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Dedicated to Teachers Clock Watchers Six Steps to Motivating and Engaging Disengaged Students Across Content Areas Dedicated to Teachers™ STEVI QUATE JOHN McDERMOTT FOREWORD BY Cris Tovani

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Dedicated to TeachersBranding Logo TM, Large_KO.qxp:Layout 1 11/10/08 Branding Logo TM, Large_KO.qxp:Layout 1 11/10/08 Clock Watchers Six Steps to Motivating and Engaging Disengaged Students Across Content Areas DedicatedtoTeachersSTEVI QUATE JOHN McDERMOTT FOREWORD BYCris Tovani Quate_title.qxp:Quate7/9/098:58 AMPage iClock Watchers Quate_title.qxp:Quate7/9/098:58 AMPage iiArtwork by Shaun Armour Quate_title.qxp:Quate7/9/098:58 AMPage iiiClock Watchers Six Steps to Motivating and Engaging Disengaged Students Across Content Areas Stevi Quate John McDermott HEINEMANN PORTSMOUTH, NH Quate_title.qxp:Quate7/9/098:58 AMPage ivHeinemann 361HanoverStreetPortsmouth,NH038013912www.heinemann.comOfces and agents throughout the world 2009byStephanieJ.QuateandJohnMcDermottAllrightsreserved.Nopartofthisbookmaybereproducedinanyformorbyanyelectronicormechanicalmeans,includinginformationstorageandretrievalsystems,withoutpermissioninwritingfromthepublisher,exceptbyareviewer,whomayquotebriefpassagesinareview,withtheexceptionofreproduciblepages,whichareidentiedbytheClock Watchers copyrightlineandcanbephotocopiedforclassroomuseonly.DedicatedtoTeachersisatrademarkofGreenwoodPublishingGroup,Inc.Library of Congress Cataloging-in-Publication Data Quate,Stevi.Clockwatchers:sixstepstomotivatingandengagingdisengagedstudentsacrosscontentareas/SteviQuate,JohnMcDermott.p.cm.Includesbibliographicalreferencesandindex.ISBN-13:978-0-325-02169-0ISBN-10:0-325-02169-41.MotivationineducationUnitedStates. 2.EffectiveteachingUnitedStates.3.Learning,Psychologyof. I.McDermott,John,1951June22 II.Title.LB1065.Q372009370.15'4dc22 2009013287Editor: Lisa Luedeke Production: Elizabeth Valway Cover design: Night & Day Design Composition: Kim Arney Manufacturing: Steve Bernier PrintedintheUnitedStatesofAmericaonacid-freepaper1312111009VP12345Quate_title.qxp:Quate7/9/098:58 AMPage vTo my loving husband, Jim, who always believes in me; to my grandchildren, who deserve to learn in motivating and engaging classrooms; and to all my former students, who taught me about teaching and learning. Stevi To my soul mate, Pat, who motivates me to learn and engages me in life. John Quate_title.qxp:Quate7/9/098:58 AMPage viiCONTENTS Acknowledgments. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ix Foreword. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xiii 1Do We Have Time for Motivation and Engagement?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Stevis Story1 Johns Story3 Why This Book at This Time? Whats the Urgency?4 What Does a Teacher Need to Know?7 The Six Cs: Creating a Context That Motivates Students and Nurtures Engagement8 Why Create a Context That Motivates Students and Nurtures Engagement?9 2Caring Classroom Community . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 A Classroom Snapshot12 Emotions and Learning13 A Classroom Community14 A Step into John and Karens Classroom16 What Happened?17 Monitoring Yourself27 For More Information28 3Checking In and Checking Out. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 Assessment: Unlived Potential?31 How Does Assessment Motivate and Engage?33 Pictures of Practice34 Plan! Plan! And Plan Some More!36 Pre- and Post-assessments38 When It Works, When It Doesnt39 Tips for Thinking About Pre- and Post-assessments41 Ongoing Checking In: Providing Feedback44 Assessing Your Assessment Practices48 4Choice. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49 Ignite Student Passion49 Choice and Motivation51 Laying the Foundation52 Lesson Examples57 Routines and Rituals: Homework66 Culture of Choice: Extending Beyond the Classroom67 Why Not Offer Choice?70 For More Information71 Quate_title.qxp:Quate7/9/098:58 AMPage viii5Collaboration. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72 Introducing Collaboration: Andreas Story72 Why Go Through the Trouble?75 Types of Groups77 Monitoring the Groups82 Designing the Work of the Group85 The Class as a Collaborative Community91 Putting It All Together92 For More Information94 6Challenge. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95 Tinas Story95 Challenge and Engagement96 In the Zone98 Georges Story99 Why Did Adam Succeed?101 Believing in Possibilities105 For More Information106 7Celebration. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107 The Poetry Slam107 Why Take the Time?108 Teacher Stance111 Ways to Celebrate115 This Is Your Celebration122 8Putting It All Together: The Six Cs as a Braided River . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123 The Evolution of Practice124 The Rivers Intertwine125 Making Time to Motivate and Engage136 Appendix . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139 Study Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155 Works Cited. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167 Index. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171 viiiCONTENTS Quate_front.qxd:Layout 17/9/099:10 AMPage ixACKNOWLEDGMENTS WhenJohnandIranintoeachotherataconference,littledidweknowthatourcasualconversationwouldleadtoabook.Inthelobbyofthecon-ferencehotel,wepickedupthethreadsofconversationsthatwedbegunyearsbeforewhenwetaughttogether.OnceagainJohnarguedthatmotivationwasthebiggestchallengeteachersfacedwhileIshookmyheadandinsistedthatitwasengagement.Fromthatexchangewestartedourjourneytogethertodiscoverhowstudentslearndeeplyandpassionately.Westudiedtheresearchonmotivationandengagement,workedinclassroomsacrossourstate,andinterviewedteach-ersandstudentsfromavarietyofsettings.Tooursurprise,thatjourneynallyendedupinthisbook.Weoweamultitudeofpeopleourmutualgratitude!Inparticular,bothofuswanttosendourheartfeltthankstothefollowing: SusanSparks,forinvitingthetwoofustotheconferencethatbeganthisjourney MarjorieLarner,whoencouragedustosubmitaproposaltoHeinemannandintroducedustoLeighPeake LisaLuedeke,ourgraciousandpatienteditor,whoencouragedusand didntlaughatournovicemistakes AllourformerstudentswhosatinourclassroomsatMerittHuttonMid-dleandHigh,St.MarysElementary,MacDonnelCentralHigh,North-glennJuniorHigh,ThorntonHigh,andHorizonHighyourvibrancyandhonestytaughtusimportantlessonsabouthonoringyourthinkingandlis-teningcarefullytoyourideas Teachercandidateswhoseearlyteachingwecontinuallylearnedfrom:AnnieFisher,AndreaRodriquez,OliviaBridges,DaveCarr,JenniferRike,andalloftherestofyou Alltheadministratorsandcoacheswhowelcomedusinyourschoolstothinkaboutmotivationandengagement,especiallyJoanWatson,RobertBishop,BethHayes,BethLombardi,andKarstinSuttonixQuate_front.qxd:Layout 17/9/099:10 AMPage x KathleenWilson,forbelievinginusfromtheget-goandforinvitingustoworkwithteachersinsouthernColorado Moreteachersthanwecanlisthere:KarenHartman,KaraKurtz,NancySteinke,MarthaMcFarland,ShaunArmour,KarenPacheco,CindyCalder,DavidSinger,MarneGulley,ShereenAsaBueed,MattBrothers,PamNewman,ScottMurphy,NoreenMiller,andKatherineKeyes SteveLashandLouAnnNelsonyoureamazingteachersanditwasanhonorlearningfromandwithyouEachofushasalonglistofpeoplewewanttopersonallyacknowledge,alistlongerthanspacewillallow.Soamongmanyothers,Johnwantstoespeciallythank Myparents,JoeandGladysMcDermott,whotaughtmetorespectand careforothers Joe,Ray,Jim,andMargie,whotaughtmetocollaborate Mydaughters,KatieandMaggie,whochallengemetoexcel Afterthirty-oneexhilaratingyearsofmarriage,mywife,Pat,foreveryglo-riousdaytogetherSteviwouldliketoaddspecialthanksto MyhigheredCriticalFriendsGroup,wholistenedtome,askedques-tions,andexpectedthisbooktomakeittopress:SamBennett,Nancy Shanklin,DeannaSands,andHeidiBarker MyfriendsatPEBCwhotrustedthatthisbookwouldtellthestoryit neededtotell:AnniePatterson,SuzannePlaut,andPaulaMiller Mydad,LarryQuate,andmymom,JeanneTrevathan,whoencouraged meateveryturn;howIwishyoutwowerealivetoseeourbookinprint DeanandTheresaKimpel,myspectacularsonandhiswonderfulwife,forsupportandtheirlackofsurprisethatthisbookwastobe Mymarveloushusband,whonevercomplaineddespitethelatedinners becauseIhadonemorechaptertonish,thedaysIspentawayfrom ACKNOWLEDGMENTS xQuate_front.qxd:Layout 17/9/099:10 AMPage xihomesoIcouldcollectmoreresearch,andtheconstantstoriesofanotherteacherwhoknewhowtomotivateandengage;Jim,youbelievedinourwork,knewwednishthisbookevenwhenwedoubtedit,andofferedthebestsupporteveratalltimesthankyou!AndthisbookcouldnthavehappenedwithouttheinspirationofConnorandCali.Connor,IthoughtofyouasIwatchedyourwell-meaningteachersforgetabouttheimportanceofengagement,and,Cali,Isawyourglowwhenyouknewyouweregreatinmath.Youshowedmehowstrengthbuildsmotivation.BecauseofyoutwoandJohnsfuturegrandchildren,wewrotethisbookwithasenseofurgencyandimmediacy.Acknowledgments xiQuate_front.qxd:Layout 17/9/099:10 AMPage xiiiFOREWORD JustotherdayIcaughtmyselfonthevergeofmutteringwordsImostdetesthearingfromcolleagues:ThesekidsarentmotivatedtheydontcareandIdontknowwhatelsetodo.Thethoughtsweredirectedattwoofmystudentsinparticular.TherstwasMichael,aseniorheadingtotheUniversityofColoradoandthesecondwasPJ,afreshmanheadingtojuvenilehall.Allsemester,Istruggledtomotivateanden-gagebothofthem.Michael,highlyprocientinplayingthegameofschool,hadlearnedhowtogetthegradewithoutdoingmuchthinking.PJ,highlyprocientinavoidingwork,hadlearnedhowtoprovoketheteachertogetoutofclasssohedidnthavetothink.Althoughtheirapproachestoschooldiffered,bothwereplayingadangerousgameinwhichtheywouldsurelyendupthelosers.Allse-mesterIdesperatelytriedtogureouthowtoengageandmotivatethesetwoyoungmen.Thankfully,Clock Watchers: Six Steps to Motivating and Engaging Disengaged Students landedonmydoorstepsoonafter.AsIread,Icouldnthelpbutthinkaboutmyownstudents.IstartedbrainstormingwaysIcouldadaptandtweakac-tivitiessotheytintomyowncurriculumandinstruction.ThefeelingofTheresnothingelseIcando,soonvanished.Insidethiseasy-to-readbookIfoundatreasuretroveofresearch-basedin-structionalstrategiesthatwouldprovetohaveimmediateresults.Mondaymorn-ingIbegantryingsomeofwhatIhadreadovertheweekend. Sureenough,Isawresults.Asaveteranteacheroftwenty-veyears,IknewthesixCscaringclass-roomcommunity,checkingin/checkingout,challenge,collaboration,choice,andcelebrationwereinstructionalprinciplesbehindeffectiveteaching.Thechal-lenge,however,wasttinginandapplyingthemonaday-to-daybasis.Butau-thorsSteviQuateandJohnMcDermottdoanextraordinaryjobexplicitlyshowingthereaderwhateachconceptlookslikeinaction.AfullchapterisdevotedtoeachofthemotivatingCs,neatlylayingoutwhatitmeansandhowtoimple-mentitintheclassroom.Helpfulexamplesofassignmentsandprojectsfromacrosscontentareas,whichnaturallyincorporateandpromotethesemotivators,aredescribedindetail,showingteachershowconsideringthesesixconceptsinxiiiQuate_front.qxd:Layout 17/9/099:10 AMPage xivallwedoultimatelyleadstomotivationandengagement.Inthenalchapter,theydiscussweavingallsixCstogether.Schoolswillalwayshavecompliantstudentswillingtositthroughpoorin-structionandsillyactivitiesinordertogethighmarks.However,thesestudentsarenottheoneswhopushustochange.Thestudentswhoreallymakeusearnourdougharetheoneswhochallengeustothinkaboutoureffectiveness,whodemandauthenticity.Ourprofessionobligates ustomotivateandengageourstu-dents.Clock Watchers supportsteacherswhowanttocreateclassroomswhererealworldlearningtakesplace.Inourquesttogrow21stcenturylearners,wemustconstantlysearchforbetterwaystoconnectwithourstudents.Whetheryourstudentsareplayersofthegameofschooloraresocialloafersthisbookwillfortifyyouthroughthosedifculttimeswhenyoufeelliketheresnothinglefttotry.Soinsteadofcringingthenexttimeyourcolleaguesutterthewords,Thesestudentsdontcare,handthemthisbook.Describeyourpersonalstrugglesandyour experience with the six Cs so they know you know what theyre goingthrough.Thenpointoutafewofyourfavoriteideas.Asyouwalkaway,smile,knowingyouhavemadeadifference.CrisTovanixiv FOREWORDQuate_chaps.qxd:Layout 17/9/099:12 AMPage 11 Do We Have Time for Motivation and Engagement? Stevis Story LongbeforeIwalkedintotheclassroomasateacher,Iwascuriousaboutmoti-vation.Perhapsitsbecauseasahighschoolstudent,Ilackedmotivationtodotheacademictasksrequiredofmebuthadastrongmotivationtogetgoodgrades.Thosegradeswereimportant,butdoingtheworkwasnt.EventhenIfounditcu-riousthatasanavidreader(Beers1998),IresistedwhateverwewererequiredtoreadandoftenresortedtoCliffsNotes.YetIhadreadbookslikeTreasureIs-land,1984,andBraveNewWorldonmyown.IhadmybooknexttomybedthatIreadeverynightandmostafternoonswhenschoolended.Anassignednovel,though,killedmyinterest.ItwasntthatwaywhenIwasyounger.IrememberbeinghighlymotivatedtomastercursivewhenIwasthenewstudentinaschoolwherethestudentshadbeen taught cursive the year before. I was motivated to master addition andpesteredmyfathertogivemelongsetsofnumberstoaddafterIhadnishedmyhomework.IwasmotivatedtolearnaboutNebraskahistoryanddevouredWillaCathernovelsatanearlyage.Iwasmotivatedtowritetheshortstoriesmyfourth-gradeteacherassignedus.Istillrecallrewritingonelineofdialogueoverandoversoitwouldringtrue.Whenthatfourth-gradeteacherpraisedmydreamsequencethatendedthestory,Iglowedwithpride.(Yearslater,thispraisemademeakind1Quate_chaps.qxd:Layout 17/9/099:12 AMPage 2criticasIreadmiddleandhighschoolwritersendtheirstorieswithasimilarver-sionofandthenIwokeupfromthedream.)Despitemystrongmotivationtolearninelementaryschool,inhighschoolmymotivationtolearnwasalmostnil.LittledidIknowthatmyhistorymirroredtheresearchonmotivation.Theten-dencyisformotivationtodecreasethroughouttheyears(NationalResearchCouncil2004;HidiandHarackiewicz2000).Thesuspectedreasonsforthisphe-nomenonarenumerous.Textmessagingandplayingvideogamesoutshinehit-tingthebooks.Ajobwithapaycheckattheendoftheweekbeatsaclasswithagradeattheendofthesemester.Checkingouttheboyintheotherroomismoreenticingthancheckingoutamoebas.Asayoungteacher,IknewthatIwantedthekindofclassroomthatrebukedtheresearch.Iwantedaclassroomwherestudentswouldbemotivatedtolearn,eagertojumpintothebooksweddiscussandtowritethoughtfultextsaboutin-terestingideas.IwantedmystudentstofeelmyjoyinlearningthatIhadasanelementarystudent.SoonceIstartedteaching,Ireadeverythingaboutmotiva-tionIcouldgetmyhandson,andfromthatreading,Ilearnedtodrumupan-ticipatorysetslikegangbusters,andIcouldgetanenergeticdebategoingoveralmostanytopic.However,eventhoughIcouldoftengetkidstonibbleattheedgesofthelearning,Ifounditdifculttogetstudentstosustaintheinterest.OnlyyearslaterdidIrealizethatmotivationwasntenough.Motivationwaswhatenticedkidstobeginthelearninggame.Dewey,intheearly1900s,talkedabouteducationascatchingandholdingstudents.Icouldcatchthem,butIcouldntholdthem.Thistensionofcatchingandholdingstu-dentsremindedmeofmyinterestinbirds.JustasImmotivatedtolearnaboutbirds,IllpickupbooksatthelibraryandsubscribetoAudubonmagazine.ThebookscatchmyinterestsothatImwillingtobeginthegameofgettingtoknowbirds.However,justlikemanyofmystudents,thosetextsdontholdme.Toooften,Ihaveahardtimesustainingmyattention,andImeasilypulledawaybyotherinterests.IdidntquiteunderstandwhatwashappeninguntilIreadCsikszentmihalyisideasaboutow(1990,1997).Readinghisdescriptionofthatexperienceofget-tinglostintheactivityathandandtheworlddisappearingbecausetheactivityitselfconsumesonesattentionandenergy,IbegantounderstandDeweyscon-ceptofholdingstudents.IrecalledmyowntimeswhenIwasinowandrecog-nizedhowIwasheldbytheexperience.IthoughtaboutthemagicaltimesIdspentwritingwhenwritingworked.Ididntwanttostop,andwhenIdid,Icouldhardlywaittoreturntoit.IremembertimeswhenIwassoengrossedinwritingastorythatIdbethinkingaboutmycharacterswhiledriving,onlytondthatIhadpassedmyexitmilesbefore.Notagoodplanfordriving,butagreatexperi-enceforthewriter.2CLOCKWATCHERS Quate_chaps.qxd:Layout 17/9/099:12 AMPage 3Readinghasoftenbeenlikethatforme.Itseasytogetintotheowandgetlostinabook.Likemanyreaders,IhadexperiencedmomentswhenIdidnthearsomeonecallmynamebecauseIwaslostinthestory,ortimeswhenthechar-actersbecameasrealasmybestfriends.Iknewowasareaderandawriter.AndIcouldrecallnumerousothertimesduringnonschoolactivitieswhenIwasto-tallyengagedinmylearning:learningtoskiwhenIwastherstontheliftsasthesunwasbreakingoverthemountaintops;trainingmydogasIattendedclassafterclassandworkedhoursonendwatchingMickystopwhenIstoppedandwalkbymysideoncommand;gardeningasItilledthesoilandforgotaboutthepapersthatneededtobegraded.Yes,IknewowandIknewwhatitwasliketobealearnerwhohadbeencaughtandheld.WhenIreectedonthosetimeswhenIhadenteredintothestateofow,IrealizedthatIhadmovedbeyondmotivation;motivationtolearntoskigotmestartedbutwasntenoughtosustainmyinterest.Engagementwaswhatsustainedme.AsIlosttrackoftime,Iwasconsumedwithknowingmore,andIwashav-ingfun.Engagementintheactivityheldme.Thatformewasthemissingpieceofmyteaching.HowcouldImotivatemystudents,andthenwhatcouldIdotocreatethecontextthatwouldengagethem?Johns Story Igrewupinafamilyofseven:fourboys,onegirl,andtwosmartparents.MydadwasasteelworkerforJonesandLaughlinSteelCorporation,andmymotherwasahousewife.Neitherhadcompletedacollegeeducation.Theylovedeachofusdeeply,butweknewthatloveofusaspeopledidnotalwaysincludeloveofourbehavior.Wehadchoicesconcerningourcareers,butthechallengeofhighereducationwasnonnegotiable.Everynightourfamilycollaboratedaroundthedinnertable.Wedebatedre-ligion,politics,andfamilymattersbutwithclearnormsconcerningourlanguageandtreatmentofeachother.MomandDadconstantlycheckedonourprogressintheclassroom,withourchores,andonourtreatmentofothers.LongbeforeIwasaneducator,Iunderstoodtheimportanceofclearandmeasurablegoals.Ifwedidnotmeetthem,wesatdownwithourparentsandplannedforsuccess.Myparentscelebratedourlives.Ouraccomplishmentsweredisplayedontheicebox(yes,itwasthe50s!).Whenwelefthome,ourparentssentuscards,in-dicatinghowproudtheywereofourprofessionalworkandremindingustotreatourcolleaguesandfamilywithloveandrespect.Myparentsknewhowtomoti-vateandengagetheirchildreninlearningforlife.LongbeforeIreadtheresearchaboutmotivationandengagement,IknewitbecauseIhadlivedit.Do We Have Time for Motivation and Engagement? 