When Not Paying Attention in Class Isn’t What It Seems
How teens are experiencing their version of the ‘Great Resignation’
Intrinsic Motivation is Key to Student Achievement – But Schools Can Crush It
How to Develop a Greater Sense of Motivation in Students
How Extra Arts Education at School Boosts Students’ Writing Scores — And Their Compassion
What Giving Students Choice Looks Like in the Classroom
Why Choice Matters to Student Learning
How To Get Kids To Pay Attention
The Key To Raising A Happy Child
Sponsored
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From the Bay Area, Smith graduated with a B.A. in Rhetoric from UC Berkeley and is an alumnus of \u003cem>The Daily Californian.\u003c/em>","avatar":"https://secure.gravatar.com/avatar/36b81e5f708f5bf91084149f95da8754?s=600&d=blank&r=g","twitter":null,"facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"news","roles":["author"]},{"site":"mindshift","roles":["editor"]},{"site":"forum","roles":["editor"]},{"site":"perspectives","roles":["editor"]}],"headData":{"title":"Caroline Smith | KQED","description":"Producer, Forum","ogImgSrc":"https://secure.gravatar.com/avatar/36b81e5f708f5bf91084149f95da8754?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/36b81e5f708f5bf91084149f95da8754?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/csmith"}},"breakingNewsReducer":{},"campaignFinanceReducer":{},"firebase":{"requesting":{},"requested":{},"timestamps":{},"data":{},"ordered":{},"auth":{"isLoaded":false,"isEmpty":true},"authError":null,"profile":{"isLoaded":false,"isEmpty":true},"listeners":{"byId":{},"allIds":[]},"isInitializing":false,"errors":[]},"navBarReducer":{"navBarId":"home","fullView":true,"showPlayer":false},"navMenuReducer":{"menus":[{"key":"menu1","items":[{"name":"News","link":"/","type":"title"},{"name":"Politics","link":"/politics"},{"name":"Science","link":"/science"},{"name":"Education","link":"/educationnews"},{"name":"Housing","link":"/housing"},{"name":"Immigration","link":"/immigration"},{"name":"Criminal Justice","link":"/criminaljustice"},{"name":"Silicon Valley","link":"/siliconvalley"},{"name":"Forum","link":"/forum"},{"name":"The California Report","link":"/californiareport"}]},{"key":"menu2","items":[{"name":"Arts & Culture","link":"/arts","type":"title"},{"name":"Critics’ Picks","link":"/thedolist"},{"name":"Cultural Commentary","link":"/artscommentary"},{"name":"Food & Drink","link":"/food"},{"name":"Bay Area Hip-Hop","link":"/bayareahiphop"},{"name":"Rebel Girls","link":"/rebelgirls"},{"name":"Arts Video","link":"/artsvideos"}]},{"key":"menu3","items":[{"name":"Podcasts","link":"/podcasts","type":"title"},{"name":"Bay Curious","link":"/podcasts/baycurious"},{"name":"Rightnowish","link":"/podcasts/rightnowish"},{"name":"The Bay","link":"/podcasts/thebay"},{"name":"On Our Watch","link":"/podcasts/onourwatch"},{"name":"Mindshift","link":"/podcasts/mindshift"},{"name":"Consider This","link":"/podcasts/considerthis"},{"name":"Political Breakdown","link":"/podcasts/politicalbreakdown"}]},{"key":"menu4","items":[{"name":"Live Radio","link":"/radio","type":"title"},{"name":"TV","link":"/tv","type":"title"},{"name":"Events","link":"/events","type":"title"},{"name":"For Educators","link":"/education","type":"title"},{"name":"Support KQED","link":"/support","type":"title"},{"name":"About","link":"/about","type":"title"},{"name":"Help Center","link":"https://kqed-helpcenter.kqed.org/s","type":"title"}]}]},"pagesReducer":{},"postsReducer":{"stream_live":{"type":"live","id":"stream_live","audioUrl":"https://streams.kqed.org/kqedradio","title":"Live Stream","excerpt":"Live Stream information currently unavailable.","link":"/radio","featImg":"","label":{"name":"KQED Live","link":"/"}},"stream_kqedNewscast":{"type":"posts","id":"stream_kqedNewscast","audioUrl":"https://www.kqed.org/.stream/anon/radio/RDnews/newscast.mp3?_=1","title":"KQED Newscast","featImg":"","label":{"name":"88.5 FM","link":"/"}},"mindshift_59181":{"type":"posts","id":"mindshift_59181","meta":{"index":"posts_1591205157","site":"mindshift","id":"59181","score":null,"sort":[1647327920000]},"guestAuthors":[],"slug":"when-not-paying-attention-in-class-isnt-what-it-seems","title":"When Not Paying Attention in Class Isn’t What It Seems","publishDate":1647327920,"format":"standard","headTitle":"When Not Paying Attention in Class Isn’t What It Seems | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">High school junior Nick Belsaguy pulled a lot of all-nighters in December. He wasn’t cramming for science tests or writing history papers, though. He was in his backyard woodshop, crafting \u003c/span>\u003ca href=\"https://www.instagram.com/nicks.woodworking/\">\u003cspan style=\"font-weight: 400\">laser-engraved cutting boards\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> until 4 a.m.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Nick has devoted a lot of time during the coronavirus pandemic to learning woodworking, primarily from YouTube videos. He started by building furniture for his family’s house, then started selling his work after his mom’s proud photos on social media led to requests. When supply chain issues raised the cost of materials, he switched from tables to smaller kitchen wares. Sales peaked this past holiday season, when Nick brought in almost $3,000 in profit in one month.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“(Woodworking) lets me go from the start of ideas in my mind then to a complete finished product,” the 16-year-old entrepreneur said. “I just love seeing that.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That passion and focus \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59014/student-proposals-on-how-to-rethink-school\">\u003cspan style=\"font-weight: 400\">rarely gets tapped at school\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, though. Nick said he sometimes rushes through classwork so he can use class time to respond to client inquiries or create laser designs on school software.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It was in one of those moments when Jacob Johnson, who is Nick’s teacher in a credit recovery class at Murrieta Valley High School, learned of his student’s thriving business. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>https://www.instagram.com/p/CY4vlDuvhT9/\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Johnson, \u003c/span>\u003ca href=\"https://twitter.com/gradeslayer/status/1481265017626537987?s=21\">\u003cspan style=\"font-weight: 400\">that discovery\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> was the perfect parable for why schools need to be transformed from their longstanding models in the wake of the pandemic: Here’s Nick, an optimistic, motivated teenager who loves to learn (besides woodworking, he’s studying for his personal pilot’s license) and who can tell you the exact ways that he learns best. With his business, Nick demonstrates hard and soft skills that education and industry leaders say they value, such as entrepreneurship, mathematics and communication. But nothing in his transcript captures that.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“With Nick, when I was observing his behaviors in classes, he’s so driven,” Johnson said. “Yet he’s in a class where he could be labeled as a ‘failure’ or ‘failing.’”\u003c/span>\u003c/p>\n\u003cp>https://twitter.com/gradeslayer/status/1481265031509463040\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For some teachers, the pandemic provided \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55889/why-grading-policies-for-equity-matter-more-than-ever\">\u003cspan style=\"font-weight: 400\">a catalyst\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to abandon that reductive framework and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58155/grades-have-huge-impact-but-are-they-effective\">\u003cspan style=\"font-weight: 400\">the grading model that feeds it\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Johnson is among them. He said his new approach has been “career-saving,” but as educators cope with \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59018/more-than-half-of-teachers-are-looking-for-the-exits-a-poll-says\">\u003cspan style=\"font-weight: 400\">pandemic fatigue\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and the pressure to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59067/more-high-schoolers-are-off-track-to-graduate-heres-how-schools-can-help\">\u003cspan style=\"font-weight: 400\">make up for Covid-19 learning losses\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, he wonders if the desire to return to status quo will win out. “Or do we take this opportunity to reinvent a lot of what we’ve done, primarily how we assess and try to quantify knowledge and potential?”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Real-life learning\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Nick is the type of kid who likes to ask his teachers how what he’s learning \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/project-based-learning\">\u003cspan style=\"font-weight: 400\">fits into the real world\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “That’s the way my mind works. I’m a very physical person, and that’s why I love working with my hands,” he explains. “I love to see it in a real-life example, so I can think, ‘OK, I understand this connects to this.’”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">During a geometry unit in his math class last year, examples weren’t necessary. Nick already recognized the mathematical principles from skills he’d taught himself in his woodshop.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“So my grades went from having a D+ to an A-. Because I’ve learned it, and in my mind, I picture, ‘Oh, when I’m doing this, this is for this.’ So it’s just the same thing on paper.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The geometry lessons also helped Nick extend his knowledge. At the time, he was working on end tables where the legs form Xs. He had struggled to figure out the correct angles and lengths to cut the legs. Then, while learning more about triangles, he had an a-ha moment that solved his problem.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It kind of made me excited to go to class,” he said. “I love building on what I know already. So to me, I’m like, ‘Oh, I wonder what’s going to come next after this?’”\u003c/span>\u003c/p>\n\u003cp>https://www.instagram.com/p/CY4rbSiPyCv/\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As it turned out, algebra “and a whole bunch of other random stuff” were next, so the flame of Nick’s academic interest dimmed back to its usual flicker. Most of the time, he said, he does what he has to in school because he knows it’s important to graduate, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58972/how-teens-are-experiencing-their-version-of-the-great-resignation\">\u003cspan style=\"font-weight: 400\">not out of real curiosity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>A pandemic mindshift\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Johnson calls that “playing the grade game.” He wants teachers to consider what it would take to fan the flames of every student’s interests instead of focusing on points and grades as \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/category/motivation\">\u003cspan style=\"font-weight: 400\">motivation \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">— which \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58155/grades-have-huge-impact-but-are-they-effective\">\u003cspan style=\"font-weight: 400\">doesn’t work for many kids\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> anyway.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Johnson said that during the first year of the pandemic, while teaching in his garage and staring at blank Zoom boxes, he had no choice but to tackle that issue head-on. He said it took a mindset shift on both his assignments and classroom management. Instead of seeing himself as a judge who calculates points and assigns grades, he began thinking of himself as a sherpa guiding students through unfamiliar knowledge and skills.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With the return to in-person learning, Johnson carried that new perspective with him. This year, his ninth-grade English classes created a grading contract focused on effort and growth. Every progress report period, students discuss with Johnson what mark they believe they earned. That’s what goes into the gradebook. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I’m not adding up points. I’m not adding up the percentages. I’m not giving punitive penalties for late work. I’m trying to keep it really simple,” Johnson said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And with less time spent enforcing compliance, he can devote more energy toward finding ways for each student to learn and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/47948/why-giving-effective-feedback-is-trickier-than-it-seems\">\u003cspan style=\"font-weight: 400\">giving them timely feedback\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Johnson said his students’ participation levels are similar to before he changed his grading policy, but his \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55144/relationships-are-important-how-do-we-build-them-effectively-with-kids\">\u003cspan style=\"font-weight: 400\">relationships with students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are more positive and collaborative.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hearing his teacher describe this approach, Nick was surprised. “I just wish I had Mr. Johnson as a freshman (in English class). I didn’t know he did that.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Nick also said Johnson’s policy appealed to him more than when teachers give an option to revise assignments for a better grade. He said the feedback for assignments usually comes weeks after submitting, and he would need to revise while the next assignment’s deadline also looms. “It’s just so overwhelming. It’s like, I’ll take my D, because am I going to risk another 12 hours on this paper just for the chance I get a C?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“That’s what I’m talking about there,” Johnson replied. “He’s playing the grade game. Because he’s forced to play the grade game.”\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers, Johnson believes, hold the power to call “game over.” And if they do, he hopes they will work to make school a place where all students can achieve the passion and multidisciplinary competencies that Nick has developed in his woodshop.\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"A teacher learned that a student who wasn't paying attention in class was focused more on growing his business by applying the skills that are supposed to be reserved for school work. However, in school, it's usually the academic work that counts towards achievement, not the activities that intrinsically motivate them.","status":"publish","parent":0,"modified":1713448390,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":25,"wordCount":1257},"headData":{"title":"When Not Paying Attention in Class Isn’t What It Seems | KQED","description":"A teacher learned that a student who wasn't paying attention in class was focused more on growing his business by applying the skills that are supposed to be reserved for school work. However, in school, it's usually the academic work that counts towards achievement, not the activities that intrinsically motivate them.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"A teacher learned that a student who wasn't paying attention in class was focused more on growing his business by applying the skills that are supposed to be reserved for school work. However, in school, it's usually the academic work that counts towards achievement, not the activities that intrinsically motivate them.","schema":{"@context":"http://schema.org","@type":"Article","headline":"When Not Paying Attention in Class Isn’t What It Seems","datePublished":"2022-03-15T07:05:20.000Z","dateModified":"2024-04-18T13:53:10.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/59181/when-not-paying-attention-in-class-isnt-what-it-seems","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">High school junior Nick Belsaguy pulled a lot of all-nighters in December. He wasn’t cramming for science tests or writing history papers, though. He was in his backyard woodshop, crafting \u003c/span>\u003ca href=\"https://www.instagram.com/nicks.woodworking/\">\u003cspan style=\"font-weight: 400\">laser-engraved cutting boards\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> until 4 a.m.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Nick has devoted a lot of time during the coronavirus pandemic to learning woodworking, primarily from YouTube videos. He started by building furniture for his family’s house, then started selling his work after his mom’s proud photos on social media led to requests. When supply chain issues raised the cost of materials, he switched from tables to smaller kitchen wares. Sales peaked this past holiday season, when Nick brought in almost $3,000 in profit in one month.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“(Woodworking) lets me go from the start of ideas in my mind then to a complete finished product,” the 16-year-old entrepreneur said. “I just love seeing that.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That passion and focus \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59014/student-proposals-on-how-to-rethink-school\">\u003cspan style=\"font-weight: 400\">rarely gets tapped at school\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, though. Nick said he sometimes rushes through classwork so he can use class time to respond to client inquiries or create laser designs on school software.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It was in one of those moments when Jacob Johnson, who is Nick’s teacher in a credit recovery class at Murrieta Valley High School, learned of his student’s thriving business. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"instagramLink","attributes":{"named":{"instagramId":"CY4vlDuvhT9"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">For Johnson, \u003c/span>\u003ca href=\"https://twitter.com/gradeslayer/status/1481265017626537987?s=21\">\u003cspan style=\"font-weight: 400\">that discovery\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> was the perfect parable for why schools need to be transformed from their longstanding models in the wake of the pandemic: Here’s Nick, an optimistic, motivated teenager who loves to learn (besides woodworking, he’s studying for his personal pilot’s license) and who can tell you the exact ways that he learns best. With his business, Nick demonstrates hard and soft skills that education and industry leaders say they value, such as entrepreneurship, mathematics and communication. But nothing in his transcript captures that.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“With Nick, when I was observing his behaviors in classes, he’s so driven,” Johnson said. “Yet he’s in a class where he could be labeled as a ‘failure’ or ‘failing.’”\u003c/span>\u003c/p>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"singleTwitterStatus","attributes":{"named":{"id":"1481265031509463040"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>\u003cspan style=\"font-weight: 400\">For some teachers, the pandemic provided \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55889/why-grading-policies-for-equity-matter-more-than-ever\">\u003cspan style=\"font-weight: 400\">a catalyst\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to abandon that reductive framework and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58155/grades-have-huge-impact-but-are-they-effective\">\u003cspan style=\"font-weight: 400\">the grading model that feeds it\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Johnson is among them. He said his new approach has been “career-saving,” but as educators cope with \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59018/more-than-half-of-teachers-are-looking-for-the-exits-a-poll-says\">\u003cspan style=\"font-weight: 400\">pandemic fatigue\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and the pressure to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59067/more-high-schoolers-are-off-track-to-graduate-heres-how-schools-can-help\">\u003cspan style=\"font-weight: 400\">make up for Covid-19 learning losses\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, he wonders if the desire to return to status quo will win out. “Or do we take this opportunity to reinvent a lot of what we’ve done, primarily how we assess and try to quantify knowledge and potential?”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Real-life learning\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Nick is the type of kid who likes to ask his teachers how what he’s learning \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/project-based-learning\">\u003cspan style=\"font-weight: 400\">fits into the real world\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “That’s the way my mind works. I’m a very physical person, and that’s why I love working with my hands,” he explains. “I love to see it in a real-life example, so I can think, ‘OK, I understand this connects to this.’”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">During a geometry unit in his math class last year, examples weren’t necessary. Nick already recognized the mathematical principles from skills he’d taught himself in his woodshop.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“So my grades went from having a D+ to an A-. Because I’ve learned it, and in my mind, I picture, ‘Oh, when I’m doing this, this is for this.’ So it’s just the same thing on paper.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The geometry lessons also helped Nick extend his knowledge. At the time, he was working on end tables where the legs form Xs. He had struggled to figure out the correct angles and lengths to cut the legs. Then, while learning more about triangles, he had an a-ha moment that solved his problem.