# data[].attributes.body
There are two forms of motivation, intrinsic and extrinsic, as well as their purposes. Intrinsic motivation comes from within a person and is driven by personal interests or values. Extrinsic motivation comes from external sources such as rewards or recognition. Both forms of motivation are important for achieving goals and reaching success. I found this article to be impactful because it provided a detailed explanation of the two forms of motivation and their purposes. As a teacher, this article will help me to better understand the different types of motivation my students may have and how to use them in the most effective way to help my students reach their goals.

# data[].attributes.attachment_link.title
Extrinsic & Intrinsic Motivation Examples - What’s the Difference? • SpriggHR

# data[].attributes.attachment_link.description
What drives us to do the things we do? There are many ways to look at the concept of motivation, one of which is to examine motivation examples.

# data[].attributes.body
Metacognition is a valuable skill that can be taught to students in order to help them become independent thinkers and take responsibility for their own learning. Research indicates that this skill is associated with increased gray matter in the anterior prefrontal cortex. Teaching metacognition involves defining the term and providing a metaphor to make it more concrete, allowing students to choose topics of interest, and modeling metacognition. These practices create an environment that encourages independent thinking and metacognition, ultimately helping students become independent learners. I found metacognition to be so impactful because it encourages students to take ownership of their learning and become independent, critical thinkers. As a teacher, I believe this skill will enable my students to be more confident and engaged in their studies, which will ultimately lead to better learning outcomes and more meaningful learning experiences.

# data[].attributes.attachment_link.readable_text
Students who succeed academically often rely on being able to think effectively and independently in order to take charge of their learning. These students have mastered fundamental but crucial skills such as keeping their workspace organized, completing tasks on schedule, making a plan for learning, monitoring their learning path, and recognizing when it might be useful to change course. They do not need to rely on their teacher as much as others who depend on more guidance to initiate learning tasks and monitor their progress. Students who do not learn how to "manage" themselves well as they proceed through school experience more setbacks, become discouraged and disengaged from learning, and tend to have lower academic performance. They may also be responsible for more classroom management issues.

Many teachers we know enjoy teaching students how to wield one of the most powerful thinking tools: metacognition, or the ability to think about your thoughts with the aim of improving learning. A metaphor that resonates with many students is that learning cognitive and metacognitive strategies offers them tools to "drive their brains." The good news for teachers and their students is that metacognition can be learned when it is explicitly taught and practiced across content and social contexts.

A student who is excited about being in the driver's seat and steering toward learning success may well be destined to become an independent thinker on the way to charting a responsible course for school, career, and life. Being metacognitive can be likened to being more conscious, reflective, and aware of one's progress along the learning path. Teachers have told us how they feel an extraordinary sense of pleasure teaching their students useful strategies that can be applied to all aspects of their lives in and outside of school.

Metacognition in the Brain

Although educational research on the power of metacognition for increasing student learning and achievement has been amassing for several decades, scientists have only recently begun to pinpoint the physical center of metacognition in the brain. Researchers at the University College London have discovered that subjects with better metacognition had more gray matter in the anterior (front) prefrontal cortex. Studies are ongoing to determine just how this brain area contributes to the critically important skill of metacognition.

Teachers who want to introduce metacognition in their classrooms might begin by reading our post Engaging Brains: How to Enhance Learning by Teaching Kids About Neuroplasticity, and also teach students about the anterior prefrontal cortex, the brain area that researchers have begun to link with metacognition.

How to Teach Students to Be More Metacognitive

1. Explicitly teach students about this essential learning skill by defining the term metacognition. Especially with younger students, we recommend a metaphor -- such as driving their brains -- as a concrete way to guide them toward thinking about how they can best learn. This metaphor taps into students' desires to master important skills for driving their destiny.

2. Ask students to describe the benefits and supply examples of driving their brains well. For example, sometimes we might need to put on the brakes (e.g., by reviewing a reading passage to make sure that we understand it) or step on the gas (e.g., by jotting down and organizing notes for an essay instead of getting stuck on how to start it). We need to keep our brains moving in the correct lane and along best route toward achieving our goals.

3. Whenever possible, let students choose what they want to read and topics they want to learn more about. When they are genuinely interested and motivated to learn about a topic of study, students are apt to sustain interest in thinking about a project over the long haul.

4. Look for opportunities to discuss and apply metacognition across core subjects and in a variety of lessons so that students can transfer it for the most benefit. When Donna has taught this topic, she's often asked students to give examples across academics, in interactions with friends and family, and (for older students) on the job. If she's with young children, she asks them how their parents might use this strategy in their work.

5. Model metacognition by talking through problems. We've found that students learn a lot from listening as their teachers use higher-order thinking strategies aloud. They often laugh when their teachers make "mistakes," and they learn when their teachers stop, recognize the miscue, and step through the process of correcting. This "teachable moment" underscores that everyone makes mistakes, and that mistakes are best seen as opportunities to learn and improve.

How do you ensure that students can choose topics of study that interest them? And what are some of your favorite ways to help students become independent learners? Please tell us about them in the comments section below.