3Quate_chaps.qxd:Layout 17/9/099:12 AMPage 4School didnt operate in the same way, though. I attended an elementaryschoolinAliquippa,Pennsylvania.Aswesatinourdesksonanygivenmorning,anannouncementwouldcomeontheintercom:Boysandgirls,youareabouttohearwhathappenstostudentsinthisschoolwhobreaktherules.Thefol-lowingrulehasbeenbroken.Manymorningsweheardthespecicsofanof-fensetardiness,sassiness,laziness.Weknewwhatwascomingnext:Comehere,youngman.Thenwewouldhearthewhack,whackofapaddlemeetingthebacksideoftheoffender.Criesofpainfollowed.Yetstudentscontinuedtobreakrulesandtoghtinthehalls.Morepaddlingfollowed.Nothingchanged.Atanearlyage,Irealizedthatthreatsandpublicpunishmentshapedtheclimateoftheschoolbutdidntpromoteexcitementinlearning.Inthissameschool,Ilearnedthedemoralizationoftracking:wehadtheAclass,theBclass,andtheCclassoflearners.Thedifferenceinhowthesestu-dentsweretreatedwaspalpableandimmoral.YoucouldseeitinthefacesoftheCgroup;theyweresadandbored.Someoftheselow-trackedlearnersweremo-tivatedtobreaktherulesoractoutinangertowardsthestudentsfromtheAgroup.TheAstudentsknewatanearlyagetheywereboundforcollege;theCstudentsknewatanearlyagetheywouldbeworkinginthesteelmill.Andyearslater,onreectingbacktothesedays,Irecognizedthatmoststudentsdorisetotheexpectationsoftheirteachers.ThelessonsfromtheseearlyyearshavestayedwithmefortheentirethreedecadesthatIhavebeenineducation.Irememberhearingthetearsofanof-fenderovertheintercomandthengoinghometoafamilydinnerduringwhichwediscussedbeingkindtoothers.Thecontrastdidntescapeme.Inmyteach-ing,IknewIwouldbringmyparentsprinciplestotheclassroom,nottheprin-ciplesIlearnedatschool.Myparentsdidntcoercemeintolearning;instead,theymotivatedmethroughloveandhighexpectations,andtheyensuredIwasengagedthroughinvigoratingconversationseachnightofmyyounglife.Andthatswhatthisbookisabout.Itsaboutmotivationandengagementandwaysthatwecancreatethecontextsinourschoolstoheightenbothmotivationtocatchstudentsandengagementtoholdthem.Why This Book at This Time? Whats the Urgency? Asweworkinschools,weseenearlyeverydaywhyabookonthistopicisur-gentlyneeded.AlongwithworkingasaconsultantinvariousschoolsacrossCol-orado,eachofusisasiteprofessorattwodifferentlargeurbanhighschoolsintheDenverarea.Assiteprofessors,wementorteachercandidatesandcollabo-4CLOCKWATCHERS Quate_chaps.qxd:Layout 17/9/099:12 AMPage 5ratewithpracticingteachersandadministrators.Theschoolsweworkin,alongwithschoolsacrossthenation,facetremendouspressuresforteacherstoensurestudentsperformatunprecedentedlevels.BecauseofNoChildLeftBehind(NCLB),teachersfeelthepowerofthestateassessmentinshapingtheirinstructionandtheirprofessionaldevelopment,andevenifNCLBweretodisappear,ourhunchisthatthepressuretoperformwouldremain.Atbothofourschools,wewatcheachyearbeginwithteachersstudyingdatafromthepreviousyearsstateassessment.Eventhoughadminis-tratorsbuildintimeforcelebrationsofgrowth,teachersfocusonthedrearyre-sults.Remember,theseareurbanschools,andtheyretypicalofschoolswithsimilar demographics. Often more than twenty percentage points below thestatesaverageprociencylevel,theresultsletteachersknowthegametheyllplayagainthisyear:raisetestscores.Schoolleaders,instructionalcoaches,districtcurriculumspecialists,andstaffdevelopersworklonghoursdeterminingwhatteachersneedtoknowinordertoclosewhatthenewspaperslabelastheachievementgap.Wehaveseenthosesolutionsrunthegamut,somegreatsolutionsandsomehighlyquestionable:eleven-sentenceparagraphstoimprovewritingscores,askill-and-drillprogramhatedbybothteachersandstudentsasthemandatedreadinginterventionpro-gram,standards-basededucationwiththedailyobjectivepostedineachclass-room,thetake-vestrategyforsolvingproblemsinmath,professionallearningcommunitieswithessentiallearningsandcommonassessments,learningwalkstomonitorteachersimplementationofspecicpractices,guidedreadinginallEnglishclassroomsattheexpenseofliteraturestudy,sustainedsilentreadingthroughoutthebuilding,andschooluniforms.Wevewatchedtheupsideandthedownsideofeachoftheseefforts,andthecommonvariablethatweveseenoftenignorediscapturedbytheubiquitouslamentsofteachers:HowdoIgetthekidstocareabouttheirlearning?HowcanIgetthemtodothework?HowcanIgetthemtocometoclassontimeandtobringtheirbooksandpaperandpensandagendaandhomework?Inotherwords,howcanteachersmotivateanden-gagetheirstudents?Rarelyhaveweseenaschooladdresstheseconcerns,andrarelyhaveweworkedwithaschoolwheretheseconcernswerentpresent.Ironically,inlightofthepressureofNCLB,theissueofmotivationanden-gagementisonethatmustbeaddressed.Andheresthecatch-22:Whenteachersarestressed,theytendtobecontrollinganddemandingwithstu-dents,andtheytendnottoprovidesupportandenthusiasmforthestudents.Thishasbeenshowntohaveastronglynegativeeffectonthestudentsmotiva-tionandperformance.Studentsneedanaccepting,supportive,andnourishingcontextinwhichtolearn,andteacherswhoarefeelingnegativeemotionsandareDo We Have Time for Motivation and Engagement? 5Quate_chaps.qxd:Layout 17/9/099:12 AMPage 6noteffectiveinmanagingthemwillnotbeabletosupplytheneededsupporttostudents.Teachersenthusiasmaboutteachinghasbeenshowntopositivelyaf-fectstudentsenthusiasmaboutlearning.(Deci2006)EvenifNCLBweretodisappear,motivationandengagementaresodeeplyintertwinedwithsubstantivelearning(MelzerandHamman2004)thatweseeafocusonmotivationandengagementasanethicalimperative.Withoutasharpfocusonmotivationandengagement,schoolsareunlikelytoproducestudentswhogrowintellectually(NCREL2005;Guthrie,Wigeld,andPerencevich2004).AfewyearsagotheNationalResearchCouncilstudiedengagementinhighschools.Theimpressivestudybeginswiththisstatement:Learningandsucceedinginschoolrequiresactiveengagementwhetherstu-dentsarerichorpoor,black,brown,orwhite.Thecoreprinciplesthatunderlieengagementareapplicabletoallstudentswhethertheyareinurban,suburban,orruralcommunities.(2004,1)Theresearchshowsthatmotivationandengagementmatterinallcontextsbutindifferentways.Studentswholiveinpovertyandattendschoolswheremo-tivationandengagementaremissingoftenleaveschoolatanearlyage.Thedropoutratesarestunninglyhigh.Incontrast,studentsfrommoreeconomicallyprivilegedsettingscancoastbyeveniftheyarentengagedintheirstudies.Thosestudentsmaylearnlessthantheirmoreengagedclassmates,buttheyarelikelytobegivensecondchancesandtograduate(NationalResearchCouncil2004).Ifgraduatingfromhighschoolmatters,thenmotivationandengagementmat-ter(Gewertz2006),andifdeeplearningmatters,thenagainmotivationanden-gagementmustmovetotheforefrontofeducationconversationsandactions.Whenteacherstalkaboutmotivationandengagement,theanecdotalstoriesareoftenalarming:IfIcantgetastudenttocometoclass,howcanIgethimtocare?Youdontknowourstudents.Theysimplydontcareabouttheirworkandyoucantgetthemmotivated,nomatterwhat.Andwhenresearchersstudyhighschoolstudentsabouttheirlevelofen-gagement,theresultsmirrortheseanecdotes.In2004and2005,theHighSchoolSurveyofStudentEngagement(2005)wasgiventonearly171,000studentsintwenty-sixstates.Lessthanhalfthestudentssaidtheydidworkthatmadethemcuriousaboutlearning,andlessthanathirdwereexcitedbytheirclasses.Ifworkinghardisoneelementofengagement,thenthosestudentswerefarfromengaged.Morethanhalfstatedthattheyspentfourorfewerhoursaweekonhomework.Yettwo-thirdsofthestudentswereearningmostlyAsandBs.6CLOCKWATCHERS Quate_chaps.qxd:Layout 17/9/099:12 AMPage 7Thisisnotarecentphenomenon.Inthemid-1980s,JohnGoodlads(1984)classicstudyonhighschoolsnotedthelargenumberofstudentswhowerestaringoutwindows.Intheearly90s,LeCompteandDworkin(1991)werewritingaboutstudentswhowereliteralschooldropoutsandthosewhowerestillinschoolbutwhohadtunedout.SmithandWilhelms(2002)landmarkresearchonboysandliteracyalsohighlightedtheboredomanddisengagementthatmanyofourmalestudentsfeel.Schoolliteracy,forexample,justdoesntconnect.AspoetJimmySantiagoBacasaidinaninterviewwithBillMoyers,ReadingdontxnoChevys(hencethetitleoftheSmithandWilhelmsbook).Withoutrecognizinghowschoolisrelevanttotheirlives,studentsarentwillingtobecaught,letaloneheld.What Does a Teacher Need to Know? Ifyouweretotakeapeekatthebooksthatlinetheshelvesofourbookcases,youwouldndaslewofbooksonmotivationandengagement.Stevimightshowyouacuteipbookthatlistsactivityafteractivity.John,ontheotherhand,mightpulloffhisshelfoneofseveralbooksthatpromisetogivetheteachertwenty-veorftyorevenonehundredactivitiesguaranteedtomotivate.Bothofuscantellyoustoriesofpresentationswevegonetowherepresenterslistedonetiportrickafteranother.Buttipsandtricksarenotadequateformeaningfullearning,andsomethatweveheardarejustplainsilly.Dressingasahistoricalcharactermightworkforteacherswithamboyantpersonalities,butthistrickbyitselfwontpro-ducethekindoflearningthatourstudentsdeserve.Eventhoughtheycontainpracticalideasthatteacherslove,thesebooksandpresentationssimplyarentsufcienttohelpteachersconsiderandapplytheresearchonmotivationandengagement.Ourbooksuggestsactivitiesthatweveseenworkinclassrooms,butalloftheactivitiesaregroundedinaframeworkthatisinformedbyresearch.Thisframe-work,whichwecallthesixCs,iswhatmakesaninstructionalactivitytranscendthetipsandtrickslabel.Eachsuggestionhasthepotentialtoshapethecultureoftheclassroom,whichteachersmustintentionallynurture.Ourframeworkpro-videsawayofthinkingthatwillguideplanning,teaching,andreectingonin-structionandlearning.Thisframeworkbuildsaclassroomculturethatislikelytoproducestudentmotivationandengagementthatwillresultinlearning.Ourframeworkemergesfromtheresearchonthepsychologyofmotivationandengagement.Muchofthisresearchexploresthemindofthestudentwhowantstolearnandwhopersistsindoingdifculttasks.Thisresearchremindsusthatmotivatedandengagedlearnersarecurious,needtofeelcompetent,andDo We Have Time for Motivation and Engagement? 7Quate_chaps.qxd:Layout 17/9/099:12 AMPage 8mustbeconvincedthattheyareincontrol(GuthrieandWigeld1997;SmithandWilhelm2006;Deci2006).The Six Cs: Creating a Context That Motivates Students and Nurtures Engagement 1. Caring Classroom Community Middleschoolsareoftendepictedasplaceswheretheaffectiveneedsofthein-dividualaremoreimportantthantheacademicneeds.Incontrast,highschoolsareoftenportrayedaslargeimpersonalinstitutions(Goodlad1984).However,thedevelopmentofanurturingclassroomcommunityinwhichstudentsareknownwellbyboththeteacherandtheirclassmatesmatters,whatevertheirageorgradelevel.Forateachertobeawarmdemander(Gay2000),shemustintentionallybuildthecultureofaclassroomwherestudentsknowtheyrecaredforandwheretheywillbesupported. 2. Checking In and Checking Out Assessmentisahottopicineducationalcircles,butoftenthepowerofassess-mentisntrealized.Oneteachertoldus,IcanbuildthoseprettychartsfromthedataIvecollected,butitwontchangeathingformystudents.Wearguethatassessmentworksbetterasaverbasanactionratherthananoun.Wevewatchedhowteacherswhoearnestlycheckinwiththeirstudents,providefeed-backalongthelearningjourney,andensurethatstudentsareanactivepartofthecheck-incheckoutprocessmotivateandengage. 3. Choice Oneofthewaystoputstudentsincontroloftheirlearningtobuildtheirsenseofautonomyistoensurethattheyhavevoiceintheirlearning.However,choicemustbescaffoldedandintentional. 4. Collaboration Justasmotivationtheoryinformsus,relationshipsmatter(SmithandWilhelm2006;Gewertz2006).Studentstendtobemoremotivatedandaremorelikelytobeengagedintheirlearningwhentheyworkwithinasupportive,collaborative8CLOCKWATCHERS Quate_chaps.qxd:Layout 17/9/099:12 AMPage 9context.Studentsneedtoknowwhataneffectivelearningcommunityisandwhatisnoteffective. 5. Challenge InColorado,aselsewhere,thethreeRsrigor,relationship,andrelevancehavebecomeaneducationalmantra.Weworry,though,abouttheuseofrigor.Weveseenrigordenedastougherstandards,increasedhomework,andreducedstu-dentsupport,andtheresultshavebeenquestionable.Yetweknowthepowerofchallenge;whendesignedappropriately,itisamotivatorandanessentialfactorinengagement.Wealsoknowwhathappenswhenstudentsarentchallengedappropriately:boredomorevenapathy(Csikszentmihalyi1990). 6. Celebration Weneedtocelebratemomentsofsuccess,bothacademicallyaswellasperson-ally.Celebrationscancomeinmanyforms,fromanend-of-unitcoffeehouseevent,toawhole-schoolassembly,toanotesenthometoparents.Thesecele-brationssetstudentsupforfuturesuccesses.Ourframeworksoundsniceandtidy,butweknowitsmessy.Eachstrandofourframeworkishighlyinterwovenwiththeothers.Justasinaspidersweb,oneweakstrandaffectstheentireweb.Noonestrandcanbeignored,andyetallofthemmustbestrengthenedtocreatethatclassroomwherestudentsarecaughtandheld.Why Create a Context That Motivates Students and Nurtures Engagement? To Nurture Curiosity Psychologicalstudiesdidntneedtoinformusthatcuriosityinuencesmotiva-tion.Commonsensetellsusthis.Anytimewerecuriousaboutsomething,ourin-terest is high, and we feel motivated to explore and learn. Motivationalresearcherstalkaboutinterestthroughtwoconstructs:individualinterestandsit-uationalinterest.Individualinterestdescribesapersonsuniqueinterestinatopic,aninterestnotnecessarilyconnectedtoschool.Situationalinterestreferstotheroleofthecontextinshapingapersonsinterest.WhenStevisson,Dean,wasyoung,forinstance,hewasfascinatedbybutteriesandspentmanyasummerDo We Have Time for Motivation and Engagement? 