a teacher: I am a learning facilitator like Mike said… I am sharing the learning with them, not just pushing information into their head. “It means that we move away from being a judge and jury and slide into the role of coach.”pg 121.  I know those things.. But sometimes we get caught up in the requirements that we really forget about the learning. I think we lost a lot of those connections and learning together moments with distance learning so this was a reminder we  needed, great timing. Our job is not about creating compliant children, it's about guiding learning towards happy, healthy citizens of the world who will make it their own with confidence.

1. Intrinsic/Extrinsic motivations: I have struggled with this, I have tried systems, and I never feel authentic in them so I don’t do reward systems now and I feel exactly like this chapter, lost on how to motivate. I feel like we are fighting an uphill battle and it’s a defeatist attitude. I wholeheartedly agree with the tip of motivating students with focusing on doing “real work”... one of the presenters at a conference I went to said that teachers should never be the final audience for written work and now I try to find a way to have other people read student writing. My students love mailing letters home to their families with their work

3. The habits of language: There are so many little habits in language such as saying “just” and then a direction, or “it’s easy”... It’s so automatic to say those things and think you are being encouraging and motivating and not even realize you could be doing the opposite. This also includes Snap judgement about families and students- I was really moved by what Mike said in the video call, how fear is often presented as anger. This is important for me moving forward. How I will speak on my students and families.. Again it is a habit and not intentional.

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How to boost student's intrinsic motivation to work at something that is hard for them has been a big ? for me. Chapter 11 gave great strategies for me to use with my Special Education students.

"Avoid the you"ll need this later" - students need to know how it affects them right now.

Again shift the 1st person language to a 2nd person language - get on their level.  "As a reader I feel", "Here's a thought I have".

Students need to feel belonging, autonomy, mastery, significance, and fun.

A lot of my students lack a growth mindset because they feel defeated when things get hard.  They are trying their best no matter how much I remind them to. - I need to model this more and continue to show that it's okay to make mistakes to learn.

I need to be their coach - give feedback that descriptive and not judgmental.  - this should be based on goals/skills. Help them self -reflect.

Give feedback as they are working in "bite sized steps" and focus on one thing at a time. EDI. Save summative feedback for after - not a gotcha but a celebration.

Video coaching will help me with all of these things next year.  I do like the reality of his advice to take it one step at a time.

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I found the information presented in this book to be very helpful. There were things that I had not considered that impact my approach with students. I am overly guilty of adding the "right" onto the end of my questions with students. I think that I have acquired this as a way to think that students are participating, when in fact I am satisfied with a "yes" or a head nod.

I have learned that I need to practice new ways to give feedback. My common responses are "I love the way you..." or "Great job..."   I plan to focus more on the effort that the student put into the work, rather than toning my responses for them to please me.

I think that one of the biggest takeaways that I have had from the latter chapters in the book is in regards to intrinsic/extrinsic motivation. I have commonly recommended extrinsic motivations to many teachers as an intervention for student behavior or work completion. I did not realize that these rewards actually decrease the students' intrinsic motivation. This has been an eye opening realization and I plan to be mindful of this moving forward. My personal goal, is to find interventions that help students increase their intrinsic motivation, and not to rely on extrinsic motivations. In the long run, the students will benefit more from being motivated intrinsically, and there is value in introducing this to them at a young age.

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As I stated in the chat.  This book really is about how to make someone feel noticed and respected.

Chapter 12 is about giving space for that individual the mental freedom to create unique responses.  The solutions they create will have more ownership and make the well structured criticism more valuable.  At least it should if we are backing up our language with how are assignments are structured.

With chapter 14, I look forward to the challenge of changing my language as the book as suggested.  Because this all seems natural. The results will be enjoyable for everyone.

Chapter 13 really expressed to me how interwoven these changes can go throughout the school. Admin's that can reflect this style of conversation with us can make it easy to practice to our students.

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Chapter 11: a lot of students ask me when they will use the material we are working on so it was interesting to read Anderson’s thoughts on that. After reading what he wrote about some students viewing work as transactional, I would completely agree. Every year I have students that are only motivated by grades or aren’t motivated by grades or only want to pass, etc. I also need to be more cognizant of my language. I have had students tell me they are only completing work “because it’s you, Mrs. B.” yikes! Am I enabling that?!

Chapter 12: I watched Angela Duckworth talk about grit. Now I want to do more to encourage/model/facilitate this in my room. I show my students a video called “Learn like a Jungle Tiger” every year and it discusses growth vs. fixed mindset. It’s so important in math to make mistakes, learn from them, and move on with your new knowledge! I try so hard to create an environment that shows this! I do try to do a lot of formative feedback and student reflection but I have done so much more during this time of learning at home. I will not let it go! 😊

Chapter 13: WOW- teachers talking to each other!!! We could use more on this! I get discouraged sometimes thinking about this.

Chapter 14: I have some things I want to work on now. As a lifelong blurter who has been working on blurting for pretty much my whole life… it really struck home in chapter one when Anderson said we need to have good habits to fall back on. I liked the tables and specific examples so I am walking away with things I will do next year!