Reference

Stephen M. Fleming. "The Power of Reflection: Insight into Our Own Thoughts, or Metacognition, Is Key to Higher Achievement in All Domains." Scientific American, September/October 2014, pp. 31-37.

For Further Reading

For more information on teaching metacognition, check out our article, " The Boss of My Brain: Explicit Instruction in Metacognition Puts Students in Charge of Their Learning" in ASCD's October issue of Educational Leadership. Find another free resource on this topic at For the Love of Teaching. Here, one of our brain-based teaching graduates, classroom teacher Diane Dahl, blogs about how she introduces metacognition to her second graders.

See also Chapter 6 of Five Big Ideas for Effective Teaching: Connecting Mind, Brain, and Education Research to Classroom Practice. For a discussion on cultivating self-regulation in young children, check out Flourishing in the First Five Years: Connecting Implications from Mind, Brain, and Education Research to the Development of Young Children.

# data[].attributes.attachment_link.title
Metacognition: The Gift That Keeps Giving

# data[].attributes.attachment_link.description
Students who succeed academically often rely on being able to think effectively and independently in order to take charge of their learning. These students have mastered fundamental but crucial skills such as keeping their workspace organized, completing tasks on schedule, making a plan for learning, monitoring their learning path, and recognizing when it might be useful to change course.

# data[].attributes.body
It is important for teachers to treat their students with respect and understanding, and to embrace differences. They should remain professional and maintain control in the classroom, avoiding unfair rules, negativity, and profanity. Teachers should also have realistic expectations of their students, and use authority appropriately. By creating a respectful and fair environment, teachers can maximize their effectiveness in the classroom. I found this impactful because it emphasizes the importance of creating a respectful and fair environment for students and avoiding unfair rules and negativity. As a future teacher, I will strive to create a positive and equitable learning environment for all of my students, so they can feel safe and supported, allowing them to reach their fullest potential.

# data[].attributes.attachment_link.readable_text
Respecting students is essential for boosting teacher effectiveness. It seems today that the media jumps at every opportunity to showcase an educator who has made a poor decision in judgment. One of the most prevalent issues highlighted is that of a teacher continuously berating or disrespecting a student or group of students. This type of behavior is unacceptable. All educators expect their students to be respectful to them, but some fail to realize that this is a two-way street. All educators should show their students respect at all times including tense moments of conflict.

Conduct a search on Google or YouTube for "teacher abuse" and the number of examples you will find of such unprofessional conduct is embarrassing to the profession. Educators should be adult enough, professional enough, and smart enough not to conduct themselves in this manner. In an age where every student has a cell phone, it only takes one time to find yourself on YouTube, embarrassed, and out of a job. Teachers must think before they react and choose their words carefully.

How to Build Strong, Trusting Student-Teacher Relationships

Sometimes we forget where many of these students come from and the situations that they deal with on a daily basis. School should be a safe haven and kids should trust all of their administrators, teachers, and staff members. Every kid is different and these differences should be embraced. If all kids were the same our jobs would be boring. It is important to realize that there are tremendous differences between each individual student and with each individual class. A 3rd grader cannot handle what a 6th grader can handle and so on.

Try to have patience and understanding when dealing with a student. Before you say anything, take a deep breath, think about your response, and choose your words carefully. Your tone matters as much as what you say.

We expect our students to be respectful to us and we should, in turn, be respectful to them at all times. This isn't always easy, but you must always handle interactions with students in a positive manner. You should never berate or embarrass a student. It is best to address them separately from the class. The key is to talk to them, not down to them.

Kids are going to make mistakes. It would be ignorant to think that they won't. You are setting yourself and them up for failure if you do. There is a difference between having high expectations and having unrealistic expectations. Preconceived notions can and will destroy a relationship with a student. Everyone deserves a second chance. Allow someone this chance and you will find that they will surprise you more often than not.

Educators should always strive to build positive, trusting relationships with their students. Some of these relationships take time to build and others are relatively easy. Respect is always the key. A teacher becomes so much more effective when they can earn a classes respect.

Reasons Why Teachers Lose the Respect of Their Students

There are several things that a teacher can do to lose their students' respect. Doing any of these things can lead you on a path towards disaster. It is best to avoid the following practices:

Never treat students differently based on personal interests.

Do not create rules that can be perceived as unfair.

Never misuse your authority.

Do not ignore a student.

Never avoid smiling and being friendly with your students.

Do not yell or scream.

Do not have a negative attitude on a consistent basis.

Do not be afraid to apologize or admit when you make a mistake.

Never become friends with students when they are in your class.

Never give control over to your students.

Do not be hypocritical.

Do not say anything that you would not want to be recorded and played back.

Do not humiliate or berate students in an attempt to get them to behave.

Never use sarcasm.

Do not use profanity.

Do not violate a student's personal space.

Do not gossip, discuss, or complain about other teachers in front of your students.

Never issue vindictive or counterproductive threats.

Do not hold things against a student that is beyond their control.