9Quate_chaps.qxd:Layout 17/9/099:12 AMPage 10daywithhisbutterynetinhandandidenticationmanualsnearby.Hisindi-vidualinteresthadnothingtodowiththeclassroom;instead,itwaspersonalandmighthavebeeninuencedbyhisgrandfather,anentomologist.Deansinterestwasspurredbyhisowncuriosityandfueledbyhisgrowingknowledge.Themoreheknew,themorehewantedtoknow.Ontheotherhand,whenDeanwasinhighschool,hehadateacherwholovedphilosophy,andthroughmasterfulteaching,hestirredupthestudentssothattheytoowerecuriousaboutphilosophicalissuesanddilemmas.Becauseofthissituationalinterest,wheretheteachercreatedthecontextthatinspiredcu-riosity,Deanpursuedfurtherstudiesinphilosophywhenhewasincollege.Theconstructofsituationalinterestprovideshopethatteacherscandosome-thingintentionaltocatchkidsandthentoholdthem.Wedonthavetorelyonstudentsenteringourclassalreadyinterestedinourcontent,andwecanbuildourrepertoirewithstrategiesforticklingtheirinterest.Ofcourse,noteacherwantstoborestudents;instead,teacherswanttonurtureimagination,thrilltheintellect,andmovestudentstowantmore,justlikeDeansphilosophyteacherdid.Teacherscanbuildfromastudentsindividualinterest,butinthesecond-aryschoolafocusonsituationalinterestcanbehighlyrobust.TheimpactofsituationalinterestonmotivationisexempliedinresearchbyJohnGuthrieandAlanWigeld(1997).Theydescribearemarkableteacherskindlingofinterestbytakingstudentstoahillsideoutsideofschool.Therestu-dentsobservedinsectsandformedinquiryquestions.Afterarousingstudentcu-riosity,theteachernurturedtheirengagementinarigorousstudyofinsectsbybuildingfromtheirquestionsandshowingthemhowtoconductresearchthatledtoanswerstotheirquestions.Thisinstructionaldesignwasintendedtogrowlit-eratescientists.GuthrieandWigeldsresearchhasinformedtheworkofothers.Forinstance,PerencevichandTaboado(2007),whohaveworkedcloselywithGuthrieandWig-eld,showhowcuriositychartsmotivate.TheinquiryprocessasawaytoengagestudentsisdetailedinSmithandWilhelmsbookGoingwiththeFlow(2006).Oneofourmajorcontentionsisthatcreatingthecontextthatwillmotivatestudents and nurture engagement is not only doable but critical. The way ateacherorchestratesherinstructioncanteasestudentsintocaringandcanthenbuildthepathwayforsustaininginterest.OursixCs,whenbraidedtogether,formthatcontext. To Respect Students Need for Competency and Control Asateacherthinksaboutmotivationandengagement,itsimportanttocontinuepeekingintotheheadsofhisstudentsbynotingwhatresearchtellsusaboutthe10CLOCKWATCHERS Quate_chaps.qxd:Layout 17/9/099:12 AMPage 11conceptofcompetency.Remember:themoreweknowaboutstudentsmentalandemotionalworkings,thewiserwecanbeaboutourinstructionaldecisions.Inhisstudiesofwhatmakespeoplehappywiththeirlives,Csikszentmihalyi(1990,1997)arguesthatpeopleenterintoastateofowwhentheyarecon-dentthattheyhavetherequisiteskillsnecessarytobecompetentinagiventask.NearSteviisaskateboardparkwheresheswatchedyoungpeopleskateupun-believableanglesforhoursonend.Shesseentheyoungmen(withanoccasionalfemalehereandthere)fall,scrapeelbows,riptheskinoffknees,andcontinuetodoitagain.Onetimesheaskedoneoftheskateboarderswhy.Hisanswer:BecauseIknowIcandoit.Thisskateboarder,likeothersengagedinchal-lenges,hadastrongsenseofefcacy,convincedthathewouldeventuallybesuc-cessful.Hewasincontrolandworkedhoursonendtoachieveagoalthathewascertainhewouldattain.Incontrast,Steviaskedhernephewwhyhedidntspendtimeattheskateboardingpark.Randysanswerwassimple:Icouldneverdothat!andhedidnttry.Ifstudentsdoubttheircompetency,theyloseinter-est,divertattentionfromtheirlimitations,oree(SmithandWilhelm2006).Thequestionis:Whatcanteachersdotosupporttheneedtofeelcompetent?Itsnotagifttheycanendowonstudents,butwearguethatteacherscancreateacontextthatbuildsthesenseofcompetence.Ourframeworkdevelopsfromthesenotionsofcompetencyandcontrol.Werehonoringtheneedofstudentstofeelcompetent,beautonomous,andbeconnectedtootherswithsimilarval-ues.Ourfocusisonwhattheteachercandotonurturethissenseofcompe-tenceandcontrol.Itsaboutawayofthinkingtobuildthekindofclassroomthatbothteachersandstudents(andadministratorsandparents)want.Ofcourse,werenottalkingaboutasilverbulletoraboutaquickx.Weretalking about building an intentional culture in a classroom and ideally in aschool.Tobuildandnurturesuchaculturetakestime.Theadolescentwhowalksintothemiddleorhighschoolhashadyearsofexperiencesthathaveledhertobelievethatsheisorisnotcapable,thatsheiscaredforornotbytheadultsinabuilding,andthatsheisorisnotabletoexertcontroloverheracademicjour-ney.Tochangeperceptionstakestime,andtoincorporateallpiecesoftheframe-worktakestimeforteachers.AsFullan(1993)says,changeisajourney,notablueprintnoradestination.Weseethatchangingthecultureofaclassroomandofaschoolisanimportantjourneyandonewehopeschoolswillembarkon.Do We Have Time for Motivation and Engagement? 11Quate_chaps.qxd:Layout 17/9/099:12 AMPage 122 Caring Classroom Community The quality of life improves immensely when there is at least one other person who is willing to listen to our troubles, and to support us emotionally. MIHALYCSIKSZENTMIHALYI,FINDINGFLOW: THEPSYCHOLOGYOFENGAGEMENTWITHEVERYDAYLIFE Class is the place where you dont feel left out because everyone knows who you are. SARAH, 10THGRADE, AMERICANSTUDIESPROGRAM A Classroom Snapshot Itstartedoutasatypicallatewinterday.Mostofthestudentsintheeighth-gradeclassweresittingobediently,tryingtofollowtheteacherslecture.TheangerinafellowstudentsvoicejoltedJohnoutofthedaydreamhewasslippinginto.Younevergetmynameright.Sitdown,please,anddontraiseyourvoicetome,theteacherdemanded.Ihavebeeninthisclassforsixmonthsnow,andyoustilldontknowmyname.12Quate_chaps.qxd:Layout 17/9/099:12 AMPage 13Sitdownnowandapologizeforthisoutburstoryouwillendupintheprin-cipalsofce.Dontworry,Imleaving.Asheslammedthedoorbehindhim,severalstudentslaughednervouslyatthisoutburst.Andsodidtheteacher.Whenhereturnedtoclassafewdayslater,thestudentwashumbledanddis-tant.Quietly,hesatinclass,oftenwitheyeslookingathisdeskandtight-lipped.Rarelydidhetalktoanyone,andrarelydidheparticipateinclass.ThismemorystillseemsfreshtoJohneventhoughittookplacedecadesagowhenhewasineighthgrade.Unfortunately,Johnsstoryisnotunique.Storiesaboundaboutclassroomsthatareunfriendlyenvironments.Wehaveheardsto-riesofstudentsbeingridiculedandbootedoutofclassfornothavingapencil,aboutteacherspostingsignsabovetheirdoorswarningstudentsofdireconse-quencesiftheydontstudyhardenough,andofteacherswhopubliclyhumiliatetheirstudents.Sadly,thesehostileenvironmentshaveadirectimpactonstu-dentswillingnesstobemotivated,letalonetobeengagedintheirlearning(Na-tionalResearchCouncil2004).Ifstudentsperceiveanenvironmenttobeunsafe,theymayshutdownemotionallyandintellectually.Sincewearesocialcreatureswholivewithinthecommunalrealmofschools,teachersmustattendtotheemotionalandsocialnatureoflearningthroughouttheyear,particularlyaswecreateacontextformotivationandengagement.Emotions and Learning Theresnoquestionthatthepressuresteachersfacetodayaretremendous.WhenJohnwasayoungstudent,therewerenostateassessments,federalactslikeNoChildLeftBehind,norpublicaccountabilitysystemswithresultsprintedinthenewspapers.Todaysteachersknowthattheirstudentstestscoreswillbescru-tinized.Facultymeetingafterfacultymeetingisdedicatedtolearningaboutthetestandguringoutwaystochangewhatfeelssounalterable:thescoresonthattest.Nowonderteachersassertthattheydonthavetimetodothosetouchy-feelythingssuchasbuildingaclassroomcommunity.Unfortunately,toignoretheimportanceofbuildingcommunityisshortsighted.Academicsuccessformanystudentsisinterwovenwiththeiremotionalpercep-tionsofaclassroom(Goleman1995;Shernoff,Csikszentmihalyi,andSchneider2003).Doestheclassfeelsafe?Arestudentsprotectedfromhumiliation?Cantheyaskastupidquestion?Isthereanyonewhoknowsthemwellandwhocaresabouthowtheyredoing?ThesequestionstumblearoundinstudentsmindsfromCaring Classroom Community 13Quate_chaps.qxd:Layout 17/9/099:12 AMPage 14thesecondtheywalkintotheclassroomtothetimewhentheyleaveattheendoftheterm.Anddatashowsthatanegativeresponsetothosequestionsaffectsnotonlystudentengagementbutalsotheresultsofthatbigtestattheendoftheschoolyear(Eliasetal.2002).In1995,DanielGolemanpublishedhisbookEmotionalIntelligence.Manyteachersnoddedinrecognition.Theyknewhowintertwinedemotionsandlearn-ingare.Infact,Golemanarguedthatemotionsrule:Tothedegreethatouremotionsgetinthewayoforenhanceourabilitytothinkandplan,topursuetrainingforadistantgoal,tosolveproblemsandthelike,theydenethelimitsofourcapacitytouseourinnatementalabilities,andsodeter-minehowwedoinlife.Andtothedegreetowhichwearemotivatedbyfeelingsofenthusiasmandpleasureinwhatwedoorevenbyanoptimaldegreeofanx-ietytheypropelustoaccomplishment.(89)Golemansresearchsuggeststhattooofteneducatorsworkfromafalsedi-chotomywhentheysplittheiractivitiesintoaffectiveandacademiccategories.Becauseoftheinterwovennatureofemotionsandlearning,teacherswouldbewisetoseetheaffectiveandacademicasbraided.Contentknowledgeisheight-enedbytexturesoftheaffectivedomain.Awaytobeginistoacknowledgetheroleofemotionsasaprerequisitetocreatingacaringclassroomcommunity.Thisrequiresthatteacherscareforthestudentasanindividualaswellasalearner.Thepersonandhisperformancebothmatter(Gay2000).Becauseofthecentralityofemotions,ifstudentsfeelasthoughtheteacherdoesntlikethem,theyoftenresisttheroleoflearner.Incontrast,thosestudentswhoper-ceivethattheirteacherscareaboutthemasindividualsaremorelikelytoengageandaremorelikelytoworryaboutlettingtheteacherdown.A Classroom Community ThismessageaboutcaringforthepersonandthestudentbecameclearasSteviwatchedAnnieFisherlearntoteach.AnniewasateachercandidateworkingonherteachinglicenseinEnglish.Formostoftherstsemester,Anniehadbeenintheschoolonlyonedayaweek,butduringthelastquarter,shewasfull-timeintoherstudentteaching.Eventhoughsheknewthestudentsnamesandalit-tlebitabouttheirbackgrounds,shewantedtomakesurethatsheknewthemwellandthattheykneweachother.Onesimpleroutinethatbeganeachclassperiodwastheuniquewayshetookroll.14CLOCKWATCHERS Quate_chaps.qxd:Layout 17/9/099:12 AMPage 15TodayIdontwantyoutosayherewhenIcallyourname,sheexplainedtherstday.Instead,Iwantyoutoanswerhamburgerorpizza,basedonwhichoneyoulikebetter.Thetenthgraderslaughedbutplayedalongwithher.Thenextdaysheaskedthemtonametheirfavoritemusicians.Onotherdays,shelearnedabouttheirbirthplaces,theirpets,andeventheirfavoritebooks.Otheractivitiesincludedhavingstudentswritetheirliteracyhistories.Shewantedthemtoexplainwhentheyhadlearnedtoreadandwhathadchallengedthemastheybecamereaders.Shehadstudentswritepersonalslogansandpostedthemaroundtheroom.Theliteraryhistoriesweredisplayednexttotheslogans.Theroomreectedthestudentswhowerebeingeducatedinthatroom,andthestudentsknewthatAnniecared.Attheendoftheschoolyear,SteviinterviewedthestudentsaboutAnniesperformance.Miss,onestudentstated,shereallycaredaboutus.Shemadeusgettoknoweachother!Youknowwhatshedidwhenshetookrolleachday? Becoming a Warm Demander ButAnniemadesurethatherstudentsalsoknewthatshecaredabouttheirper-formance.AsGenevaGayargues,careforthepersonwithoutinsistenceonper-formanceisacademicneglect(2000,48).Anniebecameawarmdemander(Gay2000)whocaredenoughnottoletanystudentslack.Shemadeusdothework,Miss.Ifitwasntgoodthersttime,sheshowedushowtomakeitbetterandthenmadeusdoit,herstudentexplained.Stevisawateacherasawarmdemanderinanotherschool.Thisschool,too,waslledwithstudentsofpoverty,andmanywereimmigrantsfromMexicoorotherLatinAmericancountries.Sharonbelievedinherstudentsabilitytoper-formwell.Whensheaddressedthem,shecalledthemscholars,andwhentheymisbehaved, she looked askance as she asked, And where did the brilliantscholarfromyesterdaygo?Atthestartoftheschoolyear,Sharonsharedwiththestudentstheirscoresonthestateassessment.Themajorityofthestudentswereintheunsatisfactoryorpartiallyprocientranges.Sharonsharedtheinformationwithgreatlove,con-cern,andurgency.Afterthestudentslearnedtheirscores,Sharonsaidwithsin-cerity,Ofcourseyourebehind.Justthinkofhowmanyschoolsyouvebeenin.Youhadtomissoutonimportantlearning.AndsomeofyouarenewtoEnglish.OfcourseyourebehindbecauseyouhaventbeenspeakingEnglishallyourlives.Butlistentome,carefully.Myjobistogetyoucaughtup,andthatswhatweregoingtodo.Youareyoungscholars,andImgoingtomakesureyousucceed.Caring Classroom Community 15Quate_chaps.qxd:Layout 17/9/099:12 AMPage 16Andthatswhathappened.Whenthetestresultscamein,thosestudentshadmadeanaverageoftwoyearsgrowthontheassessment.WhenthestudentslearnedthatSharonwouldnotbereturning,manywerevisiblysad.OnegirlwroteSharonanotethatsaid,Thankyouforcaringenoughtobelieveinme.Noteacherhaseverdonethatbefore. Creating the Literacy Club Mind-Set Teachers,ofcourse,needtogettoknowtheirstudentswellandcareenoughtodemandthebestfromthem.Furthermore,theclassroomneedstobeacommu-nityoflearnersratherthanacollectionofindividualsboundtogetherbyacom-monschedule.YearsagoFrankSmith(1987)wroteabouttheimportanceoflearnersknowingthattheyarepartoftheliteracyclub.Likeanyclub,membersoftheclassroomknowthattheybelongandarewelcomedandneededmembersofthegroup.Together,membersshareacommonpurpose,participateinrou-tinesandritualsuniquetothisgroup,andfollownormsofbehavior.Anniesroll-takingprocedure,forinstance,wasaroutineandritualuniquetoherclassroom,andstudentsknewthattheybelonged.Withinthiscommunalsetting,studentsbuildanallegiancetotheirteachersaswellastotheirclassmatesthatnurturesmotivationandengagement.LetsseehowthismighthappenbysteppingintoJohnsclassroom.A Step into John and Karens Classroom KarenPachecoandJohnco-taughtGreatBooksandGreatIdeas,acoursethatpreparedjuniorsandseniorsfortheAdvancedPlacementliteratureandlanguageexams.Endorsingtheconceptofacaringclassroom,theschoolscurriculumcommitteedroppedtheAPlabelfromtheclassinordertoopenthedoortoallstudentsregardlessoftheirgradepointaverageorpriorclassroomachievements.Brandonarrivedontherstday,listenedtoopeningintroductions,participatedincommunity-buildingactivities,andinvestigatedthecourseschallengingas-signments.Afterclass,heapproachedKarenandJohn.Ihavetodropthisclass.Imjustafootballplayer.IvenevergottenagoodgradeinanyEnglishclassandIknowthisisgonnabewaytoohardforsomeonelikeme.MuchtoBrandonschagrin,KarenandJohnexplainedthattheyhadneversignedadropslipforanystudent.Youwillbesafehere,theyasserted.Itisourjobtomakesureyoulearnthematerial.Youwillhaveampleopportunitiestosuc-16CLOCKWATCHERS Quate_chaps.qxd:Layout 17/9/099:12 AMPage 17ceed.Yes,theycontinued,hemightneedtorewritehisessays,buttheydgivehimfeedback.Yes,hewouldparticipateinseminars,andtheyguaranteedthatotherswouldlistenrespectfullytohisideas.Yes,hewoulddothereadingandgetcon-stanthelpwithit.Yes,hewouldstayintheclass.And,yes,hewouldsucceed.Whenthecourseended,Brandonwrotethemathank-younotethatmovedthemclosetotears.Amongotherkindthoughts,hewrotethatitwasthersttimehehadactuallyreadandunderstoodclassroomassignments.Becauseofthiscourse,henowplannedtogotocollege.Hiscondencehadgrown,andheknewhewouldsucceed.What Happened? Likeotherlearners,Brandonhadatremendousfearoffailure.Sincehehadex-periencedfailureinotherEnglishclasses,KarenandJohnknewtheirrsttaskwastocreateaclassroomcommunitysteepedinhopeandcareand yetmaintainhighexpectationsforallthestudents,includingstrugglinglearnerslikeBrandon,Englishlanguagelearners,andspecialeducationstudents.TheytookGenevaGays(2000)adviceseriouslythatteachersneededtobewarmdemanders.Butrsttheyhadtoshowthewarmthandhadtocreateacommunityoflearners. Creating a Community of Learners Throughout the School Year From the rst moment students walked into the classroom, Karen and Johngreetedthemgraciouslyasiftheywereguestsintheirhomes.Shakinghandsandwelcomingthestudentstotheirroom,theybegantheprocessoflearningeachstudentsname.Becauseitwasateam-taughtclass,theirclassloadwaslargefty-vestudents.Buttheytookthatasachallengeandlearnedallthenameswithintherstweekofschool.Atthesametime,theymadesurestu-dentskneweachother.WhenJohnannouncedthattheywouldlearnthenamesofeachoftheirclassmates,heexplainedthereasoningforthisrequirementbytellingthestoryofhisteacherwhodidnotknowherstudentsname.Ineveryclassactivity,KarenandJohninsistedthatstudentsaddresseachotherbyname,asimplebutpowerfulstrategy.Knowingnamesopensthedoortoknowingstudents,butteachersmustalsoknowstudentsacademichistory,livingsituations,hobbies,andlearningstylesinordertocreateanoptimallearningenvironment.Studentsneedtobeheardandrecognizedasindividuals.Withthegoalofgettingtoknowtheirstudentswell,theyhadstudentstakeinterestsurveys,writeabouttheirpasthistoriesaslearners,andCaring Classroom Community 17Quate_chaps.qxd:Layout 17/9/099:12 AMPage 18