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It kind of made me excited to go to class,” he said. “I love building on what I know already. So to me, I’m like, ‘Oh, I wonder what’s going to come next after this?’”\u003c/span>\u003c/p>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"instagramLink","attributes":{"named":{"instagramId":"CY4rbSiPyCv"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">As it turned out, algebra “and a whole bunch of other random stuff” were next, so the flame of Nick’s academic interest dimmed back to its usual flicker. Most of the time, he said, he does what he has to in school because he knows it’s important to graduate, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58972/how-teens-are-experiencing-their-version-of-the-great-resignation\">\u003cspan style=\"font-weight: 400\">not out of real curiosity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>A pandemic mindshift\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Johnson calls that “playing the grade game.” He wants teachers to consider what it would take to fan the flames of every student’s interests instead of focusing on points and grades as \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/category/motivation\">\u003cspan style=\"font-weight: 400\">motivation \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">— which \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58155/grades-have-huge-impact-but-are-they-effective\">\u003cspan style=\"font-weight: 400\">doesn’t work for many kids\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> anyway.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Johnson said that during the first year of the pandemic, while teaching in his garage and staring at blank Zoom boxes, he had no choice but to tackle that issue head-on. He said it took a mindset shift on both his assignments and classroom management. Instead of seeing himself as a judge who calculates points and assigns grades, he began thinking of himself as a sherpa guiding students through unfamiliar knowledge and skills.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With the return to in-person learning, Johnson carried that new perspective with him. This year, his ninth-grade English classes created a grading contract focused on effort and growth. Every progress report period, students discuss with Johnson what mark they believe they earned. That’s what goes into the gradebook. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I’m not adding up points. I’m not adding up the percentages. I’m not giving punitive penalties for late work. I’m trying to keep it really simple,” Johnson said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And with less time spent enforcing compliance, he can devote more energy toward finding ways for each student to learn and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/47948/why-giving-effective-feedback-is-trickier-than-it-seems\">\u003cspan style=\"font-weight: 400\">giving them timely feedback\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Johnson said his students’ participation levels are similar to before he changed his grading policy, but his \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55144/relationships-are-important-how-do-we-build-them-effectively-with-kids\">\u003cspan style=\"font-weight: 400\">relationships with students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are more positive and collaborative.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hearing his teacher describe this approach, Nick was surprised. “I just wish I had Mr. Johnson as a freshman (in English class). I didn’t know he did that.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Nick also said Johnson’s policy appealed to him more than when teachers give an option to revise assignments for a better grade. He said the feedback for assignments usually comes weeks after submitting, and he would need to revise while the next assignment’s deadline also looms. “It’s just so overwhelming. It’s like, I’ll take my D, because am I going to risk another 12 hours on this paper just for the chance I get a C?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“That’s what I’m talking about there,” Johnson replied. “He’s playing the grade game. Because he’s forced to play the grade game.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers, Johnson believes, hold the power to call “game over.” And if they do, he hopes they will work to make school a place where all students can achieve the passion and multidisciplinary competencies that Nick has developed in his woodshop.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/59181/when-not-paying-attention-in-class-isnt-what-it-seems","authors":["11487"],"categories":["mindshift_193"],"tags":["mindshift_21443","mindshift_20772","mindshift_21236","mindshift_20557"],"featImg":"mindshift_59182","label":"mindshift"},"mindshift_58972":{"type":"posts","id":"mindshift_58972","meta":{"index":"posts_1591205157","site":"mindshift","id":"58972","score":null,"sort":[1643014798000]},"guestAuthors":[],"slug":"how-teens-are-experiencing-their-version-of-the-great-resignation","title":"How teens are experiencing their version of the ‘Great Resignation’","publishDate":1643014798,"format":"audio","headTitle":"How teens are experiencing their version of the ‘Great Resignation’ | KQED","labelTerm":{"term":21847,"site":"mindshift"},"content":"\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC5636330471\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>By her sophomore year, Melody Dao was already enrolled in three AP classes at her high school in Los Angeles County. She expected the challenges ahead to largely be academic.\u003c/p>\n\u003cp>“Before the pandemic,” she said, “I thought I had everything planned out. Everything was going to go smoothly.”\u003c/p>\n\u003cp>Her senior year marked the first time Dao attended class in person since she was a sophomore in March 2020. She described her junior year, spent entirely online, as unmotivating and numbing. Everything seemed overwhelming. She found she couldn’t conjure the same amount of effort she did pre-pandemic to a classroom on Zoom, something we now know is a common experience among students.\u003c/p>\n\u003cp>“Before the pandemic, I was kind of focusing. Then during the pandemic and distance learning, I feel like I just kind of lost it a bit,” said Azalia Mariscal, a junior at Richmond High School in Richmond, California. Mariscal took care of her younger siblings during the school day, helping them focus on their classes and occasionally cooking their meals. She felt there was a lot more to do than just school — which made finding the motivation to pay attention in class and do school work difficult online. Teens took on caregiving roles for their families at a time when the balancing of paid and domestic labor forced women out of the workforce at a disproportionate rate: Estimates in May 2021 placed the figure at \u003ca href=\"https://www.npr.org/2021/05/26/999952298/women-left-their-jobs-to-be-caregivers-a-business-coalition-wants-companies-to-h\">400,000 more\u003c/a> U.S. women left than men.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Much of the coverage on Covid’s effects on adolescent mental health focuses on isolation from peers or a desire for normalcy. But for some students, not doing well on \u003ca href=\"https://www.kqed.org/mindshift/58055/dont-go-back-to-the-old-normal-opportunities-for-adolescent-learning-revealed-by-covid-19\">Zoom school\u003c/a> interfered with self-identities they were deeply invested in.\u003c/p>\n\u003cp>“It was a hard realization to realize that I wasn’t the student that I was before and I couldn’t be as motivated as I was before,” said Ian Szeto, also a high school senior in Los Angeles County.\u003c/p>\n\u003cp>Even though his junior year was online, Szeto found his courses were rigorous, eroding his confidence when he \u003ca href=\"https://www.latimes.com/california/story/2021-11-08/as-ds-and-fs-soar-schools-ditch-inequitable-grade-systems\">couldn’t meet expectations\u003c/a> as he once did. With so much of his self esteem and identity based in school, he felt as though he’d lost who he thought he was.\u003c/p>\n\u003cp>“It just felt very frustrating and tiring,” said Szeto.\u003c/p>\n\u003cp>This sentiment seemed widespread amongst his classmates: Szeto recalled Zoom classes where, the moment class wrapped with a teacher’s dismissal, 15 or so students would disappear instantly — as though they’d been hovering over the “Leave” button. It wasn’t as though they had places to be, he said. They just couldn’t take being in class anymore.\u003c/p>\n\u003cfigure id=\"attachment_58988\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-58988\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/Podcast-Logo.png\" alt=\"Study Break with Melody Dao podcast\" width=\"250\" height=\"249\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/Podcast-Logo.png 2663w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/Podcast-Logo-800x798.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/Podcast-Logo-1020x1018.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/Podcast-Logo-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/Podcast-Logo-768x766.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/Podcast-Logo-1536x1533.png 1536w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/Podcast-Logo-2048x2043.png 2048w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/Podcast-Logo-1920x1916.png 1920w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">During the pandemic, Melody Dao decided to focus less on school and more on what interests her, such as creating a podcast.\u003c/figcaption>\u003c/figure>\n\u003cp>“With everything happening outside of school, how could I focus on school?” asked Dao. “I learned that, yeah, school is not that serious. So why should I focus on it when I can focus on other things that matter more to me?”\u003c/p>\n\u003cp>That’s not to say Dao stopped attending school, or even that she stopped working hard in her classes. But she de-centered school and grades from her priorities focusing instead on her family, her friends, her mental health and her dedication to helping others outside of school.\u003c/p>\n\u003cp>This self-first approach to high school was novel for many of these high school students. Instead of forcing themselves into being or becoming straight-A students, they began thinking about how school could best serve them. They decided to make time for themselves and prioritize what they care about. Many decided to safeguard their mental health.\u003c/p>\n\u003cp>Sound familiar?\u003c/p>\n\u003cp>In continuation of last year’s upward trend of \u003ca href=\"https://www.shrm.org/resourcesandtools/hr-topics/talent-acquisition/pages/interactive-quits-level-by-year.aspx\">voluntary resignations\u003c/a>, a record 4.5 million adults \u003ca href=\"https://fortune.com/2022/01/04/great-resignation-record-quit-rate-4-5-million/\">quit\u003c/a> their jobs in November 2021, according to the \u003ca href=\"https://www.bls.gov/news.release/jolts.t04.htm\">most recent data\u003c/a> from the\u003ca href=\"https://fortune.com/2022/01/04/great-resignation-record-quit-rate-4-5-million/\"> U.S. Bureau of Labor Statistics\u003c/a>. While some economists \u003ca href=\"https://www.kqed.org/forum/2010101887279/beyond-the-great-resignation-how-the-u-s-job-market-broke\">complain\u003c/a> that “\u003ca href=\"https://fortune.com/2022/01/04/great-resignation-record-quit-rate-4-5-million/\">The Great Resignation\u003c/a>” or “The Big Quit” has been largely misunderstood by the media and general public for its failure to take into account retirement and job-swapping rates, many find it undeniable that Covid has influenced the employment conditions workers desire and demand from their employers.\u003c/p>\n\u003cp>Unlike adults, in most states, teens can’t really just quit school. But during the pandemic, teens also experienced a mindset shift as to the best conditions that would facilitate their learning, the ways they prefer to learn, and the role school should play in their lives.\u003c/p>\n\u003cp>These students said the pandemic caused them to approach school differently than they did as freshmen or sophomores in March 2020. Though attitude changes and re-prioritizations are par for the course in adolescence, these teens’ experiences are larger than that: they can draw direct lines from their time spent in isolation, in online classrooms, in the ongoing fear they or their loved ones could become sick — to the students they are now, and to what they value most.\u003c/p>\n\u003cp>\u003cb>DECENTERING SCHOOL\u003c/b>\u003c/p>\n\u003cp>One of the biggest realizations these teens expressed was that school — and by extension, college — wasn’t everything. The speed with which Covid razed once normal, taken-for-granted routines made the future even less predictable. Many students looked inward and asked themselves what they wanted, rather than what was expected of them.\u003c/p>\n\u003cp>Szeto shared that many of his classmates reconsidered their planned majors — wanting to pursue subjects they were actually passionate about — and reconsidered college itself. Some debated whether a high tuition would be worth a university experience that could be largely online. Others reconsidered life plans, given the odds that they would have to work remotely or that another life-altering event could happen. Why not spend your time on this earth doing what you want?\u003c/p>\n\u003cfigure id=\"attachment_58985\" class=\"wp-caption alignnone\" style=\"max-width: 1364px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-58985\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/IMG_0019.jpg\" alt=\"\" width=\"1364\" height=\"1819\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/IMG_0019.jpg 1364w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/IMG_0019-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/IMG_0019-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/IMG_0019-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/IMG_0019-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/IMG_0019-1152x1536.jpg 1152w\" sizes=\"(max-width: 1364px) 100vw, 1364px\">\u003cfigcaption class=\"wp-caption-text\">Ian Szeto \u003ccite>(Courtesy of Ian Szeto)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>During shelter-in-place, many students — like their adult counterparts — developed hobbies, reignited passions or aligned priorities. Some students went so far as to realize that the untold amounts of effort they spent \u003ca href=\"https://www.kqed.org/mindshift/58155/grades-have-huge-impact-but-are-they-effective\">striving for an ‘A’\u003c/a> in a subject they weren’t passionate about might not be as worthy a use of their time. A lower grade and more time to work on their own extracurricular projects provided a balance that felt more true.\u003c/p>\n\u003cp>“Now that there’s been this pandemic, it’s given me more opportunity to reflect. And it’s made me come to the realization that I want to prioritize my interests,” said Sirihaasa Nallamothu, a high school junior in Normal, Illinois.\u003c/p>\n\u003cp>Nallamothu learned new coding languages, as did Danielle Ma, a high school senior in Los Angeles County. Szeto spent more time sewing — he designed, cut and stitched the backpack he now wears to school. He feels a rush of pride when classmates compliment him and ask where it’s from. Dao created a \u003ca href=\"https://podcasts.apple.com/us/podcast/study-break/id1522538171\">podcast\u003c/a> in which she \u003ca href=\"https://open.spotify.com/show/12xEOwnqJrsFYwuU9pOPhA\">interviews\u003c/a> teens around the world about their experiences, differences and common ground.\u003c/p>\n\u003cfigure id=\"attachment_58981\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-58981\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/IMG_1584-scaled-e1643003971380.jpeg\" alt=\"\" width=\"250\" height=\"264\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/IMG_1584-scaled-e1643003971380.jpeg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/IMG_1584-scaled-e1643003971380-800x845.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/IMG_1584-scaled-e1643003971380-1020x1077.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/IMG_1584-scaled-e1643003971380-160x169.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/IMG_1584-scaled-e1643003971380-768x811.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/IMG_1584-scaled-e1643003971380-1454x1536.jpeg 1454w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">Danielle Ma\u003c/figcaption>\u003c/figure>\n\u003cp>“I know a couple of students that have reprioritized their mental health over the pandemic,” said Nallamothu. She says these students changed track from courses solely designed to optimize college admittance to ones that better suit who they are.\u003c/p>\n\u003cp>“They’re taking courses that make them happy or make them feel challenged while prioritizing their mental health, which is really cool,” said Nallamothu. “College isn’t everything. You pursue your interests and you prioritize your mental health and then you’ll have a pretty good outlook on life.”\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC5636330471\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cb>HOW TO REFORM SCHOOL\u003c/b>\u003c/p>\n\u003cp>This new approach to school largely seems to have occurred on an individual level: each student discovering what they want, the state of their mental health, and how to protect both interests in their decisions regarding class choice, college applications and how much studying to do. But students also want to see this emphasis on mental health occurring school-wide, even education system-wide, in the midst of a pandemic.\u003c/p>\n\u003cp>“People have lost family members, they’ve lost friends, they’ve lost other important figures in their life. And it’s just really hard to go through all of that, but then receive a notification on your phone saying, ‘Your teacher posted a new math assignment. It’s due tonight at 11:59 p.m.’,” said Dao.\u003c/p>\n\u003cp>Students don’t think their teachers are insensitive to what they’re going through. All of the students I spoke with expressed gratitude for their teachers, who were right there alongside them on Zoom. But based on her experiences and her podcast’s conversations, Dao wants to see greater sensitivity from schools. She wants there to be better structural support for mental health. She wants students to have a chance to share what they need and desire. And she wants schools to actively listen.\u003c/p>\n\u003cp>Dao appreciates the mental health resources her own school shares and its peer counseling program. While many things are easier in person, she posited that her peers seem less open about their mental health than they were online. Face-to-face, there’s no anonymity and there’s increased vulnerability compared with posting from a social media handle. So peer counseling programs allow students to feel supported in sharing again. The ability to talk with someone in one’s own year, someone who also knows what it’s like to be a student right now — and then to resultantly feel heard, supported and validated, is crucial, she said.\u003c/p>\n\u003cp>Szeto pointed out that some students may be skeptical about using a school resource.\u003c/p>\n\u003cp>“It’s almost like, ‘Oh, you put us through this, how could you know what we’re going through?’” he said.\u003c/p>\n\u003cp>Dao suggested schools could go beyond more formal resources and services to make adaptations that better serve students’ mental health. Some of Nallamothu’s teachers are encouraging more talking in class in general, allowing chatting between topics to go on for longer than she remembers pre-pandemic. Beyond the benefit of getting to socialize with peers again, she noticed the value of getting to talk out concepts, being directly asked for her thoughts or turning around and asking the person behind her a question. She felt more engaged. She wasn’t just speaking at her computer to rectangular video feeds of her classmates. School felt more real in person.\u003c/p>\n\u003cp>“You feel like you’re in a bigger and more connected community that way,” she said. “It’s the people that make it valuable.”\u003c/p>\n\u003cp>While Dao finds it easier to focus in person than at home — she can less easily be distracted by her phone, her family or her neighbor’s dog — she thinks the rapid adjustment makes paying attention still difficult, if in a different way. She likes that some of her teachers are providing opportunities for students to take breaks. She’s heard of students being allowed to go for a quick walk around the building and then return to class, a two-minute reset that she thinks makes a real difference for concentration.\u003c/p>\n\u003cfigure id=\"attachment_58983\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-58983\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/IMG_5443.jpeg\" alt=\"\" width=\"250\" height=\"487\">\u003cfigcaption class=\"wp-caption-text\">Courtesy of Azalia Mariscal \u003ccite>(Courtesy of Azalia Mariscal)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Mariscal felt grateful to be able to leave her house when classes went back in person, but that feeling was tempered by her fear of catching Covid. Band class helps distract from that fear: she plays tuba and trombone, and couldn’t really play during online learning. She appreciates the focus required to use the specific amount of air needed to hit each note. “It’s that one thing that makes me feel better,” she said.\u003c/p>\n\u003cp>Dao wants teachers and administrators system-wide to allow students to get in touch with their emotions and personal identities, to allow students to talk about what they’re going through and what they need. Teachers should listen when students say they need more time for homework, for instance: they could correspondingly push out due dates or even assign less work.