How Teacher Can Earn Their Students' Respect

There are several things that a teacher can do to earn their students' respect. Doing these things will lead you on a path toward mutual respect and it will maximize a teacher's overall effectiveness. It is best to engage in the following practices:

Have a Positive Attitude: An educator who has a positive attitude toward their students and their job will be more effective. All of us have bad days, but we should still strive to remain positive even on our worst days.

Be Consistent: Students must know what your expectations are on a daily basis. Be inconsistent will lose their respect and attention faster than just about anything.

Be Fair: Treat every student the same when dealing with the same situation. Giving out a different set of consequences for the same actions will undermine your authority.

Have a Sense of Humor: Having a sense of humor can be disarming. Students will naturally look forward to coming to your class and learning if they know that you aren't uptight and rigid.

Be Flexible: Teachers that aren't flexible are setting themselves and their students up for failure. Things happen in life that is beyond anyone's control. Be sensitive to every situation and be willing to adapt and veer from your scheduled plans when necessary.

# data[].attributes.attachment_link.title
Why Respecting Students Is Essential for Teacher Effectiveness

# data[].attributes.attachment_link.description
Respecting students is essential for boosting teacher effectiveness. It seems today that the media jumps at every opportunity to showcase an educator who has made a poor decision in judgment. One of the most prevalent issues highlighted is that of a teacher continuously berating or disrespecting a student or group of students.

# data[].attributes.body
Paul Eaton's blog post discussed the application of Urie Bronfenbrenner's theory of ecological development to the online and social media spaces. The theory examines the individual's development in relation to their environment and the interactions between different social systems. It is suggested that social media sites should be thought of as separate contexts, with their own beliefs and policies. Furthermore, students have multiple overlapping contexts, both physical and digital, that can affect each other differently and comparatively, making development much more complex than originally theorized. I found this blog post so impactful because it emphasizes the importance of recognizing the complexity of our students' learning and development. As a future teacher, this will help me to better understand the needs of my students and create a more holistic approach to teaching. This will enable me to create a learning environment that is more conducive to learning and development, as well as build meaningful relationships with my students that will have a lasting impact.

# data[].attributes.attachment_link.readable_text
Tweet

(One of my colleagues and friends, Paul Eaton, wrote a great blog post about Bronfenbrenner's applicability to online/social media spaces. I also wanted to have a go at the topic, so I purposely didn't re-read his post until after publishing this one... and there's agreement... but with a twist... read on...)

Urie Bronfenbrenner 's theory of ecological development is a commonly taught theory in college student development courses. Although it was developed prior to the existence of the web, it nevertheless represents a highly useful tool for understanding the impact of the web on human development. The following post will present a way of understanding college student development in online and social media spaces. Because this theory is best understood visually, the above short video is included alongside the following text to help explain the concepts and questions I'm presenting below.

First, a quick overview of Bronfenbrenner's theory. (It will be short and painless, I promise.) Human ecology theories examine how an individual develops in relation to their "social surround." In Bronfenbrenner's theory, development occurs as a result of the interaction of a person and the environment. This "ecology" consists of four components process, person, context and time. The person, or college student is the focus of the development and possesses certain characteristics and personality traits that influence or impact the trajectory of their development. The person develops thorough proximal processes that are the interactions that spur or retard their development. All of this takes place through time and in context. Context is the component of the theory that is of most interest here, and it includes four components:

Microsystem: Activity and face-to-face interactions in the immediate environment. (roommates, family, sports teams, etc.)

Mesosystem: Processes that take place between or as a result of microsystem contact and/or overlap. (campus culture, different role obligations, etc.).

Exosystem: Influence an individual but do not directly include them. (School rules, financial aid policies, the NCAA, the Department of Education, etc.)

Macrosystem: Overall contextual beliefs that influence the whole system. (American democracy, meritocratic notions, etc.)

As I stated earlier, Bronfenbrenner's theory was created before the true advent of the web, but is nevertheless useful in understanding it. In Student Development in College, the authors write the following:

Placing student interactions with others on social media, which may not be considered truly "face-to-face," in the micro/mesosystem layer makes sense. "Virtual worlds" act very much similarly as "real worlds." BUT What if we think about these spaces differently? What if they are, in themselves, separate contexts? Maybe even separate ecologies? This bends (perhaps even violates) Bronfenbrenner's theory a little bit, but at the very least I think it brings forward some interesting questions.

Let me explain. Each online social media site includes different microsystems of individuals. A student might have fellow athlete microsytems and student organization microsystems in these spaces. They may even have a microsystem that is entirely digital with no physical interactions with others at all.

How students interact and form a culture in an online space may be a part of the mesosystem within a social media site. These mesosystems, too, may blended across physical and digital contexts or they may exist entirely online. Either way, there is a certain degree of ambiguity and relativity across this physical/digital divide. Can the same mesosystem context possess unique online, offline, and blended features?

Social media sites were also set up and are subject to the whim of their designers. This would take place in the exosystem. (For example, the outrage you hear when Facebook changes its site or policy terms. Another example is how the "rules" of the social media site are coded. Can you friend someone without their needing to follow you back? What can you post and how long can it be?)