shareinformationnotonlywiththeirteachersbutalsowitheachother.Eachac-tivitythatstartedtheyearwasdevelopedwiththegoalsoflearningwhothemem-bersoftheirclasswereandofconnectingthelearnerstoeachother.Eventhoughthisisnotanuncommonpractice,wehavenotedthatmanyteachersbegintheyearwithcommunity-buildingactivitiesbutquicklymoveontotherealbusinessoflearningandteaching.Fromourobservationsofexem-plaryteachersandclassrooms,wehavelearnedthatteacherswhomotivateandengagetaketimetostrengthenclassroomrelationshipsthroughouttheschoolyear.Buildingthecaringclassroomcommunityisaprocess,notalessonplanortwoatthestartofaterm.Afterall,whenmidtermgradesaredue,activitiesfromtherstweekofschoolareadistantmemory,andoftennewstudentshavejoinedtheclasssincethoseearlydays.Asaremindertothemselvesandtheirstudents,KarenandJohncreatedchartswithstudentnamesandparentcontactinformation.Onthesecharts,theynotedwhentheysentpostcardshomeaboutstudentsuccesses,metwithparents,andcontactedthemthroughemail.Theyrecordedthetimestheymetwithstudentsduringlunchandafterschool.Theserecordsensuredthattheywerecontactingallstudentsandnotunintentionallyoverlookinganyone. Holding High Expectations Acommunityisboundtogetherforspecicreasons.Withinaschool,thatrea-sonisgroundedinlearningforall.KarenandJohnknewthattheyowedittostu-dentstoexplainthattheirexpectationswerehighandwouldremainhighforallthe individuals in the room. Their expectations mirrored what the NationalResearchCouncilreportedaboutexpectations:Onewaythatstudentsjudgehowmuchteacherscareisbywhethertheyholdthemtohighexpectationsandmakeanefforttoensuretheyarelearning(2004,54).KarenandJohnexplainedoftentostudentsthattheywereemphasizinglearn-ingovergrades.Theywarnedthatstudentswouldbechallenged,butchallengewouldbebalancedwithhope,andtheyevenofferedamoney-backguarantee:Ifyoucometoclassandtrytosucceed,wewillprovidetheproperscaffoldingforyoursuccess.Ifyoudonotcometoclass,wewillndyouatthegasstation,cafeteria,yourhome,sportingevents,andwewillinsistonyourattentiontothelearning.Manystudentslaughedbutquicklyrealizedtheseriousnatureoftheirmission.Furthermore, Karen and John stressed that as a community, they had re-sponsibilitiesforeachother.Nooneinthatcommunitywastobeignoredorde-serted.Sincetheywouldbeacommunityoflearnersandteachers,KarenandJohnsharedsomeoftheresearchthatguidedtheirteaching.Theyunderstood18CLOCKWATCHERS Quate_chaps.qxd:Layout 17/9/099:12 AMPage 19Doylesresearch(1983)indicatingthatstudentsneedtoknowwhytheyarein-volvedininstructionalstrategies,notjusthowtocompletethetasks.Duringthoserstfewweeksofschool,studentsnotonlylearnednamesandbackgroundsoftheirclassmatesbutalsodelvedintothechallengesandcom-plexitiesofdealingwithdifcultrelationshipsandofbuildinganauthenticcom-munityoflearners.JohnandKarentaughtthestudentsaboutDanielGolemansresearchonemotionalintelligence.Forseveraldays,theyexploredtheconceptsofmanagingemotions,motivatingoneself,recognizingemotionsinothers,andhandlingrelationships. Honoring Multiple Intelligences: The Choice Assignment KarenandJohndesignedotherassignmentsduringtherstquartertosupportstu-dentsinlearningthecontentanddevelopingempathyfortheirclassmates.OnesuchassignmentfollowedadiscussionofHowardGardnersresearchonmultipleintelligences.Thisparticularunitfocusedontwoessentialquestions:Whatisin-telligence?andHowisintelligencemeasured?Thesequestionssetthestageforthinkingaboutwhomsocietyhonorsassmart.Toillustratehowlearningcantakemanyshapes,JohnandKarencreatedachoiceassignmentforoneofthereadings.Theyrequiredstudentstorepresenttheirlearningthroughanyofthemultiplein-telligencesandthentopresenttheirworktoasmallgroup(seeChart21).Thepresentationswerequitesuccessfulasstudentsmarveledatthecreativityoftheirpeers,especiallythosestudentsnotknowntobeacademicstars.Todebrieftheex-perience,JohnandKarenreturnedtotheessentialquestion:Whatisintelligence?Through exploring their own intelligences, reading some of Gardners re-search,andreectingonthequalityoftheworkoftheirpeers,studentsunder-stoodthatintelligencemanifestsitselfinmanyways,includingthroughmusic,sports,art,leadership,literacy,andmath.Thestudentsreectedonhowschooltypicallyhonorsmathandliteracybutoverlooksotherareas.Thisexperiencesetthestagefortheyearasstudentslearnedrespectforthedifferentintelligencesinthegroup;empathygrew. Encouraging Risk Taking: The Challenge Project Rightfromthestart,KarenandJohnencouragedtheirlearnerstotakeriskswiththeirlearning.Whentheysharedtheresearchonself-efcacy,theyshowedtheconnectionbetweenchallenginglearningandengagement.Tostresstheimpor-tanceoftakingmeaningfulrisksinthelearningprocess,oneofKarenandJohnsmajorassignmentsrequiredeachlearnertotakeaneducational,physical,orCaring Classroom Community 19Quate_chaps.qxd:Layout 17/9/099:12 AMPage 20