\u003c/p>\n\u003cp>Ma would like to see less busy work — she can tell the difference between an assignment that challenges her and one that seems only assigned for the sake of assigning. She said her class has been more “bold” in asking for less of that busy work, as well as in asking for extended time for work or test preparation, compared with pre-pandemic school. She feels she and many of her classmates have acquired agency and self-efficacy skills that will benefit them in the future — even if that future includes online learning.\u003c/p>\n\u003cp>“I don’t want to go to online school again. But if it’s for health reasons, it would be OK. I just have to work harder to stay focused,” said Ma.\u003c/p>\n\u003cp>This agency is presently being \u003ca href=\"https://www.kqed.org/news/11902396/shouldnt-have-to-make-this-decision-thousands-of-contra-costa-students-stay-home-citing-omicron-fears\">utilized\u003c/a> by students \u003ca href=\"https://www.washingtonpost.com/education/2022/01/14/students-walkout-covid-safety/\">nationwide\u003c/a> who have staged protests and walk-outs amidst the omicron surge to demand better Covid protections, testing and online schooling options. To only hear students’ preferences for in-person learning and to omit the context of the pandemic is disingenuous. The pandemic made even more visible systemic inequities that made safety and school most challenging for the families who needed the most help — the conditions that often worsen mental health in the first place. Students are pushing both for interesting classes and a feeling of safety at school in the ways they can.\u003c/p>\n\u003cp>\u003cb>TIME BETTER SPENT IN CLASS\u003c/b>\u003c/p>\n\u003cp>When filling out her college applications, Ma asked herself why she goes to school at all. She thought about classes where the teacher is engaging, ones where the discussions are fun. In her English class, not only are her readings insightful, but she feels there’s a depth to them. She learns more from each re-reading, then more out of her teacher’s analysis, then even more from class discussions.\u003c/p>\n\u003cp>The discussions weren’t like that on Zoom. In person, students are energetic. They build off each other. They’re funny. Ma enjoys the chance to laugh, to listen to new points of view, to participate herself. She appreciates when her English class’ readings deal with taboo topics, are open to interpretation and reflect non-Eurocentric worldviews. She’d like to see more of that. Her class read a work by Amy Tan, and Ma appreciated the chance to personally relate to the content, to connect with the narrator and to be able to draw from her own life in her analysis.\u003c/p>\n\u003cp>Ma realized she keeps going to class not just for her English teacher or fellow classmates, but because she actually likes the subject itself. Beyond grades, she feels challenged to uncover meanings and learn how to improve her own writing. The transfer from passively wanting good grades to actively wanting to learn is new, she said.\u003c/p>\n\u003cfigure id=\"attachment_58974\" class=\"wp-caption alignnone\" style=\"max-width: 1078px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-58974\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/nallamothuprofile.png\" alt=\"\" width=\"1078\" height=\"1424\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/nallamothuprofile.png 1078w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/nallamothuprofile-800x1057.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/nallamothuprofile-1020x1347.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/nallamothuprofile-160x211.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/nallamothuprofile-768x1015.png 768w\" sizes=\"(max-width: 1078px) 100vw, 1078px\">\u003cfigcaption class=\"wp-caption-text\">Sirihaasa Nallamothu is one of several students who re-evaluated the role of school in their lives during the pandemic and chose to follow more personally interesting pursuits. \u003ccite>(Courtesy of Sirihaasa Nallamothu)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Moving from online to in-person laboratory experiments helped Nallamothu understand why she was learning chemistry, instead of just to achieve a good grade. Real-world applications allow students to see the value of learning beyond test scores, she said. She praised recent decisions by some universities to drop SAT or ACT score requirements for admissions and by the CollegeBoard to \u003ca href=\"https://www.politico.com/news/2021/01/22/college-board-scraps-sat-subject-tests-461357\">nix SAT subject tests\u003c/a>. She sees this as a sign that more higher-ups are realizing that understanding is far deeper than test scores: it’s about personal mastery and application.\u003c/p>\n\u003cp>Nallamothu conceived her own way of applying what she was learning. After reading her AP U.S. History textbook’s sole paragraph on the 1918 influenza, she realized she didn’t want her town’s experience from this pandemic to be similarly truncated and forgotten. So she organized the 20-Year Project, a \u003ca href=\"https://www.wjbc.com/2022/01/10/town-of-normal-preserving-artifacts-from-the-covid-19-pandemic-in-a-community-time-capsule/\">community time capsule\u003c/a>.\u003c/p>\n\u003cp>Community-based efforts by her generation give Nallamothu the hope she needs to go to school and try her best in an increasingly unpredictable world. She characterizes Gen Z as trying its best to remedy its unjust inheritances, ones that stretch back far before the pandemic.\u003c/p>\n\u003cp>“Gen Z-ers have been exposed to so much around them. They’ve been exposed to political polarization, social movements, the pandemic, \u003ca href=\"https://www.kqed.org/news/11900424/combating-climate-anxiety-how-young-activists-in-california-are-taking-action\">climate change\u003c/a>. And it feels like we’re really going to make a difference. I’ve seen so many cool people working in my community and on social media, working to make a change. So I think we’ll be in pretty good hands,” said Nallamothu.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC5636330471\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Shocking events that disrupt any idea of normalcy are now normal to this generation, Szeto argues. That means many have realized that they can’t plan for their lives using a baseline assumption that the former status quo will return, or even that the current status quo will continue.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“I don’t really know if normalcy exists anymore, and I think we’re all just trying to create a new normal in a way,” said Szeto. “But I don’t really know if people can really go back to what they had before. We just went through too much for it, for us to just go back and forget everything that happened.”\u003c/p>\n\n","blocks":[],"excerpt":"Struggling over Zoom tested students’ self-identities. Now teens are taking action to find balance, prioritize mental wellness and care less about school 24/7.","status":"publish","parent":0,"modified":1700528927,"stats":{"hasAudio":true,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":54,"wordCount":2991},"headData":{"title":"How teens are experiencing their version of the ‘Great Resignation’ | KQED","description":"Struggling over Zoom tested students’ self-identities. Now teens are taking action to find balance, prioritize mental wellness and care less about school 24/7.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Struggling over Zoom tested students’ self-identities. Now teens are taking action to find balance, prioritize mental wellness and care less about school 24/7.","schema":{"@context":"http://schema.org","@type":"Article","headline":"How teens are experiencing their version of the ‘Great Resignation’","datePublished":"2022-01-24T08:59:58.000Z","dateModified":"2023-11-21T01:08:47.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"audioUrl":"https://www.podtrac.com/pts/redirect.mp3/traffic.megaphone.fm/KQINC5636330471.mp3?updated=1649108769","subhead":"Struggling over Zoom tested students’ self-identities. Now teens are taking action to find balance, prioritize mental wellness and care less about school 24/7","excludeFromSiteSearch":"Include","path":"/mindshift/58972/how-teens-are-experiencing-their-version-of-the-great-resignation","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC5636330471\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>By her sophomore year, Melody Dao was already enrolled in three AP classes at her high school in Los Angeles County. She expected the challenges ahead to largely be academic.\u003c/p>\n\u003cp>“Before the pandemic,” she said, “I thought I had everything planned out. Everything was going to go smoothly.”\u003c/p>\n\u003cp>Her senior year marked the first time Dao attended class in person since she was a sophomore in March 2020. She described her junior year, spent entirely online, as unmotivating and numbing. Everything seemed overwhelming. She found she couldn’t conjure the same amount of effort she did pre-pandemic to a classroom on Zoom, something we now know is a common experience among students.\u003c/p>\n\u003cp>“Before the pandemic, I was kind of focusing. Then during the pandemic and distance learning, I feel like I just kind of lost it a bit,” said Azalia Mariscal, a junior at Richmond High School in Richmond, California. Mariscal took care of her younger siblings during the school day, helping them focus on their classes and occasionally cooking their meals. She felt there was a lot more to do than just school — which made finding the motivation to pay attention in class and do school work difficult online. Teens took on caregiving roles for their families at a time when the balancing of paid and domestic labor forced women out of the workforce at a disproportionate rate: Estimates in May 2021 placed the figure at \u003ca href=\"https://www.npr.org/2021/05/26/999952298/women-left-their-jobs-to-be-caregivers-a-business-coalition-wants-companies-to-h\">400,000 more\u003c/a> U.S. women left than men.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Much of the coverage on Covid’s effects on adolescent mental health focuses on isolation from peers or a desire for normalcy. But for some students, not doing well on \u003ca href=\"https://www.kqed.org/mindshift/58055/dont-go-back-to-the-old-normal-opportunities-for-adolescent-learning-revealed-by-covid-19\">Zoom school\u003c/a> interfered with self-identities they were deeply invested in.\u003c/p>\n\u003cp>“It was a hard realization to realize that I wasn’t the student that I was before and I couldn’t be as motivated as I was before,” said Ian Szeto, also a high school senior in Los Angeles County.\u003c/p>\n\u003cp>Even though his junior year was online, Szeto found his courses were rigorous, eroding his confidence when he \u003ca href=\"https://www.latimes.com/california/story/2021-11-08/as-ds-and-fs-soar-schools-ditch-inequitable-grade-systems\">couldn’t meet expectations\u003c/a> as he once did. With so much of his self esteem and identity based in school, he felt as though he’d lost who he thought he was.\u003c/p>\n\u003cp>“It just felt very frustrating and tiring,” said Szeto.\u003c/p>\n\u003cp>This sentiment seemed widespread amongst his classmates: Szeto recalled Zoom classes where, the moment class wrapped with a teacher’s dismissal, 15 or so students would disappear instantly — as though they’d been hovering over the “Leave” button. It wasn’t as though they had places to be, he said. They just couldn’t take being in class anymore.\u003c/p>\n\u003cfigure id=\"attachment_58988\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-58988\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/Podcast-Logo.png\" alt=\"Study Break with Melody Dao podcast\" width=\"250\" height=\"249\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/Podcast-Logo.png 2663w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/Podcast-Logo-800x798.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/Podcast-Logo-1020x1018.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/Podcast-Logo-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/Podcast-Logo-768x766.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/Podcast-Logo-1536x1533.png 1536w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/Podcast-Logo-2048x2043.png 2048w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/Podcast-Logo-1920x1916.png 1920w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">During the pandemic, Melody Dao decided to focus less on school and more on what interests her, such as creating a podcast.\u003c/figcaption>\u003c/figure>\n\u003cp>“With everything happening outside of school, how could I focus on school?” asked Dao. “I learned that, yeah, school is not that serious. So why should I focus on it when I can focus on other things that matter more to me?”\u003c/p>\n\u003cp>That’s not to say Dao stopped attending school, or even that she stopped working hard in her classes. But she de-centered school and grades from her priorities focusing instead on her family, her friends, her mental health and her dedication to helping others outside of school.\u003c/p>\n\u003cp>This self-first approach to high school was novel for many of these high school students. Instead of forcing themselves into being or becoming straight-A students, they began thinking about how school could best serve them. They decided to make time for themselves and prioritize what they care about. Many decided to safeguard their mental health.\u003c/p>\n\u003cp>Sound familiar?\u003c/p>\n\u003cp>In continuation of last year’s upward trend of \u003ca href=\"https://www.shrm.org/resourcesandtools/hr-topics/talent-acquisition/pages/interactive-quits-level-by-year.aspx\">voluntary resignations\u003c/a>, a record 4.5 million adults \u003ca href=\"https://fortune.com/2022/01/04/great-resignation-record-quit-rate-4-5-million/\">quit\u003c/a> their jobs in November 2021, according to the \u003ca href=\"https://www.bls.gov/news.release/jolts.t04.htm\">most recent data\u003c/a> from the\u003ca href=\"https://fortune.com/2022/01/04/great-resignation-record-quit-rate-4-5-million/\"> U.S. Bureau of Labor Statistics\u003c/a>. While some economists \u003ca href=\"https://www.kqed.org/forum/2010101887279/beyond-the-great-resignation-how-the-u-s-job-market-broke\">complain\u003c/a> that “\u003ca href=\"https://fortune.com/2022/01/04/great-resignation-record-quit-rate-4-5-million/\">The Great Resignation\u003c/a>” or “The Big Quit” has been largely misunderstood by the media and general public for its failure to take into account retirement and job-swapping rates, many find it undeniable that Covid has influenced the employment conditions workers desire and demand from their employers.\u003c/p>\n\u003cp>Unlike adults, in most states, teens can’t really just quit school. But during the pandemic, teens also experienced a mindset shift as to the best conditions that would facilitate their learning, the ways they prefer to learn, and the role school should play in their lives.\u003c/p>\n\u003cp>These students said the pandemic caused them to approach school differently than they did as freshmen or sophomores in March 2020. Though attitude changes and re-prioritizations are par for the course in adolescence, these teens’ experiences are larger than that: they can draw direct lines from their time spent in isolation, in online classrooms, in the ongoing fear they or their loved ones could become sick — to the students they are now, and to what they value most.\u003c/p>\n\u003cp>\u003cb>DECENTERING SCHOOL\u003c/b>\u003c/p>\n\u003cp>One of the biggest realizations these teens expressed was that school — and by extension, college — wasn’t everything. The speed with which Covid razed once normal, taken-for-granted routines made the future even less predictable. Many students looked inward and asked themselves what they wanted, rather than what was expected of them.\u003c/p>\n\u003cp>Szeto shared that many of his classmates reconsidered their planned majors — wanting to pursue subjects they were actually passionate about — and reconsidered college itself. Some debated whether a high tuition would be worth a university experience that could be largely online. Others reconsidered life plans, given the odds that they would have to work remotely or that another life-altering event could happen. Why not spend your time on this earth doing what you want?\u003c/p>\n\u003cfigure id=\"attachment_58985\" class=\"wp-caption alignnone\" style=\"max-width: 1364px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-58985\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/IMG_0019.jpg\" alt=\"\" width=\"1364\" height=\"1819\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/IMG_0019.jpg 1364w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/IMG_0019-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/IMG_0019-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/IMG_0019-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/IMG_0019-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/IMG_0019-1152x1536.jpg 1152w\" sizes=\"(max-width: 1364px) 100vw, 1364px\">\u003cfigcaption class=\"wp-caption-text\">Ian Szeto \u003ccite>(Courtesy of Ian Szeto)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>During shelter-in-place, many students — like their adult counterparts — developed hobbies, reignited passions or aligned priorities. Some students went so far as to realize that the untold amounts of effort they spent \u003ca href=\"https://www.kqed.org/mindshift/58155/grades-have-huge-impact-but-are-they-effective\">striving for an ‘A’\u003c/a> in a subject they weren’t passionate about might not be as worthy a use of their time. A lower grade and more time to work on their own extracurricular projects provided a balance that felt more true.\u003c/p>\n\u003cp>“Now that there’s been this pandemic, it’s given me more opportunity to reflect. And it’s made me come to the realization that I want to prioritize my interests,” said Sirihaasa Nallamothu, a high school junior in Normal, Illinois.\u003c/p>\n\u003cp>Nallamothu learned new coding languages, as did Danielle Ma, a high school senior in Los Angeles County. Szeto spent more time sewing — he designed, cut and stitched the backpack he now wears to school. He feels a rush of pride when classmates compliment him and ask where it’s from. Dao created a \u003ca href=\"https://podcasts.apple.com/us/podcast/study-break/id1522538171\">podcast\u003c/a> in which she \u003ca href=\"https://open.spotify.com/show/12xEOwnqJrsFYwuU9pOPhA\">interviews\u003c/a> teens around the world about their experiences, differences and common ground.\u003c/p>\n\u003cfigure id=\"attachment_58981\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-58981\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/IMG_1584-scaled-e1643003971380.jpeg\" alt=\"\" width=\"250\" height=\"264\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/IMG_1584-scaled-e1643003971380.jpeg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/IMG_1584-scaled-e1643003971380-800x845.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/IMG_1584-scaled-e1643003971380-1020x1077.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/IMG_1584-scaled-e1643003971380-160x169.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/IMG_1584-scaled-e1643003971380-768x811.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/IMG_1584-scaled-e1643003971380-1454x1536.jpeg 1454w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">Danielle Ma\u003c/figcaption>\u003c/figure>\n\u003cp>“I know a couple of students that have reprioritized their mental health over the pandemic,” said Nallamothu. She says these students changed track from courses solely designed to optimize college admittance to ones that better suit who they are.\u003c/p>\n\u003cp>“They’re taking courses that make them happy or make them feel challenged while prioritizing their mental health, which is really cool,” said Nallamothu. “College isn’t everything. You pursue your interests and you prioritize your mental health and then you’ll have a pretty good outlook on life.”\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC5636330471\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cb>HOW TO REFORM SCHOOL\u003c/b>\u003c/p>\n\u003cp>This new approach to school largely seems to have occurred on an individual level: each student discovering what they want, the state of their mental health, and how to protect both interests in their decisions regarding class choice, college applications and how much studying to do. But students also want to see this emphasis on mental health occurring school-wide, even education system-wide, in the midst of a pandemic.\u003c/p>\n\u003cp>“People have lost family members, they’ve lost friends, they’ve lost other important figures in their life. And it’s just really hard to go through all of that, but then receive a notification on your phone saying, ‘Your teacher posted a new math assignment. It’s due tonight at 11:59 p.m.’,” said Dao.\u003c/p>\n\u003cp>Students don’t think their teachers are insensitive to what they’re going through. All of the students I spoke with expressed gratitude for their teachers, who were right there alongside them on Zoom. But based on her experiences and her podcast’s conversations, Dao wants to see greater sensitivity from schools. She wants there to be better structural support for mental health. She wants students to have a chance to share what they need and desire. And she wants schools to actively listen.\u003c/p>\n\u003cp>Dao appreciates the mental health resources her own school shares and its peer counseling program. While many things are easier in person, she posited that her peers seem less open about their mental health than they were online. Face-to-face, there’s no anonymity and there’s increased vulnerability compared with posting from a social media handle. So peer counseling programs allow students to feel supported in sharing again. The ability to talk with someone in one’s own year, someone who also knows what it’s like to be a student right now — and then to resultantly feel heard, supported and validated, is crucial, she said.\u003c/p>\n\u003cp>Szeto pointed out that some students may be skeptical about using a school resource.