There are also our prevailing beliefs about social media in general. This would be the macrosystem. This may include ideas of anonymity and consequences, what is acceptable to post and not, and expectations of privacy. I would argue that many of these beliefs are still fluid, even though they may be coalescing around a core.

Students participate in multiple social media sites and networks. It follows, then, that students may have multiple overlapping contexts (and maybe ecologies) each with their own overlapping and relative systems in place. This is where we're bending (breaking?) Bronfenbrenner's theory a little bit. Contexts may exist entirely within physical and digital contexts or cross both. They may also affect each other differently and relatively (think Einstein here, and how the web can challenge our notions of time, place, etc.). If this is true, development is far more complex and relative. It may not be as unitary or as tidy as original theories would have one believe. A student might be more advanced in their development in one of these spaces than another. Rather than glomming social media onto Bronfenbrenner's theory, why don't we use its concepts to illuminate something new?

This causes us to question:

And maybe change our practice to:

I realize this may be a somewhat complex concept to understand, particularly for practitioners who may not have had the luxury of closely studying this theory for a while. If you haven't done so, I encourage you to watch the video above. The visual explanation may help. Let me know what you think. Am I on to something? Is there something wrong with this line of thinking? Am I missing something?

# data[].attributes.attachment_link.title
Applying Bronfenbrenner's Student Development Theory to College Students & Social Media

# data[].attributes.attachment_link.description
Tweet http://youtu.be/fBLuzUk5NII (One of my colleagues and friends, Paul Eaton, wrote a great blog post about Bronfenbrenner's applicability to online/social media spaces. I also wanted to have a go at the topic, so I purposely didn't re-read his post until after publishing this one... and there's agreement... but with a twist...

# data[].attributes.body
Schools should assess their SEL programs to ensure they are coordinated and in line with the school's goals. Assessments of the school's culture and climate should be done and presented with a focus on gender and ethnicity. Shared values, themes, and essential life habits should be articulated to all members of the school community. Students should be given consistent opportunities to practice SEL skills and faculty should be trained to teach them effectively. Finally, schools should reach out to other schools who have successfully implemented SEL programs for advice and guidance. I found this to be impactful because it emphasizes the need for schools to be intentional in the way they assess, implement, and evaluate their SEL programs. This will be an important part of my practice as a future teacher. As a teacher, I will be responsible for creating a safe and supportive learning environment for my students. I will need to use my knowledge of SEL programs to create a culture of collaboration and respect in my classroom. Additionally, I will need to be able to assess my students' SEL skills and provide them with consistent opportunities to practice them. Finally, I will need to be aware of other successful SEL programs in order to gain insight and best practices.

# data[].attributes.attachment_link.title
How to Implement Social and Emotional Learning at Your School

# data[].attributes.attachment_link.description
To implement SEL at your school, use these seven activities to help students build self-awareness, self-management, social awareness, relationship skills, and responsible decision making.

# data[].attributes.body
In the cerebral cortex is the section of the brain responsible for motor movements, higher cognitive skills, sensory processes, language, memory, and emotional responses. It is subdivided into four main sections - the frontal lobe, the parietal lobe, the occipital lobe, and the temporal lobe - and is folded into grooves to increase its surface area. The forebrain includes the basal ganglia, the thalamus, and the hypothalamus, which help to coordinate muscle movements, pass sensory information to the cortex, and control appetites, defensive and reproductive behaviors, and sleep-wakefulness. The spinal cord passes sensory information to the brain and relays nerve impulses that control muscles and viscera. This information is so impactful to me as a future teacher because it gives me a better understanding of how the brain works and how this will impact my teaching practice. Knowing how the brain functions and which sections are responsible for which functions will help me create more effective lesson plans and activities. It will also allow me to better explain concepts to my students and help them understand why certain behaviors can be attributed to certain sections of the brain.

# data[].attributes.attachment_link.description
The cerebrum, the largest part of the human brain, is associated with higher order functioning, including the control of voluntary behavior. Thinking, perceiving, planning, and understanding language all lie within the cerebrum’s control.

# data[].attributes.body
Howard Gardner's theory of multiple intelligences consists of nine different intelligences, which include verbal-linguistic, logical-mathematical, spatial-visual, bodily-kinesthetic, musical, interpersonal, intrapersonal, naturalist, and existential intelligence. Gardner's theory suggests that people learn best when presented with learning material in multiple ways, to increase mastery of the content. This theory is different from learning styles, and educators should strive to "pluralize their teaching" rather than rely on the term "styles". I found Howard Gardner's theory of multiple intelligences to be impactful because it gave me insight on how people learn differently and how to best support their learning. As a future teacher, I will use this theory to develop an inclusive learning environment by creating a variety of learning materials and activities to support different types of intelligences. This will ensure that all students are able to learn in an optimal way.

