"Although research on learning tends to focus on Instructional Strategies related to subject matter, student's beliefs and attitudes have a significant effect on their success or failure in school."(Morzano, Pickering, Pollock, 2005)
When Students are recognized for achieving goals their level of achievement increases.
Believing you can do something more often then not turns out to be true.
Stradegies for Reinforcing Effort and Providing Recognition
Teach the relationship between effort and achievement.
Reinforce Effort. Students who are reconigzed for effort will make the connection between effort and improvment.
Visual reprensentation of effort may increase effort.
Your class should share a common understanding for effort. Create a rubric for class effort.
Be careful about how and when recognition is provided. Phrase for small projects or easy task can be taken as undeserved.
Recognize individual students for personel progress.
Make clear the real goal of effort. Communicate to students "the harder you try, the more successful you will be." not "the more gifts or prizes you will recieve"
"For many students, it's difficult to try their hardest at all times during the day. Sometimes they have the energy to use a lot of effort (to do things they both like and don't like), and sometimes they don't seem to have any energy. You can do a self-check to find out how much effort you use during the day by filling out an Effort Log."(All Kinds of Minds and Schools Attuned, 1999-2010)
Student Directions
To start, fill in the chart with the day's classes or activities.
After each class or activity, mark the box that best describes how you did.
If you think you think you had lots of energy to work hard, check On.
If you switched between having energy and having no energy to work hard, check On & Off.
If you think you had almost no energy to work hard at all, check Off.
When you have finished filling out this log, answer the following questions on the back of this page and/or discuss them with your teacher.
At what times during the day did you have lots of energy to work hard ("ON")? Why? At what times did you switch between having energy and having no energy ("ON & OFF")? Why? At what times did you have almost no energy to work hard at all ("OFF")? Why?
Effort and Recognition
"Although research on learning tends to focus on Instructional Strategies related to subject matter, student's beliefs and attitudes have a significant effect on their success or failure in school."(Morzano, Pickering, Pollock, 2005)
When Students are recognized for achieving goals their level of achievement increases.
Believing you can do something more often then not turns out to be true.
Stradegies for Reinforcing Effort and Providing Recognition
Teach the relationship between effort and achievement.
Reinforce Effort. Students who are reconigzed for effort will make the connection between effort and improvment.
Visual reprensentation of effort may increase effort.
Your class should share a common understanding for effort. Create a rubric for class effort.
Be careful about how and when recognition is provided. Phrase for small projects or easy task can be taken as undeserved.
Recognize individual students for personel progress.
Make clear the real goal of effort. Communicate to students "the harder you try, the more successful you will be." not "the more gifts or prizes you will recieve"
"For many students, it's difficult to try their hardest at all times during the day. Sometimes they have the energy to use a lot of effort (to do things they both like and don't like), and sometimes they don't seem to have any energy. You can do a self-check to find out how much effort you use during the day by filling out an Effort Log."(All Kinds of Minds and Schools Attuned, 1999-2010)
Student Directions
To start, fill in the chart with the day's classes or activities.
After each class or activity, mark the box that best describes how you did.
If you think you think you had lots of energy to work hard, check On.
If you switched between having energy and having no energy to work hard, check On & Off.
If you think you had almost no energy to work hard at all, check Off.
When you have finished filling out this log, answer the following questions on the back of this page and/or discuss them with your teacher.
At what times during the day did you have lots of energy to work hard ("ON")? Why? At what times did you switch between having energy and having no energy ("ON & OFF")? Why? At what times did you have almost no energy to work hard at all ("OFF")? Why?
EFFORT LOG
LEVEL OF EFFORT
Time
Schedule (Activity)
On
On & Off
Off