\u003c/p>\n\u003cp>“It’s almost like, ‘Oh, you put us through this, how could you know what we’re going through?’” he said.\u003c/p>\n\u003cp>Dao suggested schools could go beyond more formal resources and services to make adaptations that better serve students’ mental health. Some of Nallamothu’s teachers are encouraging more talking in class in general, allowing chatting between topics to go on for longer than she remembers pre-pandemic. Beyond the benefit of getting to socialize with peers again, she noticed the value of getting to talk out concepts, being directly asked for her thoughts or turning around and asking the person behind her a question. She felt more engaged. She wasn’t just speaking at her computer to rectangular video feeds of her classmates. School felt more real in person.\u003c/p>\n\u003cp>“You feel like you’re in a bigger and more connected community that way,” she said. “It’s the people that make it valuable.”\u003c/p>\n\u003cp>While Dao finds it easier to focus in person than at home — she can less easily be distracted by her phone, her family or her neighbor’s dog — she thinks the rapid adjustment makes paying attention still difficult, if in a different way. She likes that some of her teachers are providing opportunities for students to take breaks. She’s heard of students being allowed to go for a quick walk around the building and then return to class, a two-minute reset that she thinks makes a real difference for concentration.\u003c/p>\n\u003cfigure id=\"attachment_58983\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-58983\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/IMG_5443.jpeg\" alt=\"\" width=\"250\" height=\"487\">\u003cfigcaption class=\"wp-caption-text\">Courtesy of Azalia Mariscal \u003ccite>(Courtesy of Azalia Mariscal)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Mariscal felt grateful to be able to leave her house when classes went back in person, but that feeling was tempered by her fear of catching Covid. Band class helps distract from that fear: she plays tuba and trombone, and couldn’t really play during online learning. She appreciates the focus required to use the specific amount of air needed to hit each note. “It’s that one thing that makes me feel better,” she said.\u003c/p>\n\u003cp>Dao wants teachers and administrators system-wide to allow students to get in touch with their emotions and personal identities, to allow students to talk about what they’re going through and what they need. Teachers should listen when students say they need more time for homework, for instance: they could correspondingly push out due dates or even assign less work.\u003c/p>\n\u003cp>Ma would like to see less busy work — she can tell the difference between an assignment that challenges her and one that seems only assigned for the sake of assigning. She said her class has been more “bold” in asking for less of that busy work, as well as in asking for extended time for work or test preparation, compared with pre-pandemic school. She feels she and many of her classmates have acquired agency and self-efficacy skills that will benefit them in the future — even if that future includes online learning.\u003c/p>\n\u003cp>“I don’t want to go to online school again. But if it’s for health reasons, it would be OK. I just have to work harder to stay focused,” said Ma.\u003c/p>\n\u003cp>This agency is presently being \u003ca href=\"https://www.kqed.org/news/11902396/shouldnt-have-to-make-this-decision-thousands-of-contra-costa-students-stay-home-citing-omicron-fears\">utilized\u003c/a> by students \u003ca href=\"https://www.washingtonpost.com/education/2022/01/14/students-walkout-covid-safety/\">nationwide\u003c/a> who have staged protests and walk-outs amidst the omicron surge to demand better Covid protections, testing and online schooling options. To only hear students’ preferences for in-person learning and to omit the context of the pandemic is disingenuous. The pandemic made even more visible systemic inequities that made safety and school most challenging for the families who needed the most help — the conditions that often worsen mental health in the first place. Students are pushing both for interesting classes and a feeling of safety at school in the ways they can.\u003c/p>\n\u003cp>\u003cb>TIME BETTER SPENT IN CLASS\u003c/b>\u003c/p>\n\u003cp>When filling out her college applications, Ma asked herself why she goes to school at all. She thought about classes where the teacher is engaging, ones where the discussions are fun. In her English class, not only are her readings insightful, but she feels there’s a depth to them. She learns more from each re-reading, then more out of her teacher’s analysis, then even more from class discussions.\u003c/p>\n\u003cp>The discussions weren’t like that on Zoom. In person, students are energetic. They build off each other. They’re funny. Ma enjoys the chance to laugh, to listen to new points of view, to participate herself. She appreciates when her English class’ readings deal with taboo topics, are open to interpretation and reflect non-Eurocentric worldviews. She’d like to see more of that. Her class read a work by Amy Tan, and Ma appreciated the chance to personally relate to the content, to connect with the narrator and to be able to draw from her own life in her analysis.\u003c/p>\n\u003cp>Ma realized she keeps going to class not just for her English teacher or fellow classmates, but because she actually likes the subject itself. Beyond grades, she feels challenged to uncover meanings and learn how to improve her own writing. The transfer from passively wanting good grades to actively wanting to learn is new, she said.\u003c/p>\n\u003cfigure id=\"attachment_58974\" class=\"wp-caption alignnone\" style=\"max-width: 1078px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-58974\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/nallamothuprofile.png\" alt=\"\" width=\"1078\" height=\"1424\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/nallamothuprofile.png 1078w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/nallamothuprofile-800x1057.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/nallamothuprofile-1020x1347.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/nallamothuprofile-160x211.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/nallamothuprofile-768x1015.png 768w\" sizes=\"(max-width: 1078px) 100vw, 1078px\">\u003cfigcaption class=\"wp-caption-text\">Sirihaasa Nallamothu is one of several students who re-evaluated the role of school in their lives during the pandemic and chose to follow more personally interesting pursuits. \u003ccite>(Courtesy of Sirihaasa Nallamothu)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Moving from online to in-person laboratory experiments helped Nallamothu understand why she was learning chemistry, instead of just to achieve a good grade. Real-world applications allow students to see the value of learning beyond test scores, she said. She praised recent decisions by some universities to drop SAT or ACT score requirements for admissions and by the CollegeBoard to \u003ca href=\"https://www.politico.com/news/2021/01/22/college-board-scraps-sat-subject-tests-461357\">nix SAT subject tests\u003c/a>. She sees this as a sign that more higher-ups are realizing that understanding is far deeper than test scores: it’s about personal mastery and application.\u003c/p>\n\u003cp>Nallamothu conceived her own way of applying what she was learning. After reading her AP U.S. History textbook’s sole paragraph on the 1918 influenza, she realized she didn’t want her town’s experience from this pandemic to be similarly truncated and forgotten. So she organized the 20-Year Project, a \u003ca href=\"https://www.wjbc.com/2022/01/10/town-of-normal-preserving-artifacts-from-the-covid-19-pandemic-in-a-community-time-capsule/\">community time capsule\u003c/a>.\u003c/p>\n\u003cp>Community-based efforts by her generation give Nallamothu the hope she needs to go to school and try her best in an increasingly unpredictable world. She characterizes Gen Z as trying its best to remedy its unjust inheritances, ones that stretch back far before the pandemic.\u003c/p>\n\u003cp>“Gen Z-ers have been exposed to so much around them. They’ve been exposed to political polarization, social movements, the pandemic, \u003ca href=\"https://www.kqed.org/news/11900424/combating-climate-anxiety-how-young-activists-in-california-are-taking-action\">climate change\u003c/a>. And it feels like we’re really going to make a difference. I’ve seen so many cool people working in my community and on social media, working to make a change. So I think we’ll be in pretty good hands,” said Nallamothu.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC5636330471\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Shocking events that disrupt any idea of normalcy are now normal to this generation, Szeto argues. That means many have realized that they can’t plan for their lives using a baseline assumption that the former status quo will return, or even that the current status quo will continue.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“I don’t really know if normalcy exists anymore, and I think we’re all just trying to create a new normal in a way,” said Szeto. “But I don’t really know if people can really go back to what they had before. We just went through too much for it, for us to just go back and forget everything that happened.”\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/58972/how-teens-are-experiencing-their-version-of-the-great-resignation","authors":["11603"],"programs":["mindshift_21847"],"categories":["mindshift_21130","mindshift_21848","mindshift_20874"],"tags":["mindshift_20984","mindshift_21460","mindshift_20772","mindshift_21395","mindshift_20852","mindshift_21159"],"featImg":"mindshift_58975","label":"mindshift_21847"},"mindshift_53337":{"type":"posts","id":"mindshift_53337","meta":{"index":"posts_1591205157","site":"mindshift","id":"53337","score":null,"sort":[1553670450000]},"guestAuthors":[],"slug":"intrinsic-motivation-is-key-to-student-achievement-but-schools-can-crush-it","title":"Intrinsic Motivation is Key to Student Achievement – But Schools Can Crush It","publishDate":1553670450,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>This story about intrinsic motivation was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"https://us2.list-manage.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>PROVIDENCE, R.I. – When Destiny Reyes started elementary school, she felt highly motivated. Like most young children, she liked learning new things, and she excelled at school. She got good grades and reveled in her success, thriving in an environment that, at least implicitly, set her up in competition with her peers. She was at the top of her class, and she proved herself further by testing into a competitive, private middle school. But there, among Providence’s brightest, it wasn’t as easy to be at the top of the class, and her excitement about school – and learning – subsided. Eventually, she says, nothing motivated her. She went to school because she had to.\u003c/p>\n\u003cp>Destiny, 18, is like most students in the United States. Surveys reveal a steady decline in student engagement throughout middle and high school, a trend that Gallup deemed the “school engagement cliff.” \u003ca href=\"https://news.gallup.com/opinion/gallup/211631/student-enthusiasm-falls-high-school-graduation-nears.aspx\">The latest data from the company’s Student Poll \u003c/a>found that 74 percent of fifth graders felt engaged, while the same was true of just 32 percent of high school juniors.\u003c/p>\n\u003cp>One of the key components of engagement is students’ excitement about what they learn. Yet most schools extinguish that excitement.\u003c/p>\n\u003cp>It all comes down to motivation. In many schools, students do their work because their teachers tell them to. Or because they need to do it to get a certain grade. For students like Destiny, getting a good grade and outshining their peers – not learning itself – becomes the goal of school. For other students, they need minimum grades to be on sports teams or participate in extracurricular activities or please their parents, and that becomes their motivation. Students who do their work because they’re genuinely interested in learning the material are few and far between.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But that’s exactly backwards.\u003c/p>\n\u003cp>The teacher demands, the grades, the promise of additional opportunities – they’re all external rewards. Decades of research, both about educational best practice and the way the human brain works, say these types of motivators are dangerous. Offering students rewards for learning creates reliance on the reward. If they becomes less interesting to the student or disappear entirely, the motivation does, too. That’s what happened to Destiny in middle school when she no longer got the reward of being celebrated as the top of her class.\u003c/p>\n\u003cp>Inspiring students’ intrinsic motivation to learn is a more effective strategy to get and keep students interested. And it’s more than that. Students actually learn better when motivated this way. They \u003ca href=\"https://files.eric.ed.gov/fulltext/ED370200.pdf\">put forth more effort, tackle more challenging tasks, and end up gaining a more profound understanding of the concepts they study\u003c/a>.\u003c/p>\n\u003cp>Still, Deborah Stipek, a Stanford University professor of education and author of the book “Motivation to Learn: From Theory to Practice,” is pragmatic about the role of extrinsic motivation.\u003c/p>\n\u003cp>“I think most realistic people in the field say that you’ve got to have both,” Stipek said. “You can rely entirely on intrinsic motivation if you don’t care what children learn, but if you’ve got a curriculum and a set of standards, then you can’t just go with what they’re interested in.”\u003c/p>\n\u003cp>The problem is that the balance, in most schools, is way off. While some schools around the country are trying to personalize learning and, in doing so, to tap into students’ interests, Stipek estimates that most teaching minimizes students’ internal desire to learn.\u003c/p>\n\u003cfigure id=\"attachment_53342\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-53342\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/03/Tara-Garcia-Mathewson-Met1-e1553668001955.jpg\" alt=\"Destiny Reyes, 18, spends one school day each week at the New England Aquarium and much of her schoolwork is built around research opportunities there.\" width=\"1920\" height=\"1080\">\u003cfigcaption class=\"wp-caption-text\">Destiny Reyes, 18, spends one school day each week at the New England Aquarium and much of her schoolwork is built around research opportunities there. \u003ccite>(Tara García Mathewson/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In traditional schools, it’s easier to offer a steady stream of rewards and punishments to keep students in line. And preparing students to succeed on state tests tends to discourage the lessons that let them explore their own interests. Teachers who want to inspire intrinsic motivation have to swim against the current.\u003c/p>\n\u003cp>That’s not the case everywhere, though. Destiny’s trajectory of diminishing engagement took a turn in high school. Instead of getting increasingly uninterested and disconnected from school, she became more engaged. That’s because she enrolled in the Metropolitan Regional Career and Technical Center, a public high school district in Rhode Island that goes by ‘The Met.’ She is now a senior.\u003c/p>\n\u003cp>The Met is at the extreme when it comes to tapping into intrinsic motivation. Students don’t take traditional classes. They spend virtually all of their time learning independently, with support from advisors or at internships. Students all have individual learning plans and accumulate credits toward traditional subject areas through projects, self-directed study, internship experience and dual enrollment with local colleges. Almost everything they do, all day, connects to a personal goal or something they’re interested in.\u003c/p>\n\u003cp>That’s what inspired Destiny to enroll at The Met. “I thought, oh my God, I have all this power to choose what I want,” she remembers.\u003c/p>\n\u003cp>Education researchers have been studying student motivation for decades, identifying the best classroom strategies to promote an intrinsic drive to learn. The Met puts many of them to use. Students learn through real-world, hands-on problem-solving; they tackle open-ended assignments that require sustained effort; they get the power to choose what and how they learn; they finish projects with something to show for their learning in portfolios and concrete products; they set their own academic goals; they need never focus more on a grade than the process of learning because they don’t get traditional grades. All of these things come straight out of playbooks for inspiring intrinsic motivation, including Stipek’s. And the impact on students can be profound.\u003c/p>\n\u003cp>Destiny started high school with the academic zeal she left middle school with – meaning very little. Her freshman-year report card reflected that. While The Met doesn’t give out traditional grades, students do get assessed on their mastery of the goals they set for each subject. The dominant note on Destiny’s report card from ninth grade is “meeting expectations.” She had very few instances of “exceeding expectations” and in some subjects, her mastery was only “in progress.” In her sophomore year, things started to shift, and “exceeding expectations” started to become a more common assessment. By junior year, Destiny exceeded expectations in almost every subject and “in progress” was nowhere to be found on her report card. Gone was the middle schooler who didn’t want to be in class. In her place was a driven young woman who again liked school.\u003c/p>\n\u003cp>Destiny’s experience is common for Met students. On state surveys, these students report being more interested in their coursework, more convinced that what they’re learning will matter to their futures, and more supported at school \u003ca href=\"https://secure.panoramaed.com/ride/understand/1314726/leadership_dashboard\">than their peers in almost every other district in Rhode Island\u003c/a>. She and other students at The Met continually bring the conversation back to how much difference it makes to be in control of their learning.\u003c/p>\n\u003cfigure id=\"attachment_53341\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-53341\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/03/Tara-Garcia-Mathewson-Met2-e1553667986909.jpg\" alt=\"\" width=\"1920\" height=\"1080\">\u003cfigcaption class=\"wp-caption-text\">The Metropolitan Regional Career and Technical Center in Providence, R.I., known as The Met, is among a relatively small number of schools in the U.S. designed to intrinsically motivate students by tapping into their interests. \u003ccite>(Tara García Mathewson/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Sarah McCaffrey, a 10th grader, appreciates the stark difference between The Met and her experience in middle school, “where it was just ‘Do this, this, this,’” she said. “I like more hands-on, where I’m in control, rather than you’re just going to tell me how to do it and then I do it. It’s more like I’m in charge.”\u003c/p>\n\u003cp>Marissa Souza, a 2017 graduate of The Met and now a sophomore at Rhode Island College, said she had similar motivations in high school. At The Met, she said, students set their own goals, based on their own assessments of their strengths and weaknesses, tied to the dreams they identify for themselves. “You’re more proud of your work because you know this was your goal,” she said. “You met \u003cem>your\u003c/em> goal, you didn’t meet a goal that a teacher or principal made for you.”\u003c/p>\n\u003cp>“It really pushes you to be your best self,” Marissa said.\u003c/p>\n\u003cp>It tends to take a little while for students to rise to the challenge, though.\u003c/p>\n\u003cp>Beccy Siddons, Destiny’s advisor, considers watching that trajectory to be one of the most exciting parts of her job. As the main contact for an “advisory” of about 16 students who stay with her for their entire time at The Met, Siddons guides students through their internships, all of their academic work and, eventually, their college applications.\u003c/p>\n\u003cp>“Ninth graders who have spent their whole life being told what to learn, some of them don’t even know what they’re interested in because they haven’t been given the opportunity,” Siddons said.\u003c/p>\n\u003cp>That was Destiny as a freshman. Her first internship was at an elementary school in a bilingual classroom – a safe, familiar choice for the native Spanish- and English-speaker. In the end, she didn’t like it. As a sophomore, Destiny saw another student present about an internship at the New England Aquarium, and it piqued her interest. Last year, she worked there, too, and quickly discovered a deep love of sea life. She now has a favorite creature she didn't even know existed before: the puffer fish. And she has a career interest she otherwise might not have found until college, if ever: environmental science.\u003c/p>\n\u003cfigure id=\"attachment_53339\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-53339\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/03/Tara-Garcia-Mathewson-Met4-e1553668080193.jpg\" alt=\"\" width=\"1920\" height=\"1080\">\u003cfigcaption class=\"wp-caption-text\">The Metropolitan Regional Career and Technical Center in Providence, R.I., known as The Met, gives students uncommonly broad control over what they learn in an effort to engage them in school. \u003ccite>(Tara García Mathewson/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Siddons routinely oversees such meandering paths, and a key part of her job is helping students discover passions they didn't know they might have. The freshmen she welcomes to The Met are a far cry from the seniors she sends out into the world.