# data[].attributes.attachment_link.readable_text
Many of us are familiar with three broad categories in which people learn: visual learning, auditory learning, and kinesthetic learning. Beyond these three categories, many theories of and approaches toward human learning potential have been established. Among them is the theory of multiple intelligences developed by Howard Gardner, Ph.D., John H. and Elisabeth A. Hobbs Research Professor of Cognition and Education at the Harvard Graduate School of Education at Harvard University. Gardner's early work in psychology and later in human cognition and human potential led to his development of the initial six intelligences. Today there are nine intelligences, and the possibility of others may eventually expand the list.

Gardner's Multiple Intelligences Summarized

1. Verbal-linguistic intelligence (well-developed verbal skills and sensitivity to the sounds, meanings and rhythms of words)

2. Logical-mathematical intelligence (ability to think conceptually and abstractly, and capacity to discern logical and numerical patterns)

3. Spatial-visual intelligence (capacity to think in images and pictures, to visualize accurately and abstractly)

4. Bodily-kinesthetic intelligence (ability to control one's body movements and to handle objects skillfully)

5. Musical intelligences (ability to produce and appreciate rhythm, pitch and timber)

6. Interpersonal intelligence (capacity to detect and respond appropriately to the moods, motivations and desires of others)

7. Intrapersonal (capacity to be self-aware and in tune with inner feelings, values, beliefs and thinking processes)

8. Naturalist intelligence (ability to recognize and categorize plants, animals and other objects in nature)

9. Existential intelligence (sensitivity and capacity to tackle deep questions about human existence such as, "What is the meaning of life? Why do we die? How did we get here?"

("Tapping into Multiple Intelligences," 2004)

# data[].attributes.attachment_link.title
Howard Gardner's Theory of Multiple Intelligences | Center for Innovative Teaching and Learning | Northern Illinois University

# data[].attributes.attachment_link.description
Gardner's early work in psychology and later in human cognition and human potential led to his development of the initial six intelligences.

# data[].attributes.body
The author discusses how rewards and punishments are a shortcut to teaching, but they are ineffective in terms of fostering a genuine love of learning in students. Instead, the author encourages teachers to help students resolve their own conflicts, give them choices, and meaningful work. Furthermore, the author suggests that teachers should engage in meaningful conversations with students and remove the negative half of the behavior chart. I found this article so impactful because it reinforced the idea that rewards and punishments are not effective in the long-term. As a future teacher, this article has made me more aware of the importance of creating an environment where students can learn, make mistakes, and be supported. I am committing to fostering a classroom environment that is based on mutual respect and understanding.

# data[].attributes.attachment_link.readable_text
When my daughter started kindergarten, this was what surprised me most: She was utterly distracted from the purpose of learning by systems of reward and punishment.

A typical conversation on the way home from school:
Me: So what happened in class today?
Ariana: Christopher had to move his pin down twice! I got on purple, and Susan moved up all the way to pink. During Computers I passed a level on Reading Rocket, so Mrs. Drury gave me a sticker and a piece of candy.

Me: Mmm hm, mm hm. So ... What did you learn about?

Ariana: I don't know. Stuff. Mrs. Bindle read us a book.

True, my daughter was five years old at the time. Still, I wanted to hear about the block castles she built, the stories that grabbed her imagination, or the crazy science experiment that exploded all over the place.

Instead I got a daily commentary on who changed their color on the behavior chart, the compliment her class got for being quiet in the hall, and whether she got Tropical Skittles or Peanut M&M's for passing another reading level.

Two important notes:

1. My daughter had a very competent teacher for kindergarten, and she made dramatic progress in reading, writing, science, and math.

2. Her school has an incredible art teacher, a STEM focus on engineering challenges and scientific inquiry, and a global focus due in part to the 30 countries of origin represented among the 300+ kids.

So why was she so fixated on the punishments and rewards? How could something as mundane as a fun-size packet of Skittles have dislodged all memory of the read-alouds, math games, and science experiments she did that day?

As Alfie Kohn wrote in Punished by Rewards, "Some people assume that children will run wild if they are not controlled. However, the children for whom this is true typically turn out to be those accustomed to being controlled-those who are not trusted, given explanations, encouraged to think for themselves, or helped to develop and internalize good values."

Kids are capable of intrinsic motivation. They like to think. They like to make art, write stories, and build things.

There's a reason Carl Sagan said that 2nd graders make the best scientists-they possess a curiosity, an excitement about the natural world, and a spirit of inquiry that amazes those of us lucky enough to teach or raise them.

We should be igniting and sustaining that trail-blazing spirit. So why do we distract the children in our care with sticker charts, time-outs, and treasure box troves that have no clear connection to learning?

Walking the Harder Path

Rewards and punishments are a shortcut. It takes a lot longer to develop an intrinsic love of learning in students than it does to hand out glittery pencils and Strawberry Shortcake stickers. It takes longer to develop a connection with an angry child than it does to threaten him with letters home or send him to the principal's office.

Confession: I throw these stones from a glass house. I have had a behavior chart every year I've taught. I give weekly rewards like bookmarks and snowman stickers for 100 percent homework, and I have consequences when kids do the wrong thing.

But I try every year to move toward the harder, deeper motivations my students need.

