Back to school is all about setting targets, inspiring, motivating and drawing the pathway to achieving class goals. It is the time of the year when we ask question of the type “Where are we, where do we want to get and how do we get there”? We set the target and plan the journey there. If this journey is unsuccessful, we will end up with bored students who think school is a waste of time and exams and homework are irrelevant. The last thing we need is unresponsive, neglectful and rebellious students. And if we think that students are getting worse and worse, we need to remember Socrates who, at around 400 B.C., said: “Children today are tyrants. They contradict their parents, gobble their food and tyrannize their teacher.”
We all agree that the beginning of a term is just as important as the beginning of a novel. If we lose the hook, we lose the audience. To avoid this, let us remind ourselves of the saying “Content is the king, Engagement is the queen and Lady rules the house”. In our case this means that if what we teach is not relevant and meaningful to our students and if we do not actively involve them in the learning process and if the teacher is not a master in class management and communication, we will have unmotivated students. And even if we sugar coat what we teach, our lessons will lack vital components and classroom management issues will arise.
Text by: Zafi Mandali
CONTENT IS THE KING
Poor content and context in material presentation, poor textbooks, boring teaching methods and lack of clear aims stand in the way of students’ intrinsic motivation. On the contrary worthy content which leaves space for students to discover, explore, comment or question helps them get engaged with the whole process. Energy flows where attention goes and poor content will neither attract attention nor energy. We might try injecting extrinsic motivation by offering rewards or awards or prizes for competitions of some sort, but this will be a short-term solution. In other words, we should refuse to work around content which does not inspire students or serve their needs. Selecting the course book is of paramount importance. Once we approve of its content matter - the texts or the storyline or the characters, if there are any – and we judge it as top, it is then that we move to examine other elements. Then we look at the layout, the vocabulary or writing presentation, the recycling of lexis, the digital material on offer and all the many other features which we need to look at.
ENGAGEMENT
We need to ask ourselves how fast we can motivate or demotivate our students. The answer to this question is easy if we know that we work with compelling content and activities, tasks and projects which give learners an active role in acquiring knowledge. Engagement comes when students feel that the tasks they do and the results they get, have value for them. Educational neuroscientists repeat that the brain remembers the emotionally charged events, not the boring ones. And we do not need proof that positive emotions are vital for focused attention and for learning to stick. Our common sense and basic instincts tell us that our classes are brain friendly when students feel appreciated, needed, connected and empowered. And we also know that lessons which hide elements of fun, excitement, amusement and surprise encourage positive attitudes towards learning. The question is whether we actually do plan structured breaks, energizers or emergency activities for when students become bored or frustrated. Do we create contagious energy in class? Are we good at motivating them and engaging them? Students may not be engaged for one of the following four reasons.
- a) our content leaves them cold.
- b) the class environment is boisterous and disruptive.
- c) the teacher is weak at responding to challenges.
- d) there are no activities to actively involve them.
- e) students are preoccupied with personal invisible backpacks (stress, worry, fear or anxiety of some kind) which deter them from learning.
Can we unfold the untold stories behind overreactive students or drama queens or bullies or selfish attitudes? Do we keep constantly updating ourselves on how to face learning difficulties and disorders of the attention deficit or low self-esteem or hyperactivity or obsessive or opposition defiant behavior type? Do we know how to keep gifted students alert so that they do not get bored in class and cause trouble?
LADY or LORD RULES THE HOUSE
There is this category of teachers who will not start the lesson unless they have all eyes and ears on them. These teachers look students right in the eye and know that motivation is not only about rewards. These teachers work towards creating a class culture which is conducive to learning. They silently work on class culture like a spider works on her web with no fuss or big words. These teachers often reflect on whether they have developed rapport with their classes, whether they cater to different learning styles, whether their feedback focuses on successes, as well as errors, whether they give feedback with sensitivity and variety and how they begin or end their lessons.
Undoubtedly, the norms of behavior vary from society to society but the teacher, or else the lady or lord of the house, is the one who normalizes the behavioral culture of the class. Hopefully teachers will not have to fight a lonely battle but be backed by whole school policies and get training and leadership support.
When class behavior is taught, it is turned to appropriate class habits and norms. Teachers, the ladies or the lords of the class have an easier task if they have an Agreed Behavior Code displayed and applied consistently. A behavior code outlines the norms the students need to abide by. The code includes rules of classroom behavior, choice of language and nonverbal communication and if students are involved in its designing and wording, they have ownership of it. This code must give practical examples of class norms and must be relevant to the age, maturity and level of English of students. Here is a tiny sample of this management compass.
- Being on time for class is a sign of respect to all.
- We have one speaker at a time.
- We respect all Ideas.
- We listen with our whole body.
- Our hairstyles promote a positive image of ourselves.
- Noise should not interfere with other people working.
A class code helps students get off to a good start by determining routines and expectation of class behavior. It promotes an environment with fewer management and discipline issues. Students sign it and cannot claim that they are not aware of the “class behavior compass”. They know what to avoid. They also know they are responsible for the choice of their actions and the sanctions which will be applied. In all cases, experienced teachers concentrate on pinpointing the real difficulties and causes of misbehavior and try to address them. Whatever the case, efficient teachers work towards rebuilding positive relationships, never label students and give them space to back off and to later return with respect. Consistency & fairness are basic features of those teachers who know how to rule the house.
Further reading on the internet
- Using Community Agreements to Start the Year Strong, by Cait O’Connor, Eutopia
- Student Motivation Made Simple. Simple Steps You Can Take To Motivate Your Students by Rob Plevin Behaviourneeds.com
- Succeed with the noisy class. The step by Step Method to Deal with Challenging Groups behaviourneeds.com