\u003c/p>\n\u003cp>The early part of that transformation does take work, though. And while it isn’t typical for schools to orient themselves around intrinsic motivation, hundreds do attempt it. \u003ca href=\"https://www.nextgenlearning.org/\">Next Generation Learning Challenges\u003c/a> has grown into a network of about 150 schools, all of which focus on tapping into students’ intrinsic motivation in one way or another. The Digital Promise \u003ca href=\"https://digitalpromise.org/initiative/league-of-innovative-schools/\">League of Innovative Schools\u003c/a> represents 102 school districts doing similar work; \u003ca href=\"http://www.battelleforkids.org/networks/edleader21-network\">EdLeader21\u003c/a> has another 300 districts, many of whom aim to inspire students’ intrinsic desire to learn. And the Big Picture Learning network, built around the success of The Met, now counts more than 60 schools in the U.S. (and another 100 abroad).\u003c/p>\n\u003cp>In Chicago, a charter school made its commitment to this goal very clear, choosing the name Intrinsic Schools when it launched in 2013 to serve students in grades seven through 12. Learning there happens in “pods,” large, flexible classroom spaces that let students rotate from independent work to group instruction to collaborative, project-based learning. Ami Gandhi, director of innovation and collaboration and a co-founder of the charter, said that in the first year, administrators blocked out “independent learning time” for students, expecting they would thrive with the period of freedom. Looking back, Gandhi calls that naïve.\u003c/p>\n\u003cp>“I would go into the pod during that time and kids were just sitting there,” Gandhi said. “I was like, ‘What are you interested in?’ ‘Nothing.’ ‘What do you want to explore?’ ‘Nothing.’”\u003c/p>\n\u003cp>“If someone’s been telling you what to do for nine to 10 years of your life in school, you really don’t know what to do with that independent time,” Gandhi said.\u003c/p>\n\u003cp>Teachers had to help equip students to take advantage of academic independence. At first, they didn’t give students open-ended choices. They told them what they should work on in the independent time. Then they gave them a menu of options, slowly working up to the point where students could choose for themselves, entirely. After the first-year’s naiveté, Intrinsic Schools teachers systematically prepare students to take control of their learning.\u003c/p>\n\u003cp>Another major challenge for schools trying to spark intrinsic motivation is to make sure that fun, engaging lessons also bring academic rigor. Several studies have found that projects and hands-on activities can be effective at intrinsically motivating students, but don’t actually result in substantive learning.\u003c/p>\n\u003cp>Stipek, the Stanford researcher, said this comes down to teacher preparation and school design. Teachers aren’t trained to design academically rigorous lessons that motivate students in the right way. And schools aren’t set up to give teachers the time to do so. It is possible, though. Stipek directed the UCLA Lab School for 10 years, and she said her teachers – experienced and highly trained – consistently planned projects that engaged students’ natural desire to learn while also forcing them to master concrete concepts and skills.\u003c/p>\n\u003cp>“It’s not that it can’t be done,” Stipek said. “It’s just really, really hard.”\u003c/p>\n\u003cp>And because it’s hard, it’s necessarily risky. Many teachers – and their bosses – are afraid to experiment with this work. Stipek said the accountability movement, where states hold schools to strict standards for student performance on standardized tests, put a damper on teaching methods that prioritize intrinsic motivation. She believes accountability is important, but, in its latest form, has prompted teachers to focus on test prep. That prioritizes the testing outcome – the grade – rather than the learning process, a surefire way to kill students’ sense of intrinsic motivation.\u003c/p>\n\u003cp>Researchers have found that one consequence of using grades to motivate students is that they stop challenging themselves for fear of trying something hard and failing at it. The hesitance of teachers and administrators to take a leap with new learning opportunities is an extension of the same thing.\u003c/p>\n\u003cp>Destiny’s school, though, breaks the mold.\u003c/p>\n\u003cp>Students don’t do particularly well on standardized tests at The Met. Rhode Island gives every school a star rating based on test scores, graduation rates and other metrics. The Met graduates more students than the state average (90 percent vs. 84 percent), but its rating, just two out of five stars, is dragged down by student achievement on state tests.\u003c/p>\n\u003cp>School leaders, though, don’t pay much attention to test scores. Nancy Diaz Bain, a co-director, said she and her colleagues prefer to keep track of state survey data about student engagement, parent feedback about their children’s progress, student behavior, graduation rates and student performance in college courses. When students from The Met take and pass college courses in high school – which all of them do – they not only prove they can handle advanced coursework, they save money on an eventual degree, Diaz Bain said. And the other metrics about student engagement and success persuade school leaders that the model works. They also persuaded the Bill & Melinda Gates Foundation to pour $20 million into helping Big Picture Learning expand The Met’s model to other schools and President Barack Obama to highlight The Met up as an example \u003ca href=\"https://www.prweb.com/releases/bigpicturelearning/presidentobama/prweb3670994.htm\">in a 2010 speech before the U.S. Chamber of Commerce\u003c/a>. \u003cspan class=\"s1\">(The Gates Foundation is also one of the many funders of The Hechinger Report.) \u003c/span>\u003c/p>\n\u003cp>For her part, Destiny feels prepared for what comes next. She’ll finish high school this spring and then pursue a bachelor’s degree. She plans to major in environmental science. While she knows her peers from traditional schools may have gotten a broader education, she expects the depth of knowledge she gained doing internships and related research projects will actually give her a leg up in college. And she’ll enroll armed with a sense of intrinsic motivation to learn new things that many of her peers lost a long time ago.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about\u003c/em> \u003ca href=\"https://hechingerreport.org/intrinsic-motivation-is-key-to-student-achievement-but-schools-kill-it/\">\u003cem>intrinsic motivation in the classroom\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"https://us2.list-manage.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Extrinsic motivators dominate classrooms even though research clearly shows why they shouldn’t. Most schools motivate students to learn with external rewards or punishment. But decades of research, both about educational best practice and the way the human brain works, say these types of motivators are less effective. Students learn better when they are intrinsically motivated. The Met high school in Providence goes to the extreme to tap into students’ intrinsic motivation, letting them study what they’re most interested in. It’s difficult to pull off this type of school design, but by many indicators, it’s worth it. ","status":"publish","parent":0,"modified":1553701920,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":43,"wordCount":2850},"headData":{"title":"Intrinsic Motivation is Key to Student Achievement – But Schools Can Crush It | KQED","description":"Extrinsic motivators dominate classrooms even though research clearly shows why they shouldn’t. Most schools motivate students to learn with external rewards or punishment. But decades of research, both about educational best practice and the way the human brain works, say these types of motivators are less effective. Students learn better when they are intrinsically motivated. The Met high school in Providence goes to the extreme to tap into students’ intrinsic motivation, letting them study what they’re most interested in. It’s difficult to pull off this type of school design, but by many indicators, it’s worth it. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Intrinsic Motivation is Key to Student Achievement – But Schools Can Crush It","datePublished":"2019-03-27T07:07:30.000Z","dateModified":"2019-03-27T15:52:00.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"53337 https://ww2.kqed.org/mindshift/?p=53337","disqusUrl":"https://ww2.kqed.org/mindshift/2019/03/27/intrinsic-motivation-is-key-to-student-achievement-but-schools-can-crush-it/","disqusTitle":"Intrinsic Motivation is Key to Student Achievement – But Schools Can Crush It","nprByline":"\u003ca href=\"https://hechingerreport.org/\">Tara García Mathewson, The Hechinger Report\u003c/a>","path":"/mindshift/53337/intrinsic-motivation-is-key-to-student-achievement-but-schools-can-crush-it","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This story about intrinsic motivation was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"https://us2.list-manage.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>PROVIDENCE, R.I. – When Destiny Reyes started elementary school, she felt highly motivated. Like most young children, she liked learning new things, and she excelled at school. She got good grades and reveled in her success, thriving in an environment that, at least implicitly, set her up in competition with her peers. She was at the top of her class, and she proved herself further by testing into a competitive, private middle school. But there, among Providence’s brightest, it wasn’t as easy to be at the top of the class, and her excitement about school – and learning – subsided. Eventually, she says, nothing motivated her. She went to school because she had to.\u003c/p>\n\u003cp>Destiny, 18, is like most students in the United States. Surveys reveal a steady decline in student engagement throughout middle and high school, a trend that Gallup deemed the “school engagement cliff.” \u003ca href=\"https://news.gallup.com/opinion/gallup/211631/student-enthusiasm-falls-high-school-graduation-nears.aspx\">The latest data from the company’s Student Poll \u003c/a>found that 74 percent of fifth graders felt engaged, while the same was true of just 32 percent of high school juniors.\u003c/p>\n\u003cp>One of the key components of engagement is students’ excitement about what they learn. Yet most schools extinguish that excitement.\u003c/p>\n\u003cp>It all comes down to motivation. In many schools, students do their work because their teachers tell them to. Or because they need to do it to get a certain grade. For students like Destiny, getting a good grade and outshining their peers – not learning itself – becomes the goal of school. For other students, they need minimum grades to be on sports teams or participate in extracurricular activities or please their parents, and that becomes their motivation. Students who do their work because they’re genuinely interested in learning the material are few and far between.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But that’s exactly backwards.\u003c/p>\n\u003cp>The teacher demands, the grades, the promise of additional opportunities – they’re all external rewards. Decades of research, both about educational best practice and the way the human brain works, say these types of motivators are dangerous. Offering students rewards for learning creates reliance on the reward. If they becomes less interesting to the student or disappear entirely, the motivation does, too. That’s what happened to Destiny in middle school when she no longer got the reward of being celebrated as the top of her class.\u003c/p>\n\u003cp>Inspiring students’ intrinsic motivation to learn is a more effective strategy to get and keep students interested. And it’s more than that. Students actually learn better when motivated this way. They \u003ca href=\"https://files.eric.ed.gov/fulltext/ED370200.pdf\">put forth more effort, tackle more challenging tasks, and end up gaining a more profound understanding of the concepts they study\u003c/a>.\u003c/p>\n\u003cp>Still, Deborah Stipek, a Stanford University professor of education and author of the book “Motivation to Learn: From Theory to Practice,” is pragmatic about the role of extrinsic motivation.\u003c/p>\n\u003cp>“I think most realistic people in the field say that you’ve got to have both,” Stipek said. “You can rely entirely on intrinsic motivation if you don’t care what children learn, but if you’ve got a curriculum and a set of standards, then you can’t just go with what they’re interested in.”\u003c/p>\n\u003cp>The problem is that the balance, in most schools, is way off. While some schools around the country are trying to personalize learning and, in doing so, to tap into students’ interests, Stipek estimates that most teaching minimizes students’ internal desire to learn.\u003c/p>\n\u003cfigure id=\"attachment_53342\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-53342\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/03/Tara-Garcia-Mathewson-Met1-e1553668001955.jpg\" alt=\"Destiny Reyes, 18, spends one school day each week at the New England Aquarium and much of her schoolwork is built around research opportunities there.\" width=\"1920\" height=\"1080\">\u003cfigcaption class=\"wp-caption-text\">Destiny Reyes, 18, spends one school day each week at the New England Aquarium and much of her schoolwork is built around research opportunities there. \u003ccite>(Tara García Mathewson/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In traditional schools, it’s easier to offer a steady stream of rewards and punishments to keep students in line. And preparing students to succeed on state tests tends to discourage the lessons that let them explore their own interests. Teachers who want to inspire intrinsic motivation have to swim against the current.\u003c/p>\n\u003cp>That’s not the case everywhere, though. Destiny’s trajectory of diminishing engagement took a turn in high school. Instead of getting increasingly uninterested and disconnected from school, she became more engaged. That’s because she enrolled in the Metropolitan Regional Career and Technical Center, a public high school district in Rhode Island that goes by ‘The Met.’ She is now a senior.\u003c/p>\n\u003cp>The Met is at the extreme when it comes to tapping into intrinsic motivation. Students don’t take traditional classes. They spend virtually all of their time learning independently, with support from advisors or at internships. Students all have individual learning plans and accumulate credits toward traditional subject areas through projects, self-directed study, internship experience and dual enrollment with local colleges. Almost everything they do, all day, connects to a personal goal or something they’re interested in.\u003c/p>\n\u003cp>That’s what inspired Destiny to enroll at The Met. “I thought, oh my God, I have all this power to choose what I want,” she remembers.\u003c/p>\n\u003cp>Education researchers have been studying student motivation for decades, identifying the best classroom strategies to promote an intrinsic drive to learn. The Met puts many of them to use. Students learn through real-world, hands-on problem-solving; they tackle open-ended assignments that require sustained effort; they get the power to choose what and how they learn; they finish projects with something to show for their learning in portfolios and concrete products; they set their own academic goals; they need never focus more on a grade than the process of learning because they don’t get traditional grades. All of these things come straight out of playbooks for inspiring intrinsic motivation, including Stipek’s. And the impact on students can be profound.\u003c/p>\n\u003cp>Destiny started high school with the academic zeal she left middle school with – meaning very little. Her freshman-year report card reflected that. While The Met doesn’t give out traditional grades, students do get assessed on their mastery of the goals they set for each subject. The dominant note on Destiny’s report card from ninth grade is “meeting expectations.” She had very few instances of “exceeding expectations” and in some subjects, her mastery was only “in progress.” In her sophomore year, things started to shift, and “exceeding expectations” started to become a more common assessment. By junior year, Destiny exceeded expectations in almost every subject and “in progress” was nowhere to be found on her report card. Gone was the middle schooler who didn’t want to be in class. In her place was a driven young woman who again liked school.\u003c/p>\n\u003cp>Destiny’s experience is common for Met students. On state surveys, these students report being more interested in their coursework, more convinced that what they’re learning will matter to their futures, and more supported at school \u003ca href=\"https://secure.panoramaed.com/ride/understand/1314726/leadership_dashboard\">than their peers in almost every other district in Rhode Island\u003c/a>. She and other students at The Met continually bring the conversation back to how much difference it makes to be in control of their learning.\u003c/p>\n\u003cfigure id=\"attachment_53341\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-53341\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/03/Tara-Garcia-Mathewson-Met2-e1553667986909.jpg\" alt=\"\" width=\"1920\" height=\"1080\">\u003cfigcaption class=\"wp-caption-text\">The Metropolitan Regional Career and Technical Center in Providence, R.I., known as The Met, is among a relatively small number of schools in the U.S. designed to intrinsically motivate students by tapping into their interests. \u003ccite>(Tara García Mathewson/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Sarah McCaffrey, a 10th grader, appreciates the stark difference between The Met and her experience in middle school, “where it was just ‘Do this, this, this,’” she said. “I like more hands-on, where I’m in control, rather than you’re just going to tell me how to do it and then I do it. It’s more like I’m in charge.”\u003c/p>\n\u003cp>Marissa Souza, a 2017 graduate of The Met and now a sophomore at Rhode Island College, said she had similar motivations in high school. At The Met, she said, students set their own goals, based on their own assessments of their strengths and weaknesses, tied to the dreams they identify for themselves. “You’re more proud of your work because you know this was your goal,” she said. “You met \u003cem>your\u003c/em> goal, you didn’t meet a goal that a teacher or principal made for you.”\u003c/p>\n\u003cp>“It really pushes you to be your best self,” Marissa said.\u003c/p>\n\u003cp>It tends to take a little while for students to rise to the challenge, though.\u003c/p>\n\u003cp>Beccy Siddons, Destiny’s advisor, considers watching that trajectory to be one of the most exciting parts of her job. As the main contact for an “advisory” of about 16 students who stay with her for their entire time at The Met, Siddons guides students through their internships, all of their academic work and, eventually, their college applications.\u003c/p>\n\u003cp>“Ninth graders who have spent their whole life being told what to learn, some of them don’t even know what they’re interested in because they haven’t been given the opportunity,” Siddons said.\u003c/p>\n\u003cp>That was Destiny as a freshman. Her first internship was at an elementary school in a bilingual classroom – a safe, familiar choice for the native Spanish- and English-speaker. In the end, she didn’t like it. As a sophomore, Destiny saw another student present about an internship at the New England Aquarium, and it piqued her interest. Last year, she worked there, too, and quickly discovered a deep love of sea life. She now has a favorite creature she didn't even know existed before: the puffer fish. And she has a career interest she otherwise might not have found until college, if ever: environmental science.\u003c/p>\n\u003cfigure id=\"attachment_53339\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-53339\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/03/Tara-Garcia-Mathewson-Met4-e1553668080193.jpg\" alt=\"\" width=\"1920\" height=\"1080\">\u003cfigcaption class=\"wp-caption-text\">The Metropolitan Regional Career and Technical Center in Providence, R.I., known as The Met, gives students uncommonly broad control over what they learn in an effort to engage them in school. \u003ccite>(Tara García Mathewson/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Siddons routinely oversees such meandering paths, and a key part of her job is helping students discover passions they didn't know they might have. The freshmen she welcomes to The Met are a far cry from the seniors she sends out into the world.\u003c/p>\n\u003cp>The early part of that transformation does take work, though. And while it isn’t typical for schools to orient themselves around intrinsic motivation, hundreds do attempt it. \u003ca href=\"https://www.nextgenlearning.org/\">Next Generation Learning Challenges\u003c/a> has grown into a network of about 150 schools, all of which focus on tapping into students’ intrinsic motivation in one way or another. The Digital Promise \u003ca href=\"https://digitalpromise.org/initiative/league-of-innovative-schools/\">League of Innovative Schools\u003c/a> represents 102 school districts doing similar work; \u003ca href=\"http://www.battelleforkids.org/networks/edleader21-network\">EdLeader21\u003c/a> has another 300 districts, many of whom aim to inspire students’ intrinsic desire to learn. And the Big Picture Learning network, built around the success of The Met, now counts more than 60 schools in the U.S. (and another 100 abroad).\u003c/p>\n\u003cp>In Chicago, a charter school made its commitment to this goal very clear, choosing the name Intrinsic Schools when it launched in 2013 to serve students in grades seven through 12. Learning there happens in “pods,” large, flexible classroom spaces that let students rotate from independent work to group instruction to collaborative, project-based learning. Ami Gandhi, director of innovation and collaboration and a co-founder of the charter, said that in the first year, administrators blocked out “independent learning time” for students, expecting they would thrive with the period of freedom. Looking back, Gandhi calls that naïve.