The child who is cruel to other children needs to know that his actions won't be tolerated in our class. But he also needs to develop compassion. He needs a deeper reason than fear of punishment to stop shoving classmates at recess or making fun of their clothes.

The child who works hard all day needs to know that her diligence will be noticed now, not just in some hazy future when she makes it into college or gets a good job. But she also needs to develop a love of learning that has nothing to do with a trip to the treasure chest. She needs to work hard because she wants to become a better scientist, writer, and mathematician, not so the teacher she adores will favor her with praise or move up her clip.

We need to walk the harder middle path. We need to trust children's capacity for goodness and brilliance, and we need to be purposeful about the class culture we build.

That's easy to say but hard to do, of course.

Here are three ways I've found to move away from external incentives with the 1st, 2nd, and 3rd graders I teach.

Talk about the purpose of learning. A few months back, I had a class discussion with my 1st graders about the kinds of lives they want to live someday. They talked about what would be fun to study in college, what job they might like best, and the kinds of people they want to become. We connected those long-term intentions to decisions they make now, like whether to read at home or pay attention at the rug during a math lesson.

Teach kids to resolve their own conflicts. Most misbehavior in the classroom starts with the inevitable struggles that arise from 25 young human beings sharing a relatively small space for seven hours a day. During the first couple weeks of school, I teach kids how to have a Peace Talk. (I recently wrote a chapter book called Clubhouse Clash with a Peace Talk at the center of the plot, for teachers who'd like to introduce the concept through a read-aloud.) My 1st graders can usually resolve their conflicts on their own now, instead of coming to me to hand down a consequence.

Give students plenty of choices, time to collaborate, and meaningful work. Daniel Pink wrote in that human beings are deeply motivated by autonomy, collaboration with like-minded colleagues, and work that matters to them. Policies that govern school and the workplace tend to rely almost exclusively on punishments and rewards, but that focus has more to do with habit and convenience than proven effectiveness. Behavioral research shows that for most children and adults, intrinsic motivation is a more powerful sustaining force than sticks and carrots.

At a classroom level, this means giving students choices: on what book to read, what topic to research, or what to write about during writer's workshop. It means talking less, so the kids can talk more. And it means handing out fewer worksheets (which most teachers furtively toss in the recycling bin at the end of the day), in favor of more meaningful projects.

As we get to know our students, we can find out what each child is most excited about-whether it's kittens, monster trucks, or superheroes-and find ways to connect the curriculum to that topic. We can help students set their own goals and tie those goals into the dream each child has for her or his life.

We can also begin removing some of the punishments and rewards that tend to be such potent distractions from purposeful work.

Pulling Down the Behavioral Chart

When I looped to 3rd grade with my last class, we had a discussion mid-year about whether the behavior chart was still necessary. We talked about the pros and cons, and decided in the end to take it down, to great cheers and applause.

The kids' behavior didn't deteriorate the next day. They didn't start misbehaving or slacking off. They kept working hard, and they kept being kind to each other.

My job got harder at that point, but it also got better. When a student did the wrong thing, I couldn't just move his pin down. I had to have a conversation with him, and I had to think hard about where the misbehavior was coming from.

A few weeks ago, I had a similar discussion with my 1st graders, though it led to a different outcome. The kids like the three levels of positive consequences on our chart (we have a superhero theme, so the top levels are "gaining power," "soaring," and "flying high.") But they feel embarrassed when they have to get up and move their pin down in front of everybody, so we got rid of the negative half of the chart.

Students' actions in my class still have consequences. If a child keeps distracting her classmates during writer's workshop, she moves to a different desk. If a child hurts another student at recess, we have a conference with his parents. But the conversations mostly happen one-on-one now, between the student and me, without the whole class watching.

Rich Conversations

When one of my students' moms or dads picks her up at the end of the day, this is the conversation I'm hoping takes place on their drive home:
Dad: What did you do in school today?
Child: We built this parachute, and at first it kept falling too fast, but then we made the strings longer and the parachute bigger and it worked. And I wrote a story about a penguin who hated being cold so she learned from this seal how to knit a scarf. And Mr. Fox dug a tunnel to this mean farmer's chicken house so the animals won't starve now, and we talked about whether it's OK for Mr. Fox to steal. Joel said it is because the farmers are mean and nasty so it's fine to be mean back to them, and besides he's a carnivore so that's what he's supposed to do, but I said ...

Not a sticker chart or Skittles bag in sight.

# data[].attributes.attachment_link.title
Distracted by Rewards: Moving Beyond Carrots and Sticks (Opinion)

# data[].attributes.attachment_link.description
When students are motivated by star charts and glitter pencils instead of a love of knowledge, writes Justin Minkel, they stop paying attention to what they're supposed to be learning.

# data[].attributes.body
This article discusses the difference between assimilation and accommodation of knowledge. Assimilation is taking in new information and applying it to existing knowledge, while accommodation is adapting existing knowledge in response to new input. It is important for students to be exposed to different perspectives so they can develop their own schema and be able to effectively reorganize information. This article was impactful to me because it clearly explained the importance of both assimilation and accommodation in the learning process. As a future teacher, this article has reminded me of the need to create a classroom environment where students can develop their own schema and be exposed to different perspectives. This will help them to better understand and apply new information, and to be able to easily reorganize their existing knowledge.