MultipleIntelligences IntrapersonalChoices Writeajournalentryfromtheviewpointofthemaincharacter. CreateaT-chartshowingthesimilaritiesanddifferencesbetweenyouandthemaincharacter.Interpersonal Organizeaseminaramongyouandatleastthreeothersinclassaboutthereading.Submitareectionontheseminar,includinghowyourthinkingchangedasaresultofthediscussion. Giveaspeechtotheclassfromthepointofviewofthean-tagonist,tellingtheseriousawsoftheprotagonist.Musical Createasongthatreectsthetheme. Musicselection:ndsongsthatportraythemainmessageofthereading.Spatial Createadrawing,painting,orsculpturerepresentingthereading. Bringinexamplesofpaintings,drawings,orsculpturesthatbestrepresentthisreading.Bodily-Kinesthetic Performaninterpretivedancebasedonthereading. Performamimefortheclassbasedonthereading.Mathematical-Logical Designamultistepequationrepresentingthecomplexrelationshipbetweenthemaincharacterandthesetting. Representthereadingthroughathoroughtaskanalysisoftheeventsinthereading.Linguistic Writeapoemrepresentingthereading. Writeanessayconcerningthemaincharactersconictfromthepointofviewofhisparents.Chart 21MultipleIntelligencesMaybecopiedforclassroomuse.2009byJohnMcDermottandSteviQuate,fromClockWatchers(Heinemann:Portsmouth,NH).20CLOCKWATCHERS Quate_chaps.qxd:Layout 17/9/099:12 AMPage 21emotionalrisk(Neihart1999).Ofcourse,theseriskshadtofallwithinschoolsafetyparametersandhadtobelegal.Theriskshadtotakestudentsoutsidetheircomfortzones.Stressingtheimportanceofbraidingtogetheremotionsandacademics,theyexplainedtheacademicsideoftheassignment:toexaminethehumanexperience(seeChart22).Thiswasanassignmentrequiredofall,in-cludingKarenandJohn.Understandingtheimportanceofmodeling,KarenpromisedtoparticipateinahorsebackridingcompetitionwhileJohnagreedtoworkonanarticleforpublication.Whenstudentspresentedtheirchallengeprojectstotheclassandparticipatedintheseminar,theydeepenedtheirsenseofcommunityastheylearnedmoreabouteachotherandcelebratedthesmallandlargeriskstheirclassmateshadtaken.Forinstance,afootballplayertoldaboutthechessteamssurprisewhenheshowedupfortherstmeeting.Theclasscheeredasamemberofthetrackteamsuccessfullycompletedhisrstmarathon.Ayoungmanmadetheclasslaughashetoldstoriesabouttakingcareofhissix-month-oldsisterfortwoweeks.Hechangeddiapers,fedthebaby,andgotupatnightwhenshecried.Inthiscommunityoflearners,sto-ries,humor,andsharedexperiencesforgedabonduniquetothisgroup. Reinforcing the Bond: Mind Maps Assignmentsthroughouttheyearrequiredstudentstosharetheirworkwiththeclasscommunityandreinforcedthemessagethatstudentworkshapedthelearn-ingofpeersregardlessofindividualdifferences.Forinstance,KarenandJohnfre-quently assigned mind maps that required learners to set learning goals andrepresenttheircurrentunderstandingofcourseconcepts.Mindmapsarenon-linear,graphicwaysofcapturingthinkingonatopic.Typicallymindmapsarecreatedaroundawordorconceptthatisplacedinthecenterofthemap.Theninaweblikestructure,studentsarrangenewideas,showinghowthoseideascon-necttoothers.Usedforavarietyofpurposesfrombrainstormingtonotetakingtorepresentingasophisticatedunderstandingofaconcept,mindmapscanbeacreativeprocessforillustratingonesthinkingprocess.JohnandKarenintroducedtheassignmentbyexplainingitspurpose:Mindmapsreectthewayyourbrainorganizesinformation.Thisprocessprovidesyouanopportunitytobemetacognitive:tothinkaboutyourthinking.Youdonothavetobeanartisttocompletethisassignment;wewantyoutothinkabouthowyourbrainstoresinformation.Wellshowyouexamplesofstudentworkandreviewtherubric.Youllhaveclasstimetodaytoworkonit,buttheremainderoftheworkwillbecompletedonyourown.(SeeChart23forsuggestionsonhowtoin-troducemindmaps.)Caring Classroom Community 21