\u003c/p>\n\u003cp>“I would go into the pod during that time and kids were just sitting there,” Gandhi said. “I was like, ‘What are you interested in?’ ‘Nothing.’ ‘What do you want to explore?’ ‘Nothing.’”\u003c/p>\n\u003cp>“If someone’s been telling you what to do for nine to 10 years of your life in school, you really don’t know what to do with that independent time,” Gandhi said.\u003c/p>\n\u003cp>Teachers had to help equip students to take advantage of academic independence. At first, they didn’t give students open-ended choices. They told them what they should work on in the independent time. Then they gave them a menu of options, slowly working up to the point where students could choose for themselves, entirely. After the first-year’s naiveté, Intrinsic Schools teachers systematically prepare students to take control of their learning.\u003c/p>\n\u003cp>Another major challenge for schools trying to spark intrinsic motivation is to make sure that fun, engaging lessons also bring academic rigor. Several studies have found that projects and hands-on activities can be effective at intrinsically motivating students, but don’t actually result in substantive learning.\u003c/p>\n\u003cp>Stipek, the Stanford researcher, said this comes down to teacher preparation and school design. Teachers aren’t trained to design academically rigorous lessons that motivate students in the right way. And schools aren’t set up to give teachers the time to do so. It is possible, though. Stipek directed the UCLA Lab School for 10 years, and she said her teachers – experienced and highly trained – consistently planned projects that engaged students’ natural desire to learn while also forcing them to master concrete concepts and skills.\u003c/p>\n\u003cp>“It’s not that it can’t be done,” Stipek said. “It’s just really, really hard.”\u003c/p>\n\u003cp>And because it’s hard, it’s necessarily risky. Many teachers – and their bosses – are afraid to experiment with this work. Stipek said the accountability movement, where states hold schools to strict standards for student performance on standardized tests, put a damper on teaching methods that prioritize intrinsic motivation. She believes accountability is important, but, in its latest form, has prompted teachers to focus on test prep. That prioritizes the testing outcome – the grade – rather than the learning process, a surefire way to kill students’ sense of intrinsic motivation.\u003c/p>\n\u003cp>Researchers have found that one consequence of using grades to motivate students is that they stop challenging themselves for fear of trying something hard and failing at it. The hesitance of teachers and administrators to take a leap with new learning opportunities is an extension of the same thing.\u003c/p>\n\u003cp>Destiny’s school, though, breaks the mold.\u003c/p>\n\u003cp>Students don’t do particularly well on standardized tests at The Met. Rhode Island gives every school a star rating based on test scores, graduation rates and other metrics. The Met graduates more students than the state average (90 percent vs. 84 percent), but its rating, just two out of five stars, is dragged down by student achievement on state tests.\u003c/p>\n\u003cp>School leaders, though, don’t pay much attention to test scores. Nancy Diaz Bain, a co-director, said she and her colleagues prefer to keep track of state survey data about student engagement, parent feedback about their children’s progress, student behavior, graduation rates and student performance in college courses. When students from The Met take and pass college courses in high school – which all of them do – they not only prove they can handle advanced coursework, they save money on an eventual degree, Diaz Bain said. And the other metrics about student engagement and success persuade school leaders that the model works. They also persuaded the Bill & Melinda Gates Foundation to pour $20 million into helping Big Picture Learning expand The Met’s model to other schools and President Barack Obama to highlight The Met up as an example \u003ca href=\"https://www.prweb.com/releases/bigpicturelearning/presidentobama/prweb3670994.htm\">in a 2010 speech before the U.S. Chamber of Commerce\u003c/a>. \u003cspan class=\"s1\">(The Gates Foundation is also one of the many funders of The Hechinger Report.) \u003c/span>\u003c/p>\n\u003cp>For her part, Destiny feels prepared for what comes next. She’ll finish high school this spring and then pursue a bachelor’s degree. She plans to major in environmental science. While she knows her peers from traditional schools may have gotten a broader education, she expects the depth of knowledge she gained doing internships and related research projects will actually give her a leg up in college. And she’ll enroll armed with a sense of intrinsic motivation to learn new things that many of her peers lost a long time ago.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about\u003c/em> \u003ca href=\"https://hechingerreport.org/intrinsic-motivation-is-key-to-student-achievement-but-schools-kill-it/\">\u003cem>intrinsic motivation in the classroom\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"https://us2.list-manage.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/53337/intrinsic-motivation-is-key-to-student-achievement-but-schools-can-crush-it","authors":["byline_mindshift_53337"],"categories":["mindshift_193"],"tags":["mindshift_20984","mindshift_20891","mindshift_21118","mindshift_20784","mindshift_1040","mindshift_20772","mindshift_558","mindshift_21252","mindshift_20616"],"featImg":"mindshift_53340","label":"mindshift"},"mindshift_53256":{"type":"posts","id":"mindshift_53256","meta":{"index":"posts_1591205157","site":"mindshift","id":"53256","score":null,"sort":[1552458551000]},"guestAuthors":[],"slug":"how-to-develop-a-greater-sense-of-motivation-in-students","title":"How to Develop a Greater Sense of Motivation in Students","publishDate":1552458551,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv class=\"field-item even\">\n\u003cdiv class=\"entity entity-paragraphs-item paragraphs-item-body-content standard\">\n\u003cdiv class=\"content\">\n\u003cdiv class=\"field field-name-field-body field-type-text-long field-label-hidden\">\n\u003cdiv class=\"field-items\">\n\u003cdiv class=\"field-item even\">\n\u003cp>Teachers can know their content backwards and forwards. They might have put hours into their lesson plans. But if their students aren't motivated, learning won't happen.\u003c/p>\n\u003cp>Often, childhood experiences may make motivation harder for students, according to \u003ca href=\"https://46y5eh11fhgw3ve3ytpwxt9r-wpengine.netdna-ssl.com/wp-content/uploads/2018/12/wp14_reward_motivation_121118_FINAL.pdf\" rel=\"nofollow\">a new working \u003c/a>paper from the \u003ca href=\"https://developingchild.harvard.edu/science/national-scientific-council-on-the-developing-child/\" rel=\"nofollow\">National Scientific Council on the Developing Child\u003c/a>, a multidisciplinary research collaborative housed at Harvard University. The paper takes a look at the machinery of motivation: what’s going on in children’s brains when they’re motivated, and what’s holding them back?\u003c/p>\n\u003cp>The researchers identify two types of motivation: \u003ci>approach motivation\u003c/i>, which steers us toward a reward, and \u003ci>avoidance motivation\u003c/i>, which prompts us to avoid damage. Ideally, they balance each other out. \u003cem>Approach\u003c/em> is foundational to most forms of learning, while \u003cem>avoidance\u003c/em> can inhibit higher-level learning by forcing us to fixate on our immediate response to a task, rather than a long-term goal. Ultimately, to survive, we need both, but when they’re out of balance, it can lead to impulse-control problems, anxiety, or depression, among other mental health struggles.\u003c/p>\n\u003cp>Our motivation systems are partially laid out by genetics, but they’re also shaped by experiences. High levels of stress and \u003ca href=\"https://www.gse.harvard.edu/news/uk/16/03/understanding-neglect\">a dearth of positive relationships \u003c/a>with adults can affect how children’s brains respond to different tasks. Caring adults can help students develop the motivation systems that will serve them well, long into adulthood.\u003c/p>\n\u003cp>\u003cstrong>How to Build Healthy Motivation\u003c/strong>\u003c/p>\n\u003cp>\u003cb>Elicit curiosity and encourage exploration. \u003c/b>Beyond their basic needs, children are intrinsically motivated by exploration, play, mastery, and success — all of which lay the groundwork for meaningful learning. Adults can reinforce these motivations through \u003ca href=\"https://www.gse.harvard.edu/news/uk/17/11/how-caregivers-can-boost-young-brains\">positive feedback\u003c/a> of kids' natural tendencies, rather than tampering these tendencies by dismissing opportunities to explore, or being overly fearful that children will get hurt — fears that can rub off. Caring adults whom children can trust can help them figure out what to actually be afraid of and avoid. Children from more volatile or abusive environments, perhaps lacking that caring adult influence, might become more highly attuned to avoidance and lose interest in healthy exploration.\u003c/p>\n\u003c/div>\n\u003cdiv>\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv class=\"field-item even\">\n\u003cdiv class=\"entity entity-paragraphs-item paragraphs-item-body-content standard\">\n\u003cdiv class=\"content\">\n\u003cdiv class=\"field field-name-field-body field-type-text-long field-label-hidden\">\n\u003cdiv class=\"field-items\">\n\u003cdiv class=\"field-item even\">\n\u003cp>\u003cb>Don’t rely on incentives. \u003c/b>But extrinsic feedback by itself is insufficient to drive motivation — the goal is to help kids develop their own inner fire to learn. Children have been shown to stop engaging in activities of their own accord once they’ve been given a tangible reward for it. “Systems focused solely on external rewards and punishments are unlikely to achieve sustained, productive motivation,” the report’s authors warn; “those that balance intrinsically motivating activities — such as creative problem-solving and playful learning — with positive feedback are more likely to support healthy motivation over the long run.”\u003c/p>\n\u003cp>\u003cb>Remind children that success is possible. \u003c/b>We’re unlikely to be motivated to do anything if we think it’s impossible. A growth mindset — the belief that we can change and improve through practice, and that our talents and skills aren’t fixed — enables children to get motivated. \u003cb> \u003c/b>\u003c/p>\n\u003cp>\u003cb>Prioritize social interaction. \u003c/b>From babies to adolescents, social interaction is a key to motivation, releasing natural opioids — dopamine and serotonin — that activate the brain’s reward system. One study showed that babies learned language more quickly through face-to-face interactions with a caregiver than by watching that caregiver on video. In our digital world, apps and screens can be supplements for learning, but in-person interactions remain essential.\u003c/p>\n\u003cp>\u003cb>Remember that we all have different intrinsic motivators. \u003c/b>A child intrinsically motivated to play sports might respond well to constructive criticism from a coach, eager for the internal sense of satisfaction from doing well. But another student might respond more to encouragement and get discouraged by criticism. Be mindful that these different motivation systems may be due to children's genes and their life experiences, and that they might require different approaches to motivate.\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv class=\"field-item odd\">\n\u003cdiv class=\"paragraph__quote__stage entity entity-paragraphs-item paragraphs-item-quote\">\n\u003cdiv class=\"paragraph__quote__boundary\">\n\u003cdiv class=\"paragraph__quote__body\">\n\u003cdiv class=\"field field-name-field-body field-type-text-long field-label-hidden\">\n\u003cdiv class=\"field-items\">\n\u003cdiv class=\"field-item even\">\u003cem>\u003ca href=\"https://twitter.com/GraceTatter\">Grace Tatter\u003c/a> is a staff writer for \u003ca href=\"https://www.gse.harvard.edu/uk\">Usable Knowledge\u003c/a>, which translates education research and well-tested practices so they're accessible to practitioners, policymakers, and parents. \u003ca href=\"https://www.gse.harvard.edu/uk\">Usable Knowledge \u003c/a>is based at the Harvard Graduate School of Education. \u003c/em>\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":"Learn new insights into how motivation works, why it can lag, and what we can do to help students develop it. Researchers look at approach motivation and avoidance motivation and how they both work in a person's life. ","status":"publish","parent":0,"modified":1552458551,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":12,"wordCount":736},"headData":{"title":"How to Develop a Greater Sense of Motivation in Students | KQED","description":"Learn new insights into how motivation works, why it can lag, and what we can do to help students develop it. Researchers look at approach motivation and avoidance motivation and how they both work in a person's life. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How to Develop a Greater Sense of Motivation in Students","datePublished":"2019-03-13T06:29:11.000Z","dateModified":"2019-03-13T06:29:11.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"53256 https://ww2.kqed.org/mindshift/?p=53256","disqusUrl":"https://ww2.kqed.org/mindshift/2019/03/12/how-to-develop-a-greater-sense-of-motivation-in-students/","disqusTitle":"How to Develop a Greater Sense of Motivation in Students","nprByline":"\u003ca href=\"https://www.gse.harvard.edu/\">Grace Tatter, Usable Knowledge\u003c/a>","path":"/mindshift/53256/how-to-develop-a-greater-sense-of-motivation-in-students","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"field-item even\">\n\u003cdiv class=\"entity entity-paragraphs-item paragraphs-item-body-content standard\">\n\u003cdiv class=\"content\">\n\u003cdiv class=\"field field-name-field-body field-type-text-long field-label-hidden\">\n\u003cdiv class=\"field-items\">\n\u003cdiv class=\"field-item even\">\n\u003cp>Teachers can know their content backwards and forwards. They might have put hours into their lesson plans. But if their students aren't motivated, learning won't happen.\u003c/p>\n\u003cp>Often, childhood experiences may make motivation harder for students, according to \u003ca href=\"https://46y5eh11fhgw3ve3ytpwxt9r-wpengine.netdna-ssl.com/wp-content/uploads/2018/12/wp14_reward_motivation_121118_FINAL.pdf\" rel=\"nofollow\">a new working \u003c/a>paper from the \u003ca href=\"https://developingchild.harvard.edu/science/national-scientific-council-on-the-developing-child/\" rel=\"nofollow\">National Scientific Council on the Developing Child\u003c/a>, a multidisciplinary research collaborative housed at Harvard University. The paper takes a look at the machinery of motivation: what’s going on in children’s brains when they’re motivated, and what’s holding them back?\u003c/p>\n\u003cp>The researchers identify two types of motivation: \u003ci>approach motivation\u003c/i>, which steers us toward a reward, and \u003ci>avoidance motivation\u003c/i>, which prompts us to avoid damage. Ideally, they balance each other out. \u003cem>Approach\u003c/em> is foundational to most forms of learning, while \u003cem>avoidance\u003c/em> can inhibit higher-level learning by forcing us to fixate on our immediate response to a task, rather than a long-term goal. Ultimately, to survive, we need both, but when they’re out of balance, it can lead to impulse-control problems, anxiety, or depression, among other mental health struggles.\u003c/p>\n\u003cp>Our motivation systems are partially laid out by genetics, but they’re also shaped by experiences. High levels of stress and \u003ca href=\"https://www.gse.harvard.edu/news/uk/16/03/understanding-neglect\">a dearth of positive relationships \u003c/a>with adults can affect how children’s brains respond to different tasks. Caring adults can help students develop the motivation systems that will serve them well, long into adulthood.\u003c/p>\n\u003cp>\u003cstrong>How to Build Healthy Motivation\u003c/strong>\u003c/p>\n\u003cp>\u003cb>Elicit curiosity and encourage exploration. \u003c/b>Beyond their basic needs, children are intrinsically motivated by exploration, play, mastery, and success — all of which lay the groundwork for meaningful learning. Adults can reinforce these motivations through \u003ca href=\"https://www.gse.harvard.edu/news/uk/17/11/how-caregivers-can-boost-young-brains\">positive feedback\u003c/a> of kids' natural tendencies, rather than tampering these tendencies by dismissing opportunities to explore, or being overly fearful that children will get hurt — fears that can rub off. Caring adults whom children can trust can help them figure out what to actually be afraid of and avoid. Children from more volatile or abusive environments, perhaps lacking that caring adult influence, might become more highly attuned to avoidance and lose interest in healthy exploration.\u003c/p>\n\u003c/div>\n\u003cdiv>\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv class=\"field-item even\">\n\u003cdiv class=\"entity entity-paragraphs-item paragraphs-item-body-content standard\">\n\u003cdiv class=\"content\">\n\u003cdiv class=\"field field-name-field-body field-type-text-long field-label-hidden\">\n\u003cdiv class=\"field-items\">\n\u003cdiv class=\"field-item even\">\n\u003cp>\u003cb>Don’t rely on incentives. \u003c/b>But extrinsic feedback by itself is insufficient to drive motivation — the goal is to help kids develop their own inner fire to learn. Children have been shown to stop engaging in activities of their own accord once they’ve been given a tangible reward for it. “Systems focused solely on external rewards and punishments are unlikely to achieve sustained, productive motivation,” the report’s authors warn; “those that balance intrinsically motivating activities — such as creative problem-solving and playful learning — with positive feedback are more likely to support healthy motivation over the long run.”\u003c/p>\n\u003cp>\u003cb>Remind children that success is possible. \u003c/b>We’re unlikely to be motivated to do anything if we think it’s impossible. A growth mindset — the belief that we can change and improve through practice, and that our talents and skills aren’t fixed — enables children to get motivated. \u003cb> \u003c/b>\u003c/p>\n\u003cp>\u003cb>Prioritize social interaction. \u003c/b>From babies to adolescents, social interaction is a key to motivation, releasing natural opioids — dopamine and serotonin — that activate the brain’s reward system. One study showed that babies learned language more quickly through face-to-face interactions with a caregiver than by watching that caregiver on video. In our digital world, apps and screens can be supplements for learning, but in-person interactions remain essential.\u003c/p>\n\u003cp>\u003cb>Remember that we all have different intrinsic motivators. \u003c/b>A child intrinsically motivated to play sports might respond well to constructive criticism from a coach, eager for the internal sense of satisfaction from doing well. But another student might respond more to encouragement and get discouraged by criticism. Be mindful that these different motivation systems may be due to children's genes and their life experiences, and that they might require different approaches to motivate.\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv class=\"field-item odd\">\n\u003cdiv class=\"paragraph__quote__stage entity entity-paragraphs-item paragraphs-item-quote\">\n\u003cdiv class=\"paragraph__quote__boundary\">\n\u003cdiv class=\"paragraph__quote__body\">\n\u003cdiv class=\"field field-name-field-body field-type-text-long field-label-hidden\">\n\u003cdiv class=\"field-items\">\n\u003cdiv class=\"field-item even\">\u003cem>\u003ca href=\"https://twitter.com/GraceTatter\">Grace Tatter\u003c/a> is a staff writer for \u003ca href=\"https://www.gse.harvard.edu/uk\">Usable Knowledge\u003c/a>, which translates education research and well-tested practices so they're accessible to practitioners, policymakers, and parents. \u003ca href=\"https://www.gse.harvard.edu/uk\">Usable Knowledge \u003c/a>is based at the Harvard Graduate School of Education. \u003c/em>\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/53256/how-to-develop-a-greater-sense-of-motivation-in-students","authors":["byline_mindshift_53256"],"categories":["mindshift_193"],"tags":["mindshift_1020","mindshift_21118","mindshift_20784","mindshift_21074","mindshift_1040","mindshift_20512","mindshift_20772","mindshift_20557"],"featImg":"mindshift_53260","label":"mindshift"},"mindshift_53036":{"type":"posts","id":"mindshift_53036","meta":{"index":"posts_1591205157","site":"mindshift","id":"53036","score":null,"sort":[1550129169000]},"guestAuthors":[],"slug":"how-extra-arts-education-at-school-boosts-students-writing-scores-and-their-compassion","title":"How Extra Arts Education at School Boosts Students’ Writing Scores — And Their Compassion","publishDate":1550129169,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>Originally posted on \u003ca href=\"https://www.chalkbeat.org/posts/us/2019/02/12/study-arts-education-boosted-compassion-and-writing-scores/?utm_source=republish&utm_medium=web&utm_campaign=republish\">Chalkbeat\u003c/a> by \u003ca class=\"author url fn\" title=\"Posts by Matt Barnum\" href=\"https://www.chalkbeat.org/author/mbarnum/\" rel=\"author\">Matt Barnum\u003c/a> on February 12, 2019\u003c/em>\u003c/p>\n\u003cp>When you’re the big fish, it’s not OK to pick on the little fish just because you can.\u003c/p>\n\u003cp>That’s an important lesson for everyone. But some Houston first-graders got a particularly vivid demonstration in the form of a musical puppet show, which featured fish puppets and an underlying message about why it’s wrong to bully others.