# data[].attributes.attachment_link.readable_text
by Terry Heick

Learning is a natural response to encountering something new.

Within Jean Piaget's theories on cognitive development are related ideas on how children process knowledge. Piaget was interested in how children organize 'data' and settled on two fundamental responses stimuli: assimilation of knowledge, and accommodation of knowledge.

Assimilation of knowledge occurs when a learner encounters a new idea, and must 'fit' that idea into what they already know. Think of this as filling existing containers.

Accommodation of knowledge is more substantial, requiring the learner to reshape those containers.

You can think of these containers as 'schema.' Schema are fluid and constantly evolving vessels students use to process what they see, read, and feel. The following from the University of Puget Sound is a simple example clarifying the difference between assimilation and accommodation of knowledge.

"When a child learns the word for dog, they start to call all four-legged animals dogs. This is assimilation. People around them will say, no, that's not a dog, it's a cat. The schema for dog then gets modified to restrict it to only certain four-legged animals. That is accommodation.

"Assimilation is like adding air into a balloon. You just keep blowing it up. It gets bigger and bigger. For example, a two year old's schema of a tree is "green and big with bark" - over time the child adds information (some trees lose their leaves, some trees have names, we use a tree at Christmas, etc.) - Your balloon just gets full of more information that fits neatly with what you know and adds onto it.

Accommodation is when you have to turn your round balloon into the shape of a poodle. This new balloon 'animal' is a radical shift in your schema (or balloon shape)....Now that they are in college in the redwood forest, we have conceptualization (schema) of trees as a source of political warfare, a commodity, a source of income for some people, we know that people sit and live in trees to save them; in other words, trees are economic, political, and social vehicles. This complete change in the schema involves a lot of cognitive energy, or accommodation, a shift in our schema."
Background Knowledge
Students come to the classroom with an incredibly diverse set of experiences. This isn't just a matter of content knowledge or reading levels either. Students adapt their own thinking-both in process and in form-in response to the kinds of input they've been exposed to.

A childhood of ranging, divergent thinking that varies in depth, form, and tone can provide a 'schema' that more readily accepts new ideas, or has provided the student with an increased sense of self-efficacy in making the effort to do so. This sort of divergence doesn't have to be academic, either. Experience is experience.

Piaget thought of these as processes-assimilating and accommodating knowledge-as both interactive (one affecting the other) and capable of overlapping. When a child encounters stimuli without assimilating or accommodating it-or without being capable of assimilating or accommodating it-they will fail to "understand." Whatever new idea they encountered will either have to be further parsed and analyzed, or discarded.

So for you as a teacher, what does this imply?
6 Tips For Schema-Friendly Teaching 1. Know the basics
Know that schema can be thought of as templates or vessels students use to organize knowledge.

Know the difference between assimilating knowledge and accommodating knowledge.

Know that the latter is more difficult than the former.

And know that what's happening at the cognitive level will be different for every student because their schema is nuanced and unique.
2. It's cultural
It's also a matter of culture. Students with access to WiFi at home will have a much greater opportunity for 'broadband schema'-that is, the kind of schema that is diverse, digital, and at times random and nonsensical. The same with students raised on farms, in the city, in single-parent homes, and so on.

Schema is cultural because we're human.
3. Diversify your teaching strategies
This all suggests diversity. One size fits all doesn't fit anyone even at the brain level.
4. Encourage self-direction
Students will naturally seek out ideas that either align with their own (which isn't necessarily good), or may be less alarmed to encounter competing thoughts on their own terms when learning on their own.
5. Don't project what-and how-you understand on students
It's tempting to project your own understanding and preferences onto students as well. What 'makes sense' to you is powerful, and it can be hard to get around that no matter how much you recognize it intellectually. But it's based on your own schema, scale, and timeline.

Learning is different for everyone.
6. Practice, practice, practice
Allow students to encounter ideas over and over again from a variety of perspectives, using different 'vessels.' This also suggests spiraling big ideas in your curriculum. Being exposed to academic standards only a few times in limited number or forms limits a student's ability to effectively reform said data into useful schema.

# data[].attributes.attachment_link.title
The Assimilation vs Accommodation Of Knowledge

# data[].attributes.attachment_link.description
by Terry Heick Learning is a natural response to encountering something new. Within Jean Piaget's theories on cognitive development are related ideas on how children process knowledge. Piaget was interested in how children organize 'data' and settled on two fundamental responses stimuli: assimilation of knowledge, and accommodation of knowledge.