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Challenge Project (based on Neihart 1999) Aswediscussed,peopledonotgrowintellectually,emotionally,socially,orphysi-callyunlesstheytakerisks. Theserisksarenotthreateningtothehealthorwell-beingofthepersonengagingintherisk,butaredesignedtopusheachofusoutofoursafetyzoneintoanareajustbeyondourcurrentreach. Thinkoftheseprinciplesasyoucompletethefollowingsteps.Step1:Chooseyourchallengefocuseducational,physical,oremotional.Step2:Listvechallengesinthisareafromleastchallengingtomostchallenging.Step3:Chooseoneoftheveasthechallengeyouwillperform.Step4:Createatimelineforyourcompletionoftherisk.Step5:Submittheattachedformtoyourteacher.Step6:Completeyourchallenge.Step7:Placeartifactsfromyourchallengeinyourjournal.Step8: Writeasynopsisofyourexperienceinyourjournal.Step9:Participateinaseminarconcerningchallenges.CHALLENGEFOCUS Fivechallengesfromleast challengingtomost challenging:Circlethechallengeyouchoosetocomplete.Sharewithyourparentsyourchoice.Completiondate _______________________________Parentpermission _______________________________Date _________________Chart 22ChallengeProjectMaybecopiedforclassroomuse.2009byJohnMcDermottandSteviQuate,fromClockWatchers(Heinemann:Portsmouth,NH).22CLOCKWATCHERS Quate_chaps.qxd:Layout 17/9/099:12 AMPage 23