\u003c/p>\n\u003cp>The show left an impression on the students at Codwell Elementary, according to their teacher Shelea Bennett. “You felt like you were in that story,” she said. “By the end of the story they were able to answer why [bullying] wasn’t good, and why you shouldn’t act this way.”\u003c/p>\n\u003cp>The puppeteer’s show was part of an effort to expand arts education in Houston elementary and middle schools. Now, \u003ca href=\"https://kinder.rice.edu/research/investigating-causal-effects-arts-education-experiences-experimental-evidence-houstons-arts\">a new study\u003c/a> shows that the initiative helped students in a few ways: boosting students’ compassion for their classmates, lowering discipline rates, and improving students’ scores on writing tests.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>It’s just the latest study to find that giving students more access to the arts offers measurable benefits. And adding time for dance, theater, or visual arts isn’t at odds with traditional measures of academic success, according to the research — which amounts to one of the largest gold-standard studies on arts education ever conducted.\u003c/p>\n\u003cp>“Arts learning experiences benefit students in terms of social, emotional, and academic outcomes,” write researchers Dan Bowen of Texas A&M and Brian Kisida of the University of Missouri.\u003c/p>\n\u003cp>The study, \u003ca href=\"https://kinder.rice.edu/research/investigating-causal-effects-arts-education-experiences-experimental-evidence-houstons-arts\">released Tuesday\u003c/a> through the Houston Education Research Consortium, looked at elementary and middle schools — which predominantly served low-income students of color — that expressed interest in participating in Houston’s Arts Access Initiative. There appeared to be significant need: nearly a third of elementary and middle schools in the district \u003ca href=\"http://education.kennedy-center.org/pdf/Houston%202015%20Action%20Plan.pdf\">reported\u003c/a> lacking a full-time arts teacher.\u003c/p>\n\u003cp>Too many schools were interested, which was bad news for some schools but good news for researchers. They worked with the district to randomly assign some schools to participate, with about 5,000 students in each group. The schools in the program offered students nearly eight “school-community arts partnerships,” compared to just three at comparison schools.\u003c/p>\n\u003cp>What that looked like ran the gamut. Schools were encouraged to provide some exposure to theater, dance, music, and visual arts, and that took the form of on-campus performances, field trips, artists in residence, and other programs outside of school hours.\u003c/p>\n\u003cp>When the researchers compared the two groups of schools, they looked at academics but also responses to surveys that asked students whether they agreed with statements like, “I want to help people who get treated badly,” “School work is interesting,” and “I plan to go to college.”\u003c/p>\n\u003cp>The positive effects on writing test scores, discipline, and compassion were small to moderate. Students’ disciplinary infraction rates, for instance, fell by 3.6 percentage points. But these results are particularly encouraging because the cost to schools was fairly small — about $15 per student. (This did not include costs borne by the program as whole or by the cultural institutions that donated time.)\u003c/p>\n\u003cp>On other measures, the initiative didn’t make a clear difference. That includes reading and math scores as well as survey questions about school engagement and college aspirations. Still, the survey results were mostly positive, though largely not statistically significant.\u003c/p>\n\u003cp>“It could have come out negative. It could have been, look, they did this extra stuff where they learned more in these other domains but their math scores went down, so here’s the tradeoff,” said Kisida, one of the researchers. “We don’t see evidence of a tradeoff.”\u003c/p>\n\u003cp>That’s especially notable because some have feared that pressure to raise test scores has squeezed arts out of the curriculum in many schools (though there’s \u003ca href=\"https://journals.sagepub.com/doi/abs/10.1177/0022429414530759\">limited\u003c/a> \u003ca href=\"https://www.gao.gov/new.items/d09286.pdf\">empirical\u003c/a> \u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0885200617300510\">evidence\u003c/a> on whether that’s actually happened).\u003c/p>\n\u003cp>\u003ca href=\"https://chalkbeat.org/posts/us/2018/05/30/the-shadow-education-system-how-wealthier-students-benefit-from-art-music-and-theater-over-the-summer-while-poor-kids-miss-out/\">Other recent studies\u003c/a> on field trips to the theater and museums have also found encouraging results, boosting students’ political tolerance, interest in the arts, critical examination of art, and, in one case, math and reading test scores. And since low-income children are \u003ca href=\"https://chalkbeat.org/posts/us/2018/05/30/the-shadow-education-system-how-wealthier-students-benefit-from-art-music-and-theater-over-the-summer-while-poor-kids-miss-out/\">less likely\u003c/a> than their wealthier peers to access things like plays and art galleries over the summer, schools are critical providers of those cultural experiences and the accompanying benefits.\u003c/p>\n\u003cp>The latest study came to a mix of conclusions about which group of students benefited the most from the extra arts education.\u003c/p>\n\u003cp>Tiffany Thompson, another first-grade teacher at Codwell Elementary, said she’s seen the extra arts make a difference for struggling students.\u003c/p>\n\u003cp>“Some students who don’t excel academically, they’re more engaged, because it gives them a different way to learn,” she said.\u003c/p>\n\u003cp>One caveat to the study is that principals volunteered for the program. It might not be as successful in schools where there is less enthusiasm for the idea to start.\u003c/p>\n\u003cp>Still, the results of the study hold national import as districts consider how much to prioritize arts education and as cities assess or expand their similar initiatives.\u003c/p>\n\u003cp>“I really feel like people should know how much the [kids] do benefit from it,” Bennett said. “Normally they wouldn’t have this exposure.”\u003c/p>\n\u003cp>\u003cem>Correction: A previous version of the story mis-stated the number of partnerships in schools that participated in the arts initiative. The correct number is eight, compared to three in schools that did not participate.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://www.chalkbeat.org\">Chalkbeat\u003c/a> is a nonprofit news site covering educational change in public schools.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"A new study found that giving students more access to arts at school had positive effects on kids' writing test scores, discipline and compassion. The additional program cost the schools about $15 per student.","status":"publish","parent":0,"modified":1593710878,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":26,"wordCount":973},"headData":{"title":"How Extra Arts Education at School Boosts Students’ Writing Scores — And Their Compassion - MindShift","description":"A new study found that giving students more access to arts at school had positive effects on kids' writing test scores, discipline and compassion. The additional program cost the schools about $15 per student.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Extra Arts Education at School Boosts Students’ Writing Scores — And Their Compassion","datePublished":"2019-02-14T07:26:09.000Z","dateModified":"2020-07-02T17:27:58.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"53036 https://ww2.kqed.org/mindshift/?p=53036","disqusUrl":"https://ww2.kqed.org/mindshift/2019/02/13/how-extra-arts-education-at-school-boosts-students-writing-scores-and-their-compassion/","disqusTitle":"How Extra Arts Education at School Boosts Students’ Writing Scores — And Their Compassion","nprByline":"\u003ca href=\"https://www.chalkbeat.org/posts/co/2019/02/12/community-schools-serve-students-and-their-families-this-colorado-bill-would-promote-them/\">Matt Barnum, Chalkbeat\u003c/a>","path":"/mindshift/53036/how-extra-arts-education-at-school-boosts-students-writing-scores-and-their-compassion","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Originally posted on \u003ca href=\"https://www.chalkbeat.org/posts/us/2019/02/12/study-arts-education-boosted-compassion-and-writing-scores/?utm_source=republish&utm_medium=web&utm_campaign=republish\">Chalkbeat\u003c/a> by \u003ca class=\"author url fn\" title=\"Posts by Matt Barnum\" href=\"https://www.chalkbeat.org/author/mbarnum/\" rel=\"author\">Matt Barnum\u003c/a> on February 12, 2019\u003c/em>\u003c/p>\n\u003cp>When you’re the big fish, it’s not OK to pick on the little fish just because you can.\u003c/p>\n\u003cp>That’s an important lesson for everyone. But some Houston first-graders got a particularly vivid demonstration in the form of a musical puppet show, which featured fish puppets and an underlying message about why it’s wrong to bully others.\u003c/p>\n\u003cp>The show left an impression on the students at Codwell Elementary, according to their teacher Shelea Bennett. “You felt like you were in that story,” she said. “By the end of the story they were able to answer why [bullying] wasn’t good, and why you shouldn’t act this way.”\u003c/p>\n\u003cp>The puppeteer’s show was part of an effort to expand arts education in Houston elementary and middle schools. Now, \u003ca href=\"https://kinder.rice.edu/research/investigating-causal-effects-arts-education-experiences-experimental-evidence-houstons-arts\">a new study\u003c/a> shows that the initiative helped students in a few ways: boosting students’ compassion for their classmates, lowering discipline rates, and improving students’ scores on writing tests.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>It’s just the latest study to find that giving students more access to the arts offers measurable benefits. And adding time for dance, theater, or visual arts isn’t at odds with traditional measures of academic success, according to the research — which amounts to one of the largest gold-standard studies on arts education ever conducted.\u003c/p>\n\u003cp>“Arts learning experiences benefit students in terms of social, emotional, and academic outcomes,” write researchers Dan Bowen of Texas A&M and Brian Kisida of the University of Missouri.\u003c/p>\n\u003cp>The study, \u003ca href=\"https://kinder.rice.edu/research/investigating-causal-effects-arts-education-experiences-experimental-evidence-houstons-arts\">released Tuesday\u003c/a> through the Houston Education Research Consortium, looked at elementary and middle schools — which predominantly served low-income students of color — that expressed interest in participating in Houston’s Arts Access Initiative. There appeared to be significant need: nearly a third of elementary and middle schools in the district \u003ca href=\"http://education.kennedy-center.org/pdf/Houston%202015%20Action%20Plan.pdf\">reported\u003c/a> lacking a full-time arts teacher.\u003c/p>\n\u003cp>Too many schools were interested, which was bad news for some schools but good news for researchers. They worked with the district to randomly assign some schools to participate, with about 5,000 students in each group. The schools in the program offered students nearly eight “school-community arts partnerships,” compared to just three at comparison schools.\u003c/p>\n\u003cp>What that looked like ran the gamut. Schools were encouraged to provide some exposure to theater, dance, music, and visual arts, and that took the form of on-campus performances, field trips, artists in residence, and other programs outside of school hours.\u003c/p>\n\u003cp>When the researchers compared the two groups of schools, they looked at academics but also responses to surveys that asked students whether they agreed with statements like, “I want to help people who get treated badly,” “School work is interesting,” and “I plan to go to college.”\u003c/p>\n\u003cp>The positive effects on writing test scores, discipline, and compassion were small to moderate. Students’ disciplinary infraction rates, for instance, fell by 3.6 percentage points. But these results are particularly encouraging because the cost to schools was fairly small — about $15 per student. (This did not include costs borne by the program as whole or by the cultural institutions that donated time.)\u003c/p>\n\u003cp>On other measures, the initiative didn’t make a clear difference. That includes reading and math scores as well as survey questions about school engagement and college aspirations. Still, the survey results were mostly positive, though largely not statistically significant.\u003c/p>\n\u003cp>“It could have come out negative. It could have been, look, they did this extra stuff where they learned more in these other domains but their math scores went down, so here’s the tradeoff,” said Kisida, one of the researchers. “We don’t see evidence of a tradeoff.”\u003c/p>\n\u003cp>That’s especially notable because some have feared that pressure to raise test scores has squeezed arts out of the curriculum in many schools (though there’s \u003ca href=\"https://journals.sagepub.com/doi/abs/10.1177/0022429414530759\">limited\u003c/a> \u003ca href=\"https://www.gao.gov/new.items/d09286.pdf\">empirical\u003c/a> \u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0885200617300510\">evidence\u003c/a> on whether that’s actually happened).\u003c/p>\n\u003cp>\u003ca href=\"https://chalkbeat.org/posts/us/2018/05/30/the-shadow-education-system-how-wealthier-students-benefit-from-art-music-and-theater-over-the-summer-while-poor-kids-miss-out/\">Other recent studies\u003c/a> on field trips to the theater and museums have also found encouraging results, boosting students’ political tolerance, interest in the arts, critical examination of art, and, in one case, math and reading test scores. And since low-income children are \u003ca href=\"https://chalkbeat.org/posts/us/2018/05/30/the-shadow-education-system-how-wealthier-students-benefit-from-art-music-and-theater-over-the-summer-while-poor-kids-miss-out/\">less likely\u003c/a> than their wealthier peers to access things like plays and art galleries over the summer, schools are critical providers of those cultural experiences and the accompanying benefits.\u003c/p>\n\u003cp>The latest study came to a mix of conclusions about which group of students benefited the most from the extra arts education.\u003c/p>\n\u003cp>Tiffany Thompson, another first-grade teacher at Codwell Elementary, said she’s seen the extra arts make a difference for struggling students.\u003c/p>\n\u003cp>“Some students who don’t excel academically, they’re more engaged, because it gives them a different way to learn,” she said.\u003c/p>\n\u003cp>One caveat to the study is that principals volunteered for the program. It might not be as successful in schools where there is less enthusiasm for the idea to start.\u003c/p>\n\u003cp>Still, the results of the study hold national import as districts consider how much to prioritize arts education and as cities assess or expand their similar initiatives.\u003c/p>\n\u003cp>“I really feel like people should know how much the [kids] do benefit from it,” Bennett said. “Normally they wouldn’t have this exposure.”\u003c/p>\n\u003cp>\u003cem>Correction: A previous version of the story mis-stated the number of partnerships in schools that participated in the arts initiative. The correct number is eight, compared to three in schools that did not participate.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://www.chalkbeat.org\">Chalkbeat\u003c/a> is a nonprofit news site covering educational change in public schools.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/53036/how-extra-arts-education-at-school-boosts-students-writing-scores-and-their-compassion","authors":["byline_mindshift_53036"],"categories":["mindshift_192","mindshift_193"],"tags":["mindshift_20650","mindshift_20854","mindshift_21240","mindshift_20794","mindshift_20772","mindshift_21049","mindshift_943","mindshift_851"],"featImg":"mindshift_53040","label":"mindshift"},"mindshift_52421":{"type":"posts","id":"mindshift_52421","meta":{"index":"posts_1591205157","site":"mindshift","id":"52421","score":null,"sort":[1542780119000]},"guestAuthors":[],"slug":"what-giving-students-choice-looks-like-in-the-classroom","title":"What Giving Students Choice Looks Like in the Classroom","publishDate":1542780119,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>Excerpted from \"\u003ca href=\"https://us.corwin.com/en-us/nam/just-ask-us/book254517\" target=\"_blank\" rel=\"noopener\">Just Ask Us: Kids Speak Out on Student Engagement\u003c/a>\" by Heather Wolpert-Gawron.\u003c/em>\u003c/p>\n\u003cp>\u003cem>Read the companion piece, \u003ca href=\"https://www.kqed.org/mindshift/52424/why-choice-matters-to-student-learning\" target=\"_blank\" rel=\"noopener\">\"Why Choice Matters to Student Learning,\"\u003c/a> for more about the research on student engagement and choice.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>By Heather Wolpert-Gawron\u003c/strong>\u003c/p>\n\u003cp class=\"p2\">Keeping in mind the prior research that proves there is such a thing as too much choice, it’s important to just look at all the possible options that teachers have who are looking to incorporate more choice in their classrooms.\u003c/p>\n\u003cp class=\"p3\">Options to offer choice:\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp class=\"p4\">\u003cstrong>1.\u003c/strong> \u003cb>People to Work With. \u003c/b>Give students the chance to choose whether to work independently or with another student(s). As a teacher, you can still maintain some control by giving students input. Poll them to see the four students they would most want to work with and then give them the guarantee that at least one of those students will be working with them. Let’s face it, life would be great if nobody got left out of the picking process or if every student felt welcomed in every group, but teachers might want to maintain some input here as well, if only to help students who socially need the push. Nevertheless, give students the ability to have some say in their coworkers. Don’t you wish you could have some say in yours?\u003c/p>\n\u003cfigure id=\"attachment_52435\" class=\"wp-caption alignleft\" style=\"max-width: 536px\">\u003cimg class=\"size-full wp-image-52435\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/11/Joseph.png\" alt=\"\" width=\"536\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/11/Joseph.png 536w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Joseph-160x107.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Joseph-240x161.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Joseph-375x252.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Joseph-520x349.png 520w\" sizes=\"(max-width: 536px) 100vw, 536px\">\u003cfigcaption class=\"wp-caption-text\">From \"Just Ask Us: Kids Speak Out on Student Engagement\" by Heather Wolpert-Gawron\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p5\">\u003cstrong>2.\u003c/strong> \u003cb>Resources to Use. \u003c/b>Guide students in how to research, but don’t point them to every possible resource. Help foster independent learning by giving them the choice in what they are learning from.\u003c/p>\n\u003cp class=\"p5\">\u003cstrong>3.\u003c/strong> \u003cb>Driving Questions. \u003c/b>In inquiry-based learning, students tend to develop their own questions that require research in order to form a solution. Being able to develop these questions, the questions that drive the learning, is not a small task, and can be used as their own informal assessment as well. By allowing students to set the train on the track, you will have them buying into the learning throughout the journey.\u003c/p>\n\u003cp class=\"p6\">\u003cstrong>4.\u003c/strong> \u003cb>Ways to Show Their Knowledge. \u003c/b>As Marzano said above, there are many ways in which a student can show what they know about the content area. From essays to dramatic interpretations, from digital slideshows to sculptures, from websites to podcasts, students can prove their knowledge and give evidence of their learning in an infinite number of ways.\u003c/p>\n\u003cp class=\"p6\">\u003cstrong>5.\u003c/strong> \u003cb>Which Rubric to Be Scored On. \u003c/b>Some teachers have taken to developing different rubrics that reflect different levels of understanding. In other words, if students feel they are ready, they can attach the advanced rubric to their essay or if they feel they aren’t quite ready for that challenge, they can be assessed using a more standard or grade-level rubric. Rubrics can also be used to assess different elements of an assignment. Just imagine a student setting their own goals and then selecting the rubric to match that goal.\u003c/p>\n\u003cp class=\"p6\">\u003cstrong>6.\u003c/strong> \u003cb>What They Need to Work on to Improve/Learning Goals\u003c/b>. And speaking of setting goals, allow students to set their own goals and objectives. When I have my students begin the revision stage of essay writing, for instance, I always have them first state what they choose to have me look for in order to give more targeted feedback. In so doing, they not only show me that they are reflective and aware of the skill they need to work on, but they also pay closer attention to the feedback overall.\u003c/p>\n\u003cp class=\"p7\">For instance, one student used the commenting tool in Google Drive to indicate what she wanted me to look for as I was reading her initial essay. She asked me the following:\u003c/p>\n\u003cp class=\"p8\">\u003ci>Katie: \u003c/i>How should I change my title to make it seem like a strong representation of the theme?\u003c/p>\n\u003cp class=\"p7\">Student choice, therefore, helps me to help them.