Professional eBook Chapter: The Motivated Student - Chapter 2: Minimizing Your Use of Coercion

The Motivated Student - Chapter 2: Minimizing Your Use of Coercion

What have you personally learned about teaching from the reading?

I have personally learned that there is a fine line between creating structure and organization and coercion. A good teacher inspires students to get excited about learning - more work doesn't necessarily mean that the work is high quality.  

This quote also stood out to me "...some students are so driven to be autonomous that they will even accept failure (and its attendant consequences) to retain control of their lives". I never really thought of students skipping class or not doing work as a result of a power struggle but it makes sense. If a student is not engaged in the lesson, class or even in school in general, there is little internal motivation to learn. 

What is the author's message that we are meant to take away from the reading?

Schools are coercive environments but by providing student choice, we can limit the feeling of powerlessness in students.

Will you use any ideas from the article reading with your students?

I like the idea of having the class come up with expectations for the class. I have seen this done by other teachers and I think it brings a sense of student ownership and agency into the classroom.

I really like the idea of offering students an option for them to create their own assignments as long as they meet the educational objectives of the lesson. 

What questions have arisen for you in the reading?

How can I offer choice in my library lessons?

What can I do to be less rigid in my dealings with students in the library? 

How best to approach students that seem to be reacting to the the coerciveness of school (skipping class, disrespecting the library space or other people in the library)?

What competency(ies) are addressed by the reading?

ProEd a.2.a. - In the area of the learning and learning, Learning differences as demonstrated by An understanding of individual differences and diverse cultures and communities;

How: Offering student choice helps to combat the feeling of powerlessness that students can feel in school. When students can exert their autonomy, the feel more in control of their situation, more motivated and more inspired in their learning as opposed to being forced to adhere to rigid and strict rules and structures.

ProEd a.2.b - In the area of the learner and learning, Learning differences as demonstrated by: Ensuring inclusive learning environments that allow each learner to reach his or her full potential;

How: Having students participate in developing expectations for classroom behavior and procedures gives them a sense of ownership and a say in how their learning environment is structured.

ProEd c.1.a. In the area of learning facilitation practice, Use of assessment as demonstrated by: An understanding and ability to use multiple methods of assessment to: Engage learners in their own growth.

How: By allowing students choices in assignments and assessments, this motivates and inspires learners to express their learning in ways that work best for them.