# data[].attributes.body
For teenagers with language disorders, early intervention is the best way to ensure they receive the help they need. However, in cases where access to services are limited, teachers can provide strategies to help them. These strategies include breaking down information into simpler chunks, providing explicit instructions and visual aids, and teaching comprehension strategies that use plain English. Additionally, whole-class activities and vocabulary instruction tips can assist in the learning process. I find this information extremely impactful as it provides tangible strategies to help teenagers with language disorders. As a future teacher, I will use these strategies to provide additional support for my students and ensure they receive the help they need. Furthermore, I can use visual aids and explicit instructions to make information easier to understand, as well as whole-class activities to promote collaboration and learning.

# data[].attributes.attachment_link.readable_text
To look at the way public speech pathology services are funded, you'd think language disorders happen to a small group of toddlers and pre-schoolers and then magically disappear when they go to school.

If only.

Yes, early intervention is best practice and is supported by reams of research. But we know that:

language disorders - particularly in comprehending language - have a high persistence rate into adolescence (e.g. Clegg et al. 2005);

teenagers with language disorders are at risk of poor academic progress, bullying and behavioural problems, like acting out in class (e.g. Snow & Powell, 2004). Lots of teenagers with language problems give up, drop out and end up in unskilled, poorly paid jobs. And teenagers with language disorders are well over-represented in the youth justice system;

in places like New South Wales, Australia (where I work), teenagers don't have meaningful access to public speech pathology services. Unlike some other places, we don't have speech pathologists in our public high schools;

most teenagers with language disorders are expected to cope with the mainstream curriculum - despite their well documented problems with oral and written comprehension, written expression, new word learning and understanding the so-called "hidden curriculum" - teacher expectations of how they should behave when listening to others and speaking in class; and

busy teachers have a whole class to teach, often with limited support from over-stretched and under-resourced special education staff.

So, given all these constraints (which are unlikely to change any time soon), what can we do to help teenagers with language disorders cope with the curriculum at school?

Answer: we can arm our secondary teachers with evidence-based strategies that have been proven to help teenagers with language disorders cope with the language demands of school. For example:
1. Written language tips:

break down large amounts of information into smaller, visually distinct sections;

add graphics and icons - use technology like Google Images and smart boards to explain key concepts visually;

explain instructional vocabulary (like "devise", "analyse", etc.) in plain English that makes it easier for the student to identify what precisely is required of them (e.g. "write about");

put questions on the same page as the text to make it easier for students to cross-reference and check their work; and

explicitly teach these 6 evidence-based reading comprehension strategies.

2. Oral language tips:

be explicit about instructions - don't expect students to infer what you want them to do from the context;

make instructions short - break multi-step instructions into separate steps;

give students more time to process and answer verbally;

rephrase key information in plain English, and repeat it regularly; and

face the class when giving instructions.

3. Tips to help students process information:

get the whole class involved in breaking down complex texts, e.g. with mind-maps that summarise key facts;

provide visual planners (like this one) to help show students how to structure tasks;

outline the sequence of tasks to be covered in the lesson with visual cues; and

involve the whole class in creating visual aids (charts, posters, etc) to assist information processing and retention.

4. Tips for vocabulary instruction:

choose, say, "10 key words" that are essential to understand the given topic and teach them directly;

embed vocabulary in activities such as creating visual symbols;

conduct whole-class interactive tasks to break key words into root words, prefixes and suffixes; and

use these tips to deepen comprehension of key words and aid retention.

Quality research tells us that teachers trained to adopt strategies just like those listed above can materially improve the written expression and listening comprehension of teenagers with language disorders, without needing to pull kids out of mainstream classes or recruit additional specialist resources to give them additional support.

Related articles:

Source: Starling, J., Munro, N., Togher, L., Arciuli, J. (2012). Training Secondary School Teachers in Instructional Language Modification Techniques to Support Adolescents With Language Impairment: a Randomised Controled Trial. Language, Speech, and Hearing Services in Schools, 43, 474-495.

Image: http://tinyurl.com/kynuv94

Banter Speech & Language

Banter Speech & Language is an independent firm of speech pathologists for adults and children. We help clients in our local area, including Concord, Rhodes, Strathfield and all other suburbs of Sydney's Inner West.

Banter Speech & Language is owned and managed by David Kinnane, a Hanen- and LSVT LOUD-certified speech-language pathologist with post-graduate training in the Spalding Method for literacy, the Lidcombe and Camperdown Programs for stuttering, and Voicecraft for voice disorders. David is also a Certified PESL Instructor for accent modification.

David holds a Master of Speech Language Pathology from the University of Sydney, where he was a Dean's Scholar. David is a Practising Member of Speech Pathology Australia and a Certified Practising Speech Pathologist (CPSP).

# data[].attributes.attachment_link.keywords[]
school-aged children and language issues

# data[].attributes.attachment_link.keywords[]
teenagers with problems comprehending language

# data[].attributes.attachment_link.keywords[]
school-aged children and language disorders

# data[].attributes.attachment_link.title
How to help our secondary teachers support teenagers with language disorders at school

# data[].attributes.attachment_link.description
To look at the way public speech pathology services are funded, you'd think language disorders happen to a small group of toddlers and pre-schoolers and then magically disappear when they go to school. If only. Yes, early intervention is best practice and is supported by reams of research.