Reinforcing Effort and Providing Recognition Ellie McAffee Chapter 4

Introduction This set of instructional techniques addresses students’ attitudes and beliefs. This category has been subdivided into two parts: Reinforcing effort Providing recognition Does Reinforcement and Recognition really help to increase student achievement? Page 49-50

Research and Theory on Reinforcing Effort Research shows that people generally attribute success at any given task to one of four causes: Ability, Effort. Other People, and Luck (Covington and Harter, 1980.) Three of these four beliefs ultimately inhibit achievement: A belief on the part of students that they do not possess the necessary ability to succeed at a task might cause them to sabotage their own success. People are helpful until an individual finds himself alone. Luck is fine until the luck runs out. Belief in effort is clearly the most useful attribution! Page 50

Generalizations from Research on Effort Not all students realize the importance of believing in effort. “Studies have demonstrated that some students are not aware of the fact that the effort they put into a task has a direct effect on their success relative to the task.” (Seligman, 1990, 1994; Urdan, Medgley, & Anderman, 1998) Students can learn to change their beliefs to an emphasis on effort. “Simply demonstrating that added effort will pay off in terms of enhanced achievement actually increases student achievement.” (Craske, 1985; Wilson & Linville, 1982)

Classroom Practice in Reinforcing Effort Teachers need to make sure that they explicitly teach and exemplify the connection between effort and achievement. Share personal examples Seek out and share examples of well-known athletes, educators, and leaders who succeeded in large part simply because they didn’t give up Ask students to recall personal examples Pages 51 - 52

Keeping Track of Effort and Achievement A powerful way to help them make a connection between effort and achievement is to ask student to keep track of their effort and its relationship to achievement. Please see Page 52 for the complete Rubric. Effort Rubric 4 100%+ Effort 3 Average Effort 2 Below Average Effort 1 Little Effort Achievement Rubric 4 Exceeded the objectives. 3 Met the objectives. 2 Met some objectives. 1 Did not meet objectives

Keeping Track of Effort and Achievement Students might use these rubrics to keep tract of their effort and achievement on a daily basis for a week. Effort and Achievement Chart Date Assignment Effort Rubric Achievement Rubric Fri, Oct.22 5-paragraph essay re: Animal Farm 4 Wed, Oct.27 In-class essay re: allegory 3 Thurs, Oct.28 Pop quiz Page 57

Research and Theory on Providing Recognition There are three generalizations that can be extracted from the research: Rewards do not necessarily have a negative effect on the intrinsic motivation. Reward is most effective when it is contingent on the attainment of some standard of performance. Abstract symbolic recognition is more effective than tangible rewards. Pages 55-57

Figure 4.5 Guidelines for Effective Praise Is delivered contingently. Specifies the particulars. Provides information. Orients students toward problems solving. Uses prior accomplishments. Is given for noteworthy effort. Attributes success to effort. Focuses student attention. Ineffective Praise… Is delivered randomly. Shows bland uniformity. Rewards mere participation. Provides no information. Orients students toward comparing and competing. Is given without regard to effort or accomplishment. Attributes success to external reasons. Fosters exogenous attributions. Page 56, Brophy, J. (1981)

Classroom Practice in Providing Recognition Personalizing Recognition It is best to make this recognition as personal to the students as possible. Pause, Prompt, and Praise This is best used when students are engaged in a particularly demanding task with which they are having difficulty. Concrete Symbols of Recognition Stickers, awards, coupons, and treats do not necessarily diminish the intrinsic motivation if they are given for accomplishing specific performance goals. Pages 58 - 59

Conclusion Reinforcing effort can help teach students one of the most valuable lessons they can learn – the harder you try, the more successful you are. In addition, providing recognition for attainment of specific goals not only enhances achievement, but it stimulates motivation. Page 59