Mind Maps PURPOSE: increaseself-awareness,setgoals,reectoncontent,presentcurrentunderstandingShowexamplesandnonexamplesofmindmaps.Displayrubricprominentlyintheclassroom.Gatherenoughplainwhitepaperandcoloredmarkersfortheentireclass.Explaintheconceptthatthemindmapisexploring.Havestudentsbrainstormideas,images,andconnectionstotheconcept.Modelhowtondapersonalthemefromtheinitialbrainstorminglist.Refreshstudentunderstandingofametaphor.Havethemwritethethemeinthecenterofthepaper.Havethemcontinuebrainstormingaddi-tionalwordsandideasabouttheirtheme.Remindstudentstousecolortoreectthinkingandinsights.Havethemaddsymbolsandimagesasappropriate.Tellstudentstoshowhowideasconnecttoeachother.Chart 23MindMapsMaybecopiedforclassroomuse.2009byJohnMcDermottandSteviQuate,fromClockWatchers(Heinemann:Portsmouth,NH).Caring Classroom Community 23Quate_chaps.qxd:Layout 17/9/099:12 AMPage 24Studentssharedtheirmapsinsmallgroups.TheyrecognizedhowmindmappingreectedGardnersresearchonmultipleintelligencesandwereoftensurprisedatthedifferentwaystheirclassmatesthoughtabouttheconceptsunderstudy.Alongwithaddressingacademicgoalsandcontinuingtobindthemtogetherasacom-munityoflearners,themindmapsservedanothergoal.TheinformationonthemgaveKarenandJohninsightintostudentsstrengthsandneeds.Forinstance,oneyoungwomanindicatedself-doubtaboutherabilitytowriteameaningfulessay,andayoungmanproducedanartisticrenderingofarevolutionthatcausedtheentireclasstoapplaud.JohnandKarentuckedawaythisinformationtouseastheysup-portedtheselearnersthroughouttheyear.Karenworkedcloselywiththeyoungwomanasshewroteherrstessays,buildinghercondenceandpraisinghercom-petency.Occasionally,Johnturnedtotheyoungmantoillustrateonthewhiteboardhisshortlectures,capturingavisualrepresentationofthecontentthatJohnwasteaching.(SeeChart24fortherubricforthemindmapassignment.)AtMontbelloHighSchoolinDenver,Colorado,OliviaBridgesaskedherSpanishIstudentstocreateamindmapabouttheirculture.Theresultsweredis-played throughout the room, and students felt honored by the recognition.MariselaMosquedasmindmapisshowninFigure25.Figure 25MariselaMosquedasMindMap24CLOCKWATCHERS Quate_chaps.qxd:Layout 17/9/099:12 AMPage 25Moves Beyond the Requirements Mapshowssophisti-catedandpersonalconnectionsamongideasthroughtheuseoflines,arrows,sym-bols,color,and/ordrawingsandllstheentirespaceonthepaper.Meets the Requirements Mapshowsconnec-tionsamongideasthroughlines,symbols,and/orcolorandllsmostofthespaceonthepaper.In Need of Revision Mapshowsfewcon-nectionsamongideasandhasagreatdealofemptyspace.Themaphasoneclearthemeclearlyandcre-ativelysupportedbythecontentofthemap.Themaphasacentralthemeandismostlysupportedbythecontent.Thereisnoclearthemerepresentedbythemap.Allwordsonthemaparespelledcorrectlyandgraphicrepresen-tationsdemonstrateawell-planneddesign;roughdraftisattached.Mostwordsonthemaparespelledcorrectlyandgraphicrepresen-tationsdemonstrateawell-planneddesign;roughdraftisattached.Manyspellingerrorsonthemapandthegraphicrepresentationsdemonstratenoorgani-zation;roughdraftisnotattached.Ametaphoricrepresen-tationconveysthemainidea.Ametaphoricrepresen-tationsomewhatcon-veysthemainidea.Nometaphoricrepre-sentationconveysthemainidea.Chart 24MindMapRubricMaybecopiedforclassroomuse.2009byJohnMcDermottandSteviQuate,fromClockWatchers(Heinemann:Portsmouth,NH).Caring Classroom Community 25Quate_chaps.qxd:Layout 17/9/099:12 AMPage 26 Injecting Some Humor: The Magic Box Knowingthathumorbuildscommunityalongwithservingthecognitivepurposeofactivatingmemory,KarenandJohnoccasionallyproducedtheMagicBoxafterachallengingreading.Insidetheboxwasahodgepodgeofitems,fromextensioncordsandstaplerstochildrenstoysandeatingutensils.Studentswouldblindlyreachintheboxandgrabanitem.Onceallthestudentshadanobject,eachwroteaninformalpaperexplaininghowtheobjectwasametaphorforideasinthereading.Theysharedtheiranswersrstinsmallgroupsandlaterwiththeen-tire class. Some answers were profound while some were certainly a mentalstretch;however,laughterlledtheclassroom.Brandon,thefootballplayerwhohadworriedaboutsucceedingintheclass,begantounderstandthatlearningcouldbeengaging.Thishelpedhimunderstandtheideasfromthereadinganddrawfromthatcondencewhenitwastimetowriteanessay.Bynotseparatingtheemotionalfromtheacademic,KarenandJohnmadelaughteranorm.AccordingtoDavidSousa(1999),humorcanincreaselearningupto50percent.Notonlydoeslearningincrease,butstudentsperceivetheteacherasreal.However,weretalkingabouthumoronly,notsarcasm.Sarcasm,evenwhenyouaresurethestudentdoesntmind,canresultinpain,distrust,andapprehen-siononthepartofotherstudentslisteningtotheinterchange.StudentshavetoldJohnthatwhentheyveseenateacherspeaksarcasticallytoanotherstudent,ithasmadethemwonderwhentheteacherwoulddothesamethingtothem. Increasing Understanding: Journals JohnandKarenalsousedjournalstogettoknowstudentsacademicallyandper-sonally.Theyrequiredeachstudenttocreateapersonalizedjournal.Thosestu-dentswhocouldnotaffordonefoundajournalplaceddiscreetlyontheirdesks.SinceKarenandJohnwereconvincedthatjournalingopensthedoortounder-standingstudentsandcanalsoanchorlearning,theywantedtomakesurethateachstudenthadone.Withinthepagesoftheirjournal,learnerswondered,ques-tioned,mused,andrepresentedlearningthroughdifferentperspectives.Through-outtheyear,studentsappliedclassreadingstotheirlivesandreinterpretedthereadingsbasedontheirownperspectives.Additionally,theyusedtheirjournalstothinkabouteventsandideasunrelatedtothecontentoftheclassbutimpor-tanttotheirlives.Twiceamonth,studentsturnedintheirjournals.KarenandJohnrespondedtoeachjournalentrywithintwodaysofcollectingthem.Theyreadalltheentriespertainingtothelearningandrespectedstudentprivacybynotreadinganyen-26CLOCKWATCHERS Quate_chaps.qxd:Layout 17/9/099:12 AMPage 27triesmarkedprivate.Intheirshortresponses,theyhonoredthestudentsper-spectives,providedimmediatefeedbackabouttheiremergingunderstandingofthecoursecontent,andcontinuedtochallengethestudents.Butmostimpor-tantlytheygatheredbackgroundinformationconcerningstudentsskills,learningstyles,andinterests.Thisinformationhelpedthemcontinuetoestablishtrustwiththeirstudents.Intentionally,KarenandJohnavoidedmentioninggrades.Atrst,studentspesteredthemabouttheirgrades.KarenandJohnsstandardre-sponsewasAreweaboutgradesorlearning?Eventuallyquestionsaboutgrad-ingdisappeared.Throughthisintentionalcreationofacaringclassroomcommunity,KarenandJohnwereabletobuildtheenvironmentthatledtosuccessforstudentslikeBrandon.Foroneofthersttimesinhishighschoolexperience,Brandonknewwhatitwastobemotivatedtolearnandengagedinhislearning.Becauseofthatsupportiveenvironmentwherehewasheldtohighstandards,Brandongrewanddevelopedthatsenseofefcacysonecessaryforongoinglearning.Thefoundationoflearninginanyclassroomreliesonthecreationofthecar-ingclassroomcommunity.Aseveryhomeownerknows,repairingthedevelopingcracksinthefoundationorshoringuptheshiftingnatureoftheimmediateen-vironmentwillensurethelongevityofapersonsmostimportantpurchase.Thisisalsotrueintheclassroom.Nothingismoreimportantthanourstudentslearn-ing.Theexcellentteachernoticesanyweaknessesinthecaringclassroomfoun-dation and immediately addresses the problems so uninterrupted learningourishesintheclassroom.Butweknowthatacaringclassroomcommunityisntenough.Otherstruc-turesareaddedtothefoundationtoprovidethecompletelearningexperience.Toooftenweveseenclassroomswhereteacherscaredbutstudentsstillwerenten-gaged.WhatsthedifferencebetweenKarenandJohnsclassroomcommunityandthosewherestudentsarentengaged?Wellexplorethisinthefollowingchapters.Monitoring Yourself Asdemonstratedinthestoriesinthischapter,thedevelopmentofacommunityoflearnersrequiresmorethanteam-buildingactivitiesatthestartoftheyear.Studentsneedtoworkinanenvironmentwheretheyareexpectedtotakerisksinordertolearn,understandthattherearedifferentwaysoflearning,andun-derstandthenormsofparticipatinginthatcommunity.Routinesandritualscom-binetodenethecommunity.Unusualassignments,suchasmindmapsandtheCaring Classroom Community 27Quate_chaps.qxd:Layout 17/9/099:12 AMPage 28MagicBox,becomeimportantroutinesthatareintegraltoJohnandKarensclass-room,justastheunusualwaythatAnnietookrolldenedthecommunityofherclassroom.Intentionallycreatingandnurturingthecaringclassroomcommunityrequirescarefulplanningwitheachunitofstudy.Weinviteyoutoassessyourselfonbuildingaclassroomcommunity.Wehopethatbyengaginginthiskindofself-assessment,youwillcelebratewhatyouaredoingwellandwilldevelopaplanforstrengtheningthecultureofyourclass-roomforthepurposeofheighteningmotivationandengagement.For More Information Followingarebookstoexploreifyouwantmoreinformationonhowtobuildacaringclassroomcommunity.Bomer,R.1995.TimeforMeaning:CraftingLiterateLivesinMiddleandHighSchool.Portsmouth,NH:Heinemann.Charles,C.M.2008.BuildingClassroomDiscipline.Boston:PearsonEducation.Easton,L.B.2002.TheOtherSideofCurriculum:LessonsfromLearners.Portsmouth,NH:Heinemann.Golub,J.2000.MakingLearningHappen:StrategiesforanInteractiveClassroom.Portsmouth,NH:Heinemann.Jones,V.,andL.Jones.2007.ComprehensiveClassroomManagement:CreatingCom-munitiesofSupportandSolvingProblems.Boston:PearsonEducation.Kobrin,D.2004.InTherewithKids:CraftingLessonsThatConnectwithKids.Alexan-dria,VA:ASCD.Kriete,R.,andL.Bechtel.2002.TheMorningMeetingBook.Greeneld,MA:North-eastFoundationforChildren.Levine,D.2002.BuildingClassroomCommunities:StrategiesforBuildingaCultureofCaring.Bloomington,IN:NationalEducationServices.Levine,M.2002.AMindataTime.NewYork:SimonandSchuster.28CLOCKWATCHERS Quate_chaps.qxd:Layout 17/9/099:12 AMPage 29Olson,C.B.2003.TheReadingWritingConnection:StrategiesforTeachingandLearn-ingintheSecondaryClassroom.Boston:AllynandBacon.Tomlinson,C.A.1999.TheDifferentiatedClassroom:RespondingtotheNeedsofAllLearners.Alexandria,VA:ASCD.Wycoff,J.1991.MindMapping:YourPersonalGuidetoExploringCreativityandProb-lemSolving.NewYork:BerkeleyBooks.Caring Classroom Community 29Quate_chaps.qxd:Layout 17/9/099:12 AMPage 303 Checking In and Checking Out If I have the belief that I can do it, I shall surely acquire the capacity to do it even if I may not have it at the beginning. MAHATMAGANDHI Stevilaughswhenshethinksaboutsomeofthedecisionsshemadeearlyinhercareer.Ioftenwouldhavemystudentswritetheirowntests.Itoldthemthiswouldhelpthemreviewwhatwehadstudied,butthetruthwasthatIhadntyetwrittenthetestandthoughtIwascleverbyhavingthemdomywork.Atthisearlypointinhercareer,shehadnoideaassessmentscouldmotivateandengagestudents.Infact,shethoughttheyhadtheoppositeeffect.ItwashardformetoerasefrommymemoryaseriouscaseoftextanxietyIoncehadincollege.OnthatonedayIcouldntfollowmyregularroutineofcramminghardthedaybeforeamajortest.Forsomereason,IpanickedoverthetesteventhoughIhadbeenkeepinguponmyreading.StillIcouldntstudyandcouldntcon-centrate.WhenIwalkedintotheclassroomtotakethetest,IwascertainthatIwouldfail.Eventhoughshedoesntrememberhowshedidonthattest,shedoesrecalltheemotionalsideofthetestingsituationasifitoccurredjustlastweek.Itwasntuntilshehadtaughtafewyearsandstartedusingportfoliosthatshehadahintaboutthepowerofassessmenttomotivateandengage.30Quate_chaps.qxd:Layout 17/9/099:12 AMPage 31Whileworkingonthischapter,Steviwasrummagingthroughherlesofstu-dentworkandfoundareectioninaformerstudentsportfolio.Writtenlongago,MandyPaalscommentswereinstarkcontrasttoStevisexperiencewithtestanxiety:Well,towrapupthissemesterofBritishLiterature,IcansayIreallybuiltmyschema.Ilearnedalotinthisclass....Ienjoyedthisclass....Withallofyourcomplimentsonmywork,youmademedomuchbetterasanindividualandIhavenowchangedmymindonEnglish.Iactuallylikeit.InMandysportfolio,StevifoundotherreectionsMandyhadwrittenaboutherstrugglesandjoysofcomingtounderstandtheworldofChaucerandShake-speare.StevinotedhowMandyhadgrownmorecomfortablewithShakespeareslanguageandhowMandyhadnavigatedherlearning:Thelastpapersweweretowritewiththediscussiongroupandallthepoemswehadtoreadandwriteaboutweretheultimatetestfromme....IamgladIamthroughwiththesebecauseforthetime,asyoullrecall,IabsolutelyhatedthemandtheymademesofrustratedInearlycried.Irereadeachpoemandthediaryoveraboutfourtimes,sotheysoundedasifIknewwhatIamtalkingabout.Mandysportfoliowaslledwithevidenceofengagementinthedifcultcon-ceptsthroughoutthecourse,acourseshedidntplanonliking.Inaddition,StevifoundevidenceofhowshehadtrackedandbolsteredMandysgrowthbypro-vidingfeedbackonheressaysandregularlyconferringwithher.TheportfoliodocumentedhowMandyhadgrownandhowStevihadsupportedherprogressasalearner.ThiswasnttheassessmentsystemthatSteviknewwhensherstbeganteach-ing.Gonewasthecreationofthetestatthelastminute.Infact,gonewastheideaofatestastheprimaryassessmenttool.Andasaresult,itwasunlikelywiththisassessmentsystemthatMandycouldhavecrammedforthetestattheveryendoftheunit.Instead,thesystemitselfledtothedevelopmentofacondentstudentofliteraturewhowasmotivatedandengagedinherlearning.Mandysstory,astoldthroughherportfolio,illustratedthequotefromGandhithatopensthischapter:shedevelopedthebeliefthatshecouldlearnandacquiredthecapacitytodoso.Assessment: Unlived Potential? Assessmentisoneofthoseeducationaltopicsthathasitsdayinthesunandthenfadesawayfromthescene.SincetheadventofNoChildLeftBehindandChecking In and Checking Out 31Quate_chaps.qxd:Layout 17/9/099:12 AMPage 32high-stakestesting,assessmentisoncemoreinthesun.Infact,itsatopicblis-teringintheblazingsunlight.Inthisdecadealone,educatorshaveexploredform-ative and summative assessment, benchmark tests, common assessments,assessmentsforprogressmonitoring,validandreliablereadingassessments,high-stakestesting,andassessmentliteracy.Theyhavegathereddata,engagedindatadialogues,anddenedtrends.Indeed,assessmentisascaldinghottopic.Despitethefervoraroundassessments,wehavenotedagrowingcynicism.Oneteachersaid,Icanmakeprettylittlechartsbasedontheassessment,butwhocares?Nooneeverdoesadamnedthingwiththem.Thisteacher,likemanyothers,seestheattentiononassessmentsasabureaucratichooptojumpthroughtopleasethedistrictofce.Themandatedassessmentstoooftenhavemorphedintoplacebosforthestatetest,andmanyteachersarentbuyingintothis.Itsjustanotherwayofbowingtothestate,oneteachercommented,andthatsagameImthroughplaying.Yetformativeassessment,whendonewell,hasthepowertodoublethespeedofstudentlearning(Wiliam20078,36).Butiftheresultofthoseassessmentsistomakeanotherprettylittlechart,itsunlikelythatanyoneslearningwillbedoubled.Aslongasassessmentiscodeforhigh-stakestesting,thetermisprob-lematic;however,theconceptofassessmentisrobust.Itsforthisreasonthatwehaveshiftedourlanguageaswetalkaboutassessment.Insteadwetalkaboutcheckinginwithlearnerstoseewhatstudentsunderstandandcando,orwetalkaboutcheckingoutlearnersunderstandingtoseeiftheyactuallygotit.CheckinginiswhatStevididasherdaughter-in-law,Theresa,trainedfortheSanFranciscomarathon.Iusedtocallherjusttocheckintoseehowshewasdoing.Thosephonecallsweremywayofsupportingherwhileshewasworkingtowardthisgoal.SometimesTheresawouldtellmehownervousshewasaboutthemarathonandIsawmyroleascheeringheron.Atothertimes,shedconfessthatshehadskippedafewdaysofrunning.Iknewthatbyaskingherquestions,shedbebackintrainingsoon.Thesecheck-inphonecallswerealsoawayofsay-ingthatIhadcondenceinherreachinghergoal,butmoreimportantlyIwantedtomakesureshehadcondenceinherownabilitiestocompletethemarathon.WhenTheresareturnedfromSanFrancisco,Stevicalledtocheckoutherre-sults.Didshenish?Yes.Whatwashertime?Itwasaveryrespectabletime.To-gethertheycelebratedhersuccess.Checkinginwithstudentswhiletheyremasteringdifcultcontentordevel-opingnewskillsissimilartothoseearlyphonecalls:awayofmonitoringgrowth,providingstrategiesthatwillbuoylearnerscondence,andcheeringthemonwhen their condence slumps. Checking in is the teachers way of bringing32CLOCKWATCHERS Quate_chaps.qxd:Layout 17/9/099:12 AMPage 33Gandhisquotetolife:makingsurethatlearnershavethebeliefinthemselvesandacquiretheskillstosucceed.Oncetheraceisdoneortheunitends,itstimetocheckouttheprogress.Didthestudentlearn?Didthelearnerperform?Didthestudentreachhergoals?Checkinginanswersthequestions:Whatdolearnersunderstandrightnow?andWhatcantheydoatthismoment?Checkingoutanswersotherquestions:Didtheygetit?Cantheydoit?Missingfromtheperspectiveofassessmentascheckinginandcheckingoutis the gotcha factor. There are no surprises intended to catch students whentheyreoffbase.Itsnotthecarrot-and-stickapproachtolearning,withrewardsandpunishmentswaitingaroundthecorner.Instead,theteacherhasstructuredtheprocesssothattherearenosurprisestargetsareclear,theteachersroleassup-porterisexplicit,thestudentsresponsibilitytoworktowardthosetargetsisintheopen,andeventhemethodforcheckingoutthelearningisknownfromthestart.Thisapproachtoassessmenteliminatesthecompetitionbetweenteacherandlearner.Johnvividlyremembersateacherfromhisearlyteachingyears.Thisteacherwouldenterthestaffloungebraggingthathalfofhisstudentsfailedhistestthatday.ThisishowIknowitwasachallengingtest.IknowImdoingmyjob.Thisteacherwantedtowintheassessmentgamebymakingsurethatmanyofhisstudentsfailedthetest.Buthowdoestheconceptofassessmentascheckinginandcheckingouttintomotivationandengagement?Theanswertothisquestionisbestansweredbyawalkonthetheoreticalsidefollowedbypicturesofpractice.How Does Assessment Motivate and Engage? InStevisearlydaysofteaching,shewouldhavedismissedthequestion:Howdoesassessmentmotivateandengage?Atleast,shewouldhavedismissedhalfofit.Sure,assessmentcouldmotivatestudentstostudyandtocompletetheirworktocomplywiththedemandsofschools.Butengage?Noway.Whatshedidntknowthenwasthatsoundassessmentpracticescanactuallysupportstudentsbeliefintheircapabilitytosucceed.Assessment,asSteviknewit,wasusedtojudgestudentsperformanceinordertodoleoutappropriatere-wardsorpunishments,oftenintheformofagrade.However,studentsdontthriveinenvironmentsinwhichtheyfeeljudged.Instead,theythriveinsup-portive,challengingenvironments,particularlywhentheyhavesomeonetomen-torthem(Dweck2006).Checking In and Checking Out 33Quate_chaps.qxd:Layout 17/9/099:12 AMPage 34Thisiswhereamorecompellingvisionofassessmententersthepicture.Stig-ginsarguesthatthisnewvisioncantapthewellspringofcondence,motivation,andlearningpotentialthatresideswithineverystudent(2007,22).Heexplains:Fromtheveryearliestgrades,somestudentslearnedagreatdealveryquicklyandconsistentlyscoredhighonassessments.Theemotionaleffectofthiswastohelpthemtoseethemselvesascapablelearners,andsothesestudentsbecamein-creasinglycondentinschool.Thatcondencegavethemtheinneremotionalstrengthtotaketheriskofstrivingformoresuccessbecausetheybelievedthatsuccesswaswithintheirreach.Drivenforwardbythisoptimism,thesestudentscontinuedtotryhard,andthateffortcontinuedtoresultinsuccessforthem.Theybecametheacademicandemotionalwinners.Noticethatthetriggerfortheiremotionalstrengthandtheirlearningsuccesswastheirperceptionoftheirsuccessonformalandinformalassessments.