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
