January 19, 2015

As we begin our next round of Achievement data meetings, we become “ENGINEERS” in the truest sense when determining what each and every student at Cannon needs to be successful.  I recently read an article from the September 2014 issue of Educational Leadership about student motivation.  Carol Ann Tomlinson discusses a set of three concentric circles of influence that we need to be aware of to help a student’s motivation.

“The Personal Sphere (the outermost circle)—in which motivation links to a student’s concerns about his or her personal relationship with school and school adults—is often the most powerful. In this sphere, a student poses two fundamental questions: Does the teacher see me? and How does the teacher see me? Some students feel invisible in their classrooms; some feel judged and found wanting. In either condition, the student’s desire to learn is likely extinguished.

 A teacher does well to reflect on whether he or she sees each student as an individual. Considering an “unmotivated” kid, teachers should ask these questions: Do I believe in this student’s capacity to succeed in my classroom—and am I communicating belief in that potential? Do I give him or her support, voice, and autonomy in school work? What am I doing to know this child better today than I did yesterday?”

If you would like to read about two inner circles (The Social Sphere and The Academic Sphere) please stop by my office and pick up the 2 page article  (a quick  BUT powerful read ).  I like how it poses the two fundamental questions from the student’s viewpoint.  It aligns with my beliefs and is a great reminder to consider the whole child.

Carol Ann Tomlinson is the author of The Differentiated Classroom: Responding to the Needs of All Learners