(2005,325)This view of assessment addresses the important concept of self-efcacy,whichisdirectlytiedtoengagement(Bandura1997).Withoutcondencethateffortwouldleadtosuccess,itsunlikelyalearnerwouldinvesttheefforttoworkhard(SmithandWilhelm2006).AreturntoCsikszentmihalyisconceptofowcontinuestoexplain.Peoplearemorewillingtoexerttheenergyneededtoenterastateofowiftheyarecondentthattheyhavetheskillsnecessarytobecom-petentinthatactivity.Iftheydoubttheircompetency,theyrelikelytoavoidthetaskaltogether.Enoughwiththetheory.Letslookatafewreal-lifeexamples.Pictures of Practice BothKaraKurtzandNancySchankesharedmanycharacteristicsdespiteverydif-ferentteachingsituations.KarataughtruralninthgraderswhohadstruggledasreaderstheirentireliveswhileNancytaughtinanurbancharterschool.Bothcameintoteachinglate,KaraafterraisingherboysandNancyafterasuccessfulcareerasanengineer.Bothlovedthechallengesofteachingandwereeagertogrowintheircraft,andbothranaclassroomthatpulsedwithcareandchallenge.Andbothlearnedearlyintheircareersthepowerofassessmentasamotivatorandengager.SinceKarasstudentshadstruggledasreadersfromtheirearlydaysinschool,theirideaoffundidnotincludebeinginanotherclassforstrugglingreaders.Throughassessment,Karaturnedthemaround.Iregularlyassessthemandshowthemhowmuchtheyhavegrown.Whattheyneedislotsofevidencethattheirhardworkmakesadifference.Theyneedfrequentremindersthattheyare34CLOCKWATCHERS Quate_chaps.qxd:Layout 17/9/099:12 AMPage 35growingasreaders,especiallysincetheyvehadsomanyremindersoftheirfail-ures.Myjobistobuildtheircondence.Assessmenthelpsmedojustthat.Karasliteracyclassroomwaslledwithpostersofbargraphsshehadmade.Thesegraphsservedascuesforwhatwaspossible.Forinstance,onebargraphcontrastedhowmanywordsperminutestudentscouldreadatvarioustimesthroughouttheyear,dramaticallyillustratingataleofgrowth.Anotherchartre-vealedwhatstudentsknewatthestartoftheirstudyofprexesandsufxes.Stu-dentsknewthatthisgraphwouldbeamendedtoshowtheirgrowthaftertheupcomingtest.Karaswallsshowedstudentsthatsuccesswaswithintheirreach.(SeeFigure31.)NancySchankecreditedmuchofherstudentssuccesstoaseriesofstaffde-velopmentcourses.Fromthem,shelearnedthemusclepowerbehindeffectiveas-sessmentpractices.Herjournal,herinstructionalcoachesnotes,andhergradebookprovidedevidenceofhersuccess.Inherjournal,shetoldhowapprehensiveshewasasshepreparedherstudentstotakethatrstpre-assessmentseriously.Shemadeadealwiththem:Anyofthequestionsthatallofyougetrightwillbeskippedonthehomework.Iknowthattherearequestionsallofyouknow,sojustthinkhowthisisgoingtomakesureyouhavelesshomeworkeachnight.Andanyofyouwhoscore95percentorbetterwonthavetotakethepost-assessmentunlessyouab- ad-, an-bi-, bis-circum- com-, con-de- dis- epi- equi- ex- inter- mis- mono- non- ob- total 120 100 80 60 40 20 0 Series1 6TH HOUR PREFIX PRETEST Figure 31KarasPretestChartChecking In and Checking Out 35Quate_chaps.qxd:Layout 17/9/099:12 AMPage 36wantto.Thedayfollowingthepretest,thesixthgradersmarchedintoclasseagertoknowhowtheydid.WhenNancyexplainedthatthereweretwoproblemstheyallgotright,theclasscheered.Onthedayofthepost-assessment,abuzzofexcitementlledtheairthatevenNancyscoachinthebackoftheroomnoted.Studentswereexcitedyes,excitedtotakethepost-assessment.ButrightbeforeNancycouldhandoutthetest,dramasweptthroughtheroom.Crawlingbetweenseveraldeskswasahugewolfspidernearlytwoincheslong.Ahandfulofstudentsjumpedoutoftheirseats,holleringforhelp.Otherstudentsscreamed,andtheroomwaslledwithchaos.FinallythreestudentshelpedNancycorralthespiderintoatrashcanandremoveitfromtheroom.Thestudentscalmeddown,andNancyhandedoutthepost-assessment.Andtheimpactonthepost-assessment?Nancyscoach,PaulineDowdy,tellstherestofthestory:Duetotheinvasionofthespider,thebellrangbeforethestudentshadtimeton-ish;thebellseemedtocatchallofthemoffguard;theywereallsofocused.Sev-eralstudentssaidtheydidntwanttoleavetheclass,whichiswonderfulenoughbutespeciallypowerfulsincetheywereleavingtogotolunch.Whenaclasswouldratherstaywiththeactivityinsteadofeat,youknowtheteacherhascreatedaveryspecialenvironment.Iamhappytohavewitnessedsuchaconnectionbe-tweenstudentsandtheirteacher.Nancyandherstudentsweresoldonthepowerofpre-andpost-assessments.Inherjournal,sheconnectedtheassessmentstothebuildingofasenseofcom-petence,sonecessaryformotivationandengagement:Thesixthgradeclassismadeupofon-gradelevelandbelowmathstudents.Theyallfeelcondentthattheyhaveachancetoexcel,andmaybemakea95%andgettoonlydohalfofthehomework.Buttheyallknowthattherewillbeatleastoneproblemonthepretestthatallofthemwillgetrightandhencebeexemptfromitonthehomework!!So,everyday,assoonasIamassigningthehomework,theirrstquestioniswhichproblemsdotheynotneedtodo.Plan! Plan! And Plan Some More! RecentlyStevimetwithJennifer,asecond-yearteacher,whodiscussedwhatshehadlearnedinherrstyearofteaching.Thatyearwasanightmare.Iwasbarelyabletokeepup.Almostallofmylessonsweredonebytheseatofmypants,and36CLOCKWATCHERS Quate_chaps.qxd:Layout 17/9/099:12 AMPage 37theresultswerepredictable.Studentswereunruly,outofcontrol,andmyclass-roomwaschaotic.WhatdidIlearn?IlearnedthatIneededtoplan,plan,andplansomemore.Jenniferwasright.Ifteacherswanttocapitalizeonthepowerofas-sessment,theyneedtoplandiligently.PlanningiswhatNancycreditedwithherstudentssuccess.Alookatherprocessprovidesasoundmodelforhowtoplan.Nancysrststepintheplanningprocesswasrightoutofthetextbook:shede-terminedthelearningtargetsforherunit.ThesetargetswerebasedontheschoolsmathcurriculumaswellasNancysanalysisofthestateassessment.Shewantedstudentstoreadandconstructdisplaysofdatausingappropriatetechniques(linegraphs,circlegraphs,scatterplots,boxplots,stem-and-leafplots)andappropriatetechnology.Nancywassmartaboutsettingthisasherlearningtarget.Becausethiswasaskillthatadultsusedintheworldoutsideofschool,itmetimportantcri-teriaforselectinglearningtargetsbyfocusingonbigideasthatwouldstandstu-dentswellthroughouttheirlives(WigginsandMcTighe2005;Stiggins2001).Onceclearonherlearningtargets,Nancythoughtaboutherpre-andpost-assessments.Fortunately,hermathcurriculumcamewithassessmentsthatwouldworkwell.Butshealsoneededtohelpstudentsknowwhatperformancecrite-riashehadset.Bydevelopingarubricinstudent-friendlylanguage,Nancyen-suredthatallofherstudentswouldunderstandtheexpectationsforsuccess.Nancysplanningmovedontoaddresshowshewouldinvolvestudentsintheassessmentprocess.Shewantedtomakesureshewasdesigninganassessmentsystemthatdidmorethancheckoutwhatstudentshadlearned.Shewantedtomakesurethatherdesignincludedassessmentsforlearning(Stiggins2005).Thatmeantthatshehadtonotonlythinkaboutformativeassessmentsbutalsogureoutwaysofensuringthatstudentswerepartoftheassessmentprocess.Shewantedthemtoregularlyreectonhowclosetheyweretoreachingthelearningtargetsandbeabletoexplaintosomeoneelsewhattheyneededtodotoclosethegapbetweenwhattheywereabletodoononedayandwhattheyneededtodobytheendoftheunit.Tobringstudentsintotheassessmentprocess,Nancydecidedtomovethemintogroupsthatwereasheterogeneousaspossible.Eachpersoninthegroupwould be assigned a role (see Chapter 5 for more information on setting upgroups).Onerole,importantforassessmentpurposes,wastherecorder,whowouldtrackthegroupsprogress.Thistrackingwouldincludenotonlythean-swerstoproblemsbutalsoarecountingoftheprocessesusedtosolveproblems.Shehopedthatbytrackingtheirlearning,groupswouldrecognizehowtheywerepartnersintheassessmentprocess.Thinkingofassessmentthroughthelensofpartnershiphasthepotentialforbuildingasenseofcontrolandcompetency,soneededforstudentengagement(Csikszentmihalyi1997).Checking In and Checking Out 37Quate_chaps.qxd:Layout 17/9/099:12 AMPage 38Nancyknewthatherplanninghadtoincludefeedbacksothatstudentswouldreceivethekindofinstructionthatwouldmovethemclosertomeetingthelearn-ingtargets.Tomakesurethatshecouldofferthemtimelyandimmediatefeed-back,sheknewthattherecordersnoteswouldbeaninvaluabletool.Shealsoplannedtoactivelymonitorindividualsprogress.Shedidthisthroughobserva-tionsandfrequentquizzes.Assheplanned,shebuiltintimetoworkcloselywithstudentsorgroupsfallingbehindsoshecouldreteachconcepts.Oncetheassessmentpieceswereinplace,Nancyguredouttheroutinesandritualsthatwouldleadtosuccess.Onmostdays,classwouldbeginwithdi-rectinstructiononthelearningpointsoftheday.Atregularintervalsthroughouttheunit,studentswouldthenworkwiththeirteamstocompleteasetofprob-lems.Duringthelastpartoftheclass,Nancywouldrandomlycallonteammem-berstocompleteoneoftheproblemsontheboardandexplaintheprocesstheyusedforsolvingtheproblem.InterspersedthroughouttheweekwerequizzesthathelpedNancykeepacloseeyeonindividualunderstanding.Of course, Nancys planning included the specic content that studentsneededtomasterinordertoguaranteesuccessonthepostassessment.Beforeshecoulddeterminethiscontent,sheneededtobeclearabouthergoals,herroutinesandrituals,andhermeansofmonitoringstudentprogress.Allthisplan-ningledtoherstudentswantingtocompletetheirpost-assessmentevenifitmeantbeinglatefortheirlunch.Pre- and Post-assessments Stevisearlyunderstandingofassessmentwasheavyonthegotchafactor.As-sessmentwasagreatwayofcatchingstudentswhowerentplayingthegameofschool.Popquizzeskeptthemontheirtoes,andatestwithmysteryquestionswasintendedtomotivatestudentstostudyhard.Forstudentswithahistoryofacademicsuccess,thegotchafactorisnotsuchabigdeal.Manyofthemthink,Bringiton!However,forthelesssecurestudents,thosewithoutasolidback-groundofacademicsuccess,thegotchafactorofassessmenthadthepotentialofbackring.Forthesestudentsthefearoffailureorworryaboutbeingincom-petentcanbeenoughofareasontodisengage(Stiggins2001,2005).Aneffectivepre-assessmenthasthepotentialofreducingthegotchafactorbydemystifyingthelearningtargets.Infact,forsomestudents,thepre-assessmentilluminateswhatstudentswilldoattheendoftheunit,providingaglimmerofhopeforsuccess.Theroleofhopeasamotivatorandengagershouldnotbeun-derestimated.Golemanexplains:Hope,modernresearchersarending,does38CLOCKWATCHERS Quate_chaps.qxd:Layout 17/9/099:12 AMPage 39morethanofferabitofsolaceamidafiction;itplaysasurprisinglypotentroleinlife,offeringanadvantageinrealmsasdiverseasschoolachievementandbear-ingupinonerousjobs(1995,97).Hopeaddsthatimportantqualityofbuildingself-condenceneededforengagement.Nancysreectionsonherrstexperienceswithpre-assessmentsclearlyre-vealwhathappenswhenstudentsarehopefulthattheyllbesuccessfulandthereisnogotchafactor:Themostexcitingthingabouttheprocessisthatmystudentsaresoengagedindoingtheassessmentthattheywontletmenotdoit!Eveninmylowestclass,afewofthestudentscantwaittotakethepretest,sincetheymaybecomeeligibletomisshalfofthehomeworktilltheposttest.Everyoneinmygiftedseventh-gradeclasslovesit.Ihaveadaptedtheprocessslightlyformyeighth-gradestudents.Itisaclassmadeupofeighthgradeandbelow(downtofourth-grade-levelmath).Severalofthe students have given up on themselves. Because of that, initially, with mypretest,therewerenoproblemsthateveryonegotright,andtherewereonlytwopeoplewhogota95percent.So,thenextunit,Ididnotdothepretest,thinkingthatithadonlybenetedthetwostudents.However,afterIsawhowgreatamo-tivatingtoolitwasfortheothertwoclasses,Ireinstitutedit.Thistime,again,therewerenoproblemsthateveryonegotright,butIdecidedtoexcludetheprob-lemthattheleastnumberofpeoplemissed(sinceitwasmissedbyastudentwhoonlydidpartofthetest).Thathasincreasedmotivation.Karahadsimilarexperiences.However,unlikeNancy,hercurriculumdidnotincludetwoformsofasimilartestthatcouldbeusedaspre-andpost-assessments.Instead,Karahadtodevelopherown.Shedecidedtousethesametesttobothpre-andpost-assessherstudents.Becauseherstudentshadhistoriesofstrug-glingontests,shecreatedgraphsthataggregatedtheresultsoftheassessments.Onhergraphs,sheshowedhowmanystudentsreceivedfullcreditforeachitemonthepre-assessmentandthenafterthepost-assessmentshowedtheaggregateresultsfortheentireclasssuccessoneachoftheitems.When It Works, When It Doesnt DavidSinger,amathteacherataninner-cityhighschoolindowntownDenver,understoodthepowerofpre-andpost-assessments,andsodidhisstudents.JohnhadbeencoachingDavidforseveralmonths,sostudentsknewJohn.Oneday,astudentgreetedhimloudlyandenthusiastically.DidyouseethechartoutinChecking In and Checking Out 39Quate_chaps.qxd:Layout 17/9/099:12 AMPage 40thehall?Johnsaidhehad.Lookatwhatwedid!Ouraveragescoreontheprewas10percent.Lookatthenextgraph.Ouraveragescoreonthepostis80per-cent;wearebad!Fourdaysearlier,allthisyoungmanwantedtotalkaboutwasbasketball;nowhewasexcitedabouthismathachievements.Talkaboutengagingassessments. Options for Pre-assessments Hank,earlyinhisstudentteaching,wasconvincedofthevalueofpre-assessments.Thedaybeforehebeganhisunit,hehandedoutthepre-assessment,whichwasidenticaltohispost-assessment.Dontworryifyoudontknowtheanswerstothesequestions.Itsnotaproblem.Ijustwanttoseewhatyouknowrightnow.Studentslookedathimwithchagrin.Innotthemostappropriatelanguage,oneboyblurtedout,HowthehellamIsupposedtoknowwhatthismeans?Agirlsittingnearhimchimedin,Whatdoyoumeanyouwantustowriteaboutourculture?Whatculture?Sheglaredathimandthenindeancecrum-pledupherpaper,threwitontheoor,andputherheadonherdesk.NoneofHankseffortsmotivatedthesestudentstogiveitago.Hankschallengewashighlycomplex.Thisgroupofstudentshadnotknownmuchsuccessinschool.With82percentofstudentsonfreeandreducedlunchandabout40percentclassiedasEnglishlanguagelearners,theschoolreectedthetypicalstoryofschoolswithstudentsfrompoverty.Agoodshareofthemdidnothavecondenceintheiracademicskillsandperceivedthepre-assessmentasagotchadespiteHanksbesteffortsofconvincingthemotherwise.WhenHankreectedonthestudentresistance,herealizedthatthepre-assessmenthadnotbeennecessary.Theunitspost-assessmentwastowriteapersonalnarrativethatexploredtheroleofcultureonthestudentsliveswhilethelearningtargetsincludedorganization,voice,andstyle.SinceHankhadpapersstudentshadalreadywritten,hehadtheinformationheneededaboutwhatstu-dentsdidwellaswritersandonwhatskillstheyneededfurthersupport.Anewassessmentwasnotnecessarysincehealreadyhadsufcientdataaboutstud


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Punctaj Weight Watchers

Documents
Content Reimagined - Weight Watchers

Content Reimagined - Weight Watchers

Marketing
Manger Mieux- Weight Watchers

Manger Mieux- Weight Watchers

Documents
“STURGEON WATCHERS”

“STURGEON WATCHERS”

Documents
Weight Watchers NMDL Presentation

Weight Watchers NMDL Presentation

Education
MoMENtuM - Weight Watchers

MoMENtuM - Weight Watchers

Documents
Watchers Excerpt

Watchers Excerpt

Documents