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(Image taken from https://nee.missouri.edu/documents/Wang%202013%20classroom%20engagement.pdf) Wang's conceptual model demonstrates the factors that contribute to an environment in which students become engaged in the learning process.

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(Image taken from https://www.pdx.edu/sites/www.pdx.edu.psy/files/35_Wentzel_C011-Skinner.pdf)
Skinner's main arguement is that certain actions and surroundings cultivate either engagement or disaffection. In the picture below, Skinner outlines the dynamics that promote a lean toward either side of the spectrum.

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(Image taken from https://pll.asu.edu/lms/file.php/3667/Transcripts/Student_Motivation_Theory_Foundation_Transcript.pdf) The Expectancy-Value Theory implies that in an environment where expectations and instructions are explicitly explained, an ideal environment will be created in which a student will feel empowered and will show a desire to learn.

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Many times teachers blame students for being unmotivated and absolve themselves from any responsibility, however, the Student Motivation Theory says, "building student motivation is part of a teacher’s job" (Sanford 2015).

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(Image taken from https://iris.peabody.vanderbilt.edu/wp-content/uploads/pdf_case_studies/ics_foster.pdf) Evertson outlines the actions teachers should take to promote student accountability, as shown in the image below.

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"To foster student accountability for academic classwork, teachers need to develop and implement strategies that support students’ efforts at various stages of doing their classwork" (Evertson 2003).

Here are 4 key questions teachers should ask themselves if students are not completing their assigned work:

1. Has the content been taught sufficiently well that students can begin and complete their work successfully?

2. Are routines and procedures in place for checking, getting help, and getting timely feedback?

3. Have key concepts been modeled and demonstrated?

4. Is there an appropriate match between what students know and what they are to accomplish?

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Increase Value --------- Increase Motivation

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Increase Value --------- Increase Motivation

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The perceived benefit is how important the student feels the material is, or how relevant it is to their every day life.

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Student engagement is measured by how much the student participates in the lesson.

Students will be more engaged in subjects that interest them.

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The Teacher-Student Relationship is measured by the degree that the student feels respected and cared for by their teacheer.

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It is the teacher's responsibility (and arguably their main responsibility) to cultivate meaningful relationships with students, build lesson plans that encourage student engagement, and emphasize the value of the material they are learning. These top 3 aspects of the teacher's job, if done well, will decrease disciplinary issues and increase the level of student motivation in the classroom.

Teachers can foster meaningful relationships with students by planning time to speak with the student one-on-one, using positive, can-do language, and finding ways to connect with the student and his/her interests.

Teachers should build engaging lessons by providing activities that ensure each student will have the responsibility to participate in, utilizing various learning styles, and presenting challenging tasks that build on previous knowledge. (Think of the student climbing a ladder of knowledge so that they feel the gains they are making.)

Teachers should make clear to students how the materials will benefit them in their daily lives now and in the future. Students should have a reason for why they should invest in the work and how it will help them as they move forward.

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When students feel valued and see the importance of the material they are presented with, and when they are given the opportunity to actively engage in lessons, students will seize the opportunity. When presented with an optimal environment, engagement will increase and disaffection will decrease, thus minimizing disciplinary problems.

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Teachers must put in the time necessary to build meaningful relationships with students. This is a key factor in whether or not the student will work toward investing in their education. If the student doesn't feel respected, the student will not show respect. If the teacher does not approach the student with a "can do" attitude, the student will reflect a negative attitude back.

Teachers must also put in the time necessary to plan lessons with student engagement in mind. There must be explicit instructions for each assignment and there should be a variety of activities that aid students with varying learning styles.

What all of this boils down to is time. Teachers must spend the time necessary to emphasize these two most important factors.

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Sanford Inspire Program. (2015). “Helping Students Want to Achieve.” Arizona Board of

Regents. Retrieved on September 22, 2016 from

https://pll.asu.edu/lms/mod/page/view.php?id=61616

The Sanford Inspire Program has a module for teachers who want to help students

take accountability for their education. It begins by identifying where the

disconnect is and then offers strategies and suggestions teachers can implement in

their classrooms to foster student motivation.

Evertson, C., Poole, I., & the IRIS Center. (2003). Fostering student accountability for

classroom work. Retrieved on September 25, 2016 from

http://iris.peabody.vanderbilt.edu/ wp-

content/uploads/pdf_case_studies/ics_foster.pdf

In this Case Study the authors observe that students often don’t complete the

work they’ve been assigned. They address questions about where

responsibility lies, whether with teacher or student. After answering these

questions, the authors make suggestions for how to implement an effective

accountability system.

Sanford Inspire Program. (2015). “Student Motivation Theory: I Can and I Want.”

Arizona Board of Regents. Retrieved on September 22, 2016 from

https://pll.asu.edu/p/class/studentmotivation

This module focuses on The Expectancy Value Theory. This theory of motivation

is a way teachers can help build student motivation. It includes a coaching model

that teachers can print as a resource to help them in the classroom.

Skinner, Ellen A., Kindermann, Thomas A., Connell, James P., & Wellborn, James G. (2009). "Engagement and Disaffection as Organizational Constructs in the Dynamics of Motivational Development." Routlege. Retrieved on October 20, 2016 from https://www.pdx.edu/sites/www.pdx.edu.psy/files/35_Wentzel_C011-Skinner.pdf

This research paper focuses on examining the combination of various theories on student motivation. It finds similarities among them and uses those similarities to find core themes demonstrated across the educational plain for how to keep students engaged in learning. It defines the opposite of engagement as disaffection.

Wang, Ming Te, & Eccles, Jacqueline S. (2013). "School context, achievement motivation, and academic engagement: A longitudinal study of school engagement using a multidimensional perspective." Elsevier. Retrieved on October 21, 2016 from https://nee.missouri.edu/documents/Wang%202013%20classroom%20engagement.pdf

Wang theorizes that students will remain engaged as long as they perceive that the material will meet a psychological need. In this research paper, theories are examined as to how teachers can manipulate the learning environment to help foster student engagement.

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The works that contribute to this project specify that there are certain elements that contribute to a classroom culture that supports student accountability. The first and foremost factor examined in these sources was student engagement. If a student is engaged in the learning process, he or she is going to be self-motivated to do the work because he/she will have invested in the value of what he/she is to learn. He/she will see how important the material is for the student's success and will naturally want to gain the knowledge in order to have a successful life. If the teacher builds a classroom culture that fosters accountability for learning there will be fewer disciplinary problems. The focus will be on knowledge attainment rather than on students acting out. The teacher must build positive relationships with students and plan lessons that encourage student engagement in order to build this type of learning environment. Teacher-student relationships take time to build and so it goes to presume that student accountability will also increase over time.

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The Expectancy-Value Theory states that "A student’s motivation can be influenced by previous
experiences, belief in his ability, and how valuable he thinks the task or content is" (Sanford). Value is increased by the following factors:

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For this project my goal was to find ways to help students take initiative and hold themselves accountable for their education and behavior. The reason I chose this project was because having to constantly remind students to do things they already knew they should be doing was leaving me exhausted at the end of the day. I wanted to find a way to get students to take responsiblity for their own learning and to manage their own behavior. If they could do what they already knew was expected of them we wouldn't waste class time with me trying to remind them. We could spend those valuable minutes learning instead.