\u003c/p>\n\u003cfigure id=\"attachment_52436\" class=\"wp-caption alignleft\" style=\"max-width: 459px\">\u003cimg class=\"size-full wp-image-52436\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/11/Gabriel.png\" alt=\"\" width=\"459\" height=\"406\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/11/Gabriel.png 459w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Gabriel-160x142.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Gabriel-240x212.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Gabriel-375x332.png 375w\" sizes=\"(max-width: 459px) 100vw, 459px\">\u003cfigcaption class=\"wp-caption-text\">From \"Just Ask Us: Kids Speak Out on Student Engagement\" by Heather Wolpert-Gawron\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p9\">\u003cstrong>7. \u003c/strong>\u003cb>Ways to View and Record Assignments for Time Management. \u003c/b>Tweens and teens continue to need advice in how to manage their time, but they don’t all connect with the same methods. Therefore, I give my students three different choices as ways to record their assignments or track their assignments. This is yet another way that choice feeds into our mission to differentiate.\u003c/p>\n\u003cp class=\"p9\">Weekly: I post our classroom and homework online each week. On Mondays, students see what the upcoming week holds. This allows students to plan their workload and know when things are due in manageable pieces.\u003c/p>\n\u003cp class=\"p11\">Daily: I break down each day on the board and let students know what we are doing throughout the period. Some students really can only take in bite-sized information at a time.\u003c/p>\n\u003cp class=\"p12\">Quarter/Semester: I give students a rough timeline of what the quarter or semester looks like including key dates when larger assignments are due. Some students find this overwhelming, while others really like the overarching knowledge of what’s to come.\u003c/p>\n\u003cp class=\"p9\">\u003cstrong>8.\u003c/strong> \u003cb>Scaffolds. \u003c/b>By the time students get to middle school, it’s really vital that they have a choice in how they take notes or in what scaffolds to use. I’m not a fan of dictating what Thinking Map to use or if a student needs to use one at all. However, if they learned one earlier that they continue to rely on, why not allow them to use it? There might also be a different kind of graphic organizer that does help them. Perhaps a student likes using Cornell Notes, while others might prefer index cards or a digital program like Evernote. We can dictate that a brainstorming element needs to be included in the learning process, but we shouldn’t be dictating for students the scaffold that works best for them.\u003c/p>\n\u003cp class=\"p9\">\u003ca href=\"https://us.corwin.com/en-us/nam/just-ask-us/book254517\">\u003cimg class=\"alignright wp-image-52430\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/11/Just-Ask-Us.jpg\" alt=\"\" width=\"250\" height=\"357\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/11/Just-Ask-Us.jpg 630w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Just-Ask-Us-160x229.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Just-Ask-Us-240x343.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Just-Ask-Us-375x536.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Just-Ask-Us-520x743.jpg 520w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003cstrong>9.\u003c/strong> \u003cb>Text Structures\u003c/b>. Give students choice in the structure of their essays. We know that the traditional five-paragraph essay doesn’t exist in the world outside of school, and in fact, in many of the formal tests administered to students, that standardized structure never even appears, so teach students to take risks with their written structure. Teach students how to organize their thoughts using subheadings, bullets, and numbering. Teach them how to use transitions that not only work between paragraphs, but also work between sections of text. Teach them about captions and integrating quotes. Allow students to embed images and videos into their essays as well as data or textual evidence. Give them choice in the structure of their essay, and you might just find that they can communicate their knowledge more clearly than trying to fit what’s in the brain into a structure that doesn’t connect with them.\u003c/p>\n\u003cp class=\"p14\">\u003cstrong>10.\u003c/strong> \u003cb>Choice of opinion/prompts, etc. \u003c/b>Give students options of prompts to respond to and/or create open-ended questions that can only be answered by each individual student. By giving them leeway to decide on their own opinions or choose from a list of content-related prompts, you will find that their excitement for responding increases. And if their engagement increases, you will get the highest level of response they can muster.\u003c/p>\n\u003cp class=\"p14\">\u003cstrong>11.\u003c/strong> \u003cb>Seating. \u003c/b>Choice of seating was actually mentioned a number of times in our student engagement survey. In my classroom, for instance, I have beanbag chairs, standing desks with bar stools, video game chairs, small group tables, and plenty of carpet. Different kids like to work in different positions. Some like to work under tables or facing walls. I call them “cave dwellers.” Others like to stand at the taller tables, dismissing chairs altogether. Others like to sit, back-to-back, on the floor. I also find that they tend to make wise choices. More hyper kids, for instance, will work quantitatively more while rocking in a video game chair than seated static at a desk. The only drawback is that it took me longer to memorize the names because they also liked to try different views of the classroom and different seating options, particularly at the beginning of the year. But (shrug) that was my problem. When we’re talking about engagement, it’s a no-brainer.\u003c/p>\n\u003cp class=\"p9\">\u003cstrong>12.\u003c/strong> \u003cb>Deadlines. \u003c/b>You know how you get slammed when all those essays or projects come in all at once? Why not avoid that dilemma and allow students to select the deadlines themselves? Once I have introduced a long-term assignment, I generally open up a window of dates for students to choose from. I send out a Google Form that allows students to select from a drop-down menu of choices. Their selection then seeds a spreadsheet automatically that I can sort by date. The date they select is their firm deadline. So I’m still honoring the assessment of responsibility, but I am also honoring the process of bringing students into the decision-making process.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-thumbnail wp-image-52482\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/11/Gawron_wolpert_cmyk_06-17-160x194.png\" alt=\"\" width=\"160\" height=\"194\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/11/Gawron_wolpert_cmyk_06-17-160x194.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Gawron_wolpert_cmyk_06-17-800x971.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Gawron_wolpert_cmyk_06-17-768x933.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Gawron_wolpert_cmyk_06-17-240x291.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Gawron_wolpert_cmyk_06-17-375x455.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Gawron_wolpert_cmyk_06-17-520x631.png 520w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Gawron_wolpert_cmyk_06-17.png 807w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Heather Wolpert-Gawron \u003c/strong>is an award-winning middle school teacher and author of Just Ask Us (Corwin, 2018). She has authored several other books including: DIY for Project Based Learning for ELA and History, DIY for Project Based Learning for Math and Science, Writing Behind Every Door: Teaching Common Core Writing in the Content Areas and Tween Crayons and Curfews: Tips for Middle School Teachers. Heather is a staff blogger for Edutopia.org and shares all things middle school at tweenteacher.com. Follow Heather on Twitter: \u003ca href=\"https://twitter.com/tweenteacher\">@tweenteacher\u003c/a>.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"It can be hard to imagine incorporating student choice into an already hectic classroom. Here are 12 ideas that don't have to mean big dramatic changes.","status":"publish","parent":0,"modified":1542780119,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":7,"wordCount":1578},"headData":{"title":"What Giving Students Choice Looks Like in the Classroom | KQED","description":"It can be hard to imagine incorporating student choice into an already hectic classroom. Here are 12 ideas that don't have to mean big dramatic changes.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"What Giving Students Choice Looks Like in the Classroom","datePublished":"2018-11-21T06:01:59.000Z","dateModified":"2018-11-21T06:01:59.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"52421 https://ww2.kqed.org/mindshift/?p=52421","disqusUrl":"https://ww2.kqed.org/mindshift/2018/11/20/what-giving-students-choice-looks-like-in-the-classroom/","disqusTitle":"What Giving Students Choice Looks Like in the Classroom","nprByline":"\u003ca href=\"https://twitter.com/tweenteacher\">Heather Wolpert-Gawron\u003c/a>","path":"/mindshift/52421/what-giving-students-choice-looks-like-in-the-classroom","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Excerpted from \"\u003ca href=\"https://us.corwin.com/en-us/nam/just-ask-us/book254517\" target=\"_blank\" rel=\"noopener\">Just Ask Us: Kids Speak Out on Student Engagement\u003c/a>\" by Heather Wolpert-Gawron.\u003c/em>\u003c/p>\n\u003cp>\u003cem>Read the companion piece, \u003ca href=\"https://www.kqed.org/mindshift/52424/why-choice-matters-to-student-learning\" target=\"_blank\" rel=\"noopener\">\"Why Choice Matters to Student Learning,\"\u003c/a> for more about the research on student engagement and choice.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>By Heather Wolpert-Gawron\u003c/strong>\u003c/p>\n\u003cp class=\"p2\">Keeping in mind the prior research that proves there is such a thing as too much choice, it’s important to just look at all the possible options that teachers have who are looking to incorporate more choice in their classrooms.\u003c/p>\n\u003cp class=\"p3\">Options to offer choice:\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p4\">\u003cstrong>1.\u003c/strong> \u003cb>People to Work With. \u003c/b>Give students the chance to choose whether to work independently or with another student(s). As a teacher, you can still maintain some control by giving students input. Poll them to see the four students they would most want to work with and then give them the guarantee that at least one of those students will be working with them. Let’s face it, life would be great if nobody got left out of the picking process or if every student felt welcomed in every group, but teachers might want to maintain some input here as well, if only to help students who socially need the push. Nevertheless, give students the ability to have some say in their coworkers. Don’t you wish you could have some say in yours?\u003c/p>\n\u003cfigure id=\"attachment_52435\" class=\"wp-caption alignleft\" style=\"max-width: 536px\">\u003cimg class=\"size-full wp-image-52435\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/11/Joseph.png\" alt=\"\" width=\"536\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/11/Joseph.png 536w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Joseph-160x107.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Joseph-240x161.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Joseph-375x252.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Joseph-520x349.png 520w\" sizes=\"(max-width: 536px) 100vw, 536px\">\u003cfigcaption class=\"wp-caption-text\">From \"Just Ask Us: Kids Speak Out on Student Engagement\" by Heather Wolpert-Gawron\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p5\">\u003cstrong>2.\u003c/strong> \u003cb>Resources to Use. \u003c/b>Guide students in how to research, but don’t point them to every possible resource. Help foster independent learning by giving them the choice in what they are learning from.\u003c/p>\n\u003cp class=\"p5\">\u003cstrong>3.\u003c/strong> \u003cb>Driving Questions. \u003c/b>In inquiry-based learning, students tend to develop their own questions that require research in order to form a solution. Being able to develop these questions, the questions that drive the learning, is not a small task, and can be used as their own informal assessment as well. By allowing students to set the train on the track, you will have them buying into the learning throughout the journey.\u003c/p>\n\u003cp class=\"p6\">\u003cstrong>4.\u003c/strong> \u003cb>Ways to Show Their Knowledge. \u003c/b>As Marzano said above, there are many ways in which a student can show what they know about the content area. From essays to dramatic interpretations, from digital slideshows to sculptures, from websites to podcasts, students can prove their knowledge and give evidence of their learning in an infinite number of ways.\u003c/p>\n\u003cp class=\"p6\">\u003cstrong>5.\u003c/strong> \u003cb>Which Rubric to Be Scored On. \u003c/b>Some teachers have taken to developing different rubrics that reflect different levels of understanding. In other words, if students feel they are ready, they can attach the advanced rubric to their essay or if they feel they aren’t quite ready for that challenge, they can be assessed using a more standard or grade-level rubric. Rubrics can also be used to assess different elements of an assignment. Just imagine a student setting their own goals and then selecting the rubric to match that goal.\u003c/p>\n\u003cp class=\"p6\">\u003cstrong>6.\u003c/strong> \u003cb>What They Need to Work on to Improve/Learning Goals\u003c/b>. And speaking of setting goals, allow students to set their own goals and objectives. When I have my students begin the revision stage of essay writing, for instance, I always have them first state what they choose to have me look for in order to give more targeted feedback. In so doing, they not only show me that they are reflective and aware of the skill they need to work on, but they also pay closer attention to the feedback overall.\u003c/p>\n\u003cp class=\"p7\">For instance, one student used the commenting tool in Google Drive to indicate what she wanted me to look for as I was reading her initial essay. She asked me the following:\u003c/p>\n\u003cp class=\"p8\">\u003ci>Katie: \u003c/i>How should I change my title to make it seem like a strong representation of the theme?\u003c/p>\n\u003cp class=\"p7\">Student choice, therefore, helps me to help them.\u003c/p>\n\u003cfigure id=\"attachment_52436\" class=\"wp-caption alignleft\" style=\"max-width: 459px\">\u003cimg class=\"size-full wp-image-52436\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/11/Gabriel.png\" alt=\"\" width=\"459\" height=\"406\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/11/Gabriel.png 459w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Gabriel-160x142.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Gabriel-240x212.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Gabriel-375x332.png 375w\" sizes=\"(max-width: 459px) 100vw, 459px\">\u003cfigcaption class=\"wp-caption-text\">From \"Just Ask Us: Kids Speak Out on Student Engagement\" by Heather Wolpert-Gawron\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p9\">\u003cstrong>7. \u003c/strong>\u003cb>Ways to View and Record Assignments for Time Management. \u003c/b>Tweens and teens continue to need advice in how to manage their time, but they don’t all connect with the same methods. Therefore, I give my students three different choices as ways to record their assignments or track their assignments. This is yet another way that choice feeds into our mission to differentiate.\u003c/p>\n\u003cp class=\"p9\">Weekly: I post our classroom and homework online each week. On Mondays, students see what the upcoming week holds. This allows students to plan their workload and know when things are due in manageable pieces.\u003c/p>\n\u003cp class=\"p11\">Daily: I break down each day on the board and let students know what we are doing throughout the period. Some students really can only take in bite-sized information at a time.\u003c/p>\n\u003cp class=\"p12\">Quarter/Semester: I give students a rough timeline of what the quarter or semester looks like including key dates when larger assignments are due. Some students find this overwhelming, while others really like the overarching knowledge of what’s to come.\u003c/p>\n\u003cp class=\"p9\">\u003cstrong>8.\u003c/strong> \u003cb>Scaffolds. \u003c/b>By the time students get to middle school, it’s really vital that they have a choice in how they take notes or in what scaffolds to use. I’m not a fan of dictating what Thinking Map to use or if a student needs to use one at all. However, if they learned one earlier that they continue to rely on, why not allow them to use it? There might also be a different kind of graphic organizer that does help them. Perhaps a student likes using Cornell Notes, while others might prefer index cards or a digital program like Evernote. We can dictate that a brainstorming element needs to be included in the learning process, but we shouldn’t be dictating for students the scaffold that works best for them.\u003c/p>\n\u003cp class=\"p9\">\u003ca href=\"https://us.corwin.com/en-us/nam/just-ask-us/book254517\">\u003cimg class=\"alignright wp-image-52430\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/11/Just-Ask-Us.jpg\" alt=\"\" width=\"250\" height=\"357\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/11/Just-Ask-Us.jpg 630w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Just-Ask-Us-160x229.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Just-Ask-Us-240x343.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Just-Ask-Us-375x536.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Just-Ask-Us-520x743.jpg 520w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003cstrong>9.\u003c/strong> \u003cb>Text Structures\u003c/b>. Give students choice in the structure of their essays. We know that the traditional five-paragraph essay doesn’t exist in the world outside of school, and in fact, in many of the formal tests administered to students, that standardized structure never even appears, so teach students to take risks with their written structure. Teach students how to organize their thoughts using subheadings, bullets, and numbering. Teach them how to use transitions that not only work between paragraphs, but also work between sections of text. Teach them about captions and integrating quotes. Allow students to embed images and videos into their essays as well as data or textual evidence. Give them choice in the structure of their essay, and you might just find that they can communicate their knowledge more clearly than trying to fit what’s in the brain into a structure that doesn’t connect with them.\u003c/p>\n\u003cp class=\"p14\">\u003cstrong>10.\u003c/strong> \u003cb>Choice of opinion/prompts, etc. \u003c/b>Give students options of prompts to respond to and/or create open-ended questions that can only be answered by each individual student. By giving them leeway to decide on their own opinions or choose from a list of content-related prompts, you will find that their excitement for responding increases. And if their engagement increases, you will get the highest level of response they can muster.\u003c/p>\n\u003cp class=\"p14\">\u003cstrong>11.\u003c/strong> \u003cb>Seating. \u003c/b>Choice of seating was actually mentioned a number of times in our student engagement survey. In my classroom, for instance, I have beanbag chairs, standing desks with bar stools, video game chairs, small group tables, and plenty of carpet. Different kids like to work in different positions. Some like to work under tables or facing walls. I call them “cave dwellers.” Others like to stand at the taller tables, dismissing chairs altogether. Others like to sit, back-to-back, on the floor. I also find that they tend to make wise choices. More hyper kids, for instance, will work quantitatively more while rocking in a video game chair than seated static at a desk. The only drawback is that it took me longer to memorize the names because they also liked to try different views of the classroom and different seating options, particularly at the beginning of the year. But (shrug) that was my problem. When we’re talking about engagement, it’s a no-brainer.\u003c/p>\n\u003cp class=\"p9\">\u003cstrong>12.\u003c/strong> \u003cb>Deadlines. \u003c/b>You know how you get slammed when all those essays or projects come in all at once? Why not avoid that dilemma and allow students to select the deadlines themselves? Once I have introduced a long-term assignment, I generally open up a window of dates for students to choose from. I send out a Google Form that allows students to select from a drop-down menu of choices. Their selection then seeds a spreadsheet automatically that I can sort by date. The date they select is their firm deadline. So I’m still honoring the assessment of responsibility, but I am also honoring the process of bringing students into the decision-making process.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-thumbnail wp-image-52482\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/11/Gawron_wolpert_cmyk_06-17-160x194.png\" alt=\"\" width=\"160\" height=\"194\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/11/Gawron_wolpert_cmyk_06-17-160x194.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Gawron_wolpert_cmyk_06-17-800x971.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Gawron_wolpert_cmyk_06-17-768x933.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Gawron_wolpert_cmyk_06-17-240x291.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Gawron_wolpert_cmyk_06-17-375x455.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Gawron_wolpert_cmyk_06-17-520x631.png 520w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Gawron_wolpert_cmyk_06-17.png 807w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Heather Wolpert-Gawron \u003c/strong>is an award-winning middle school teacher and author of Just Ask Us (Corwin, 2018). She has authored several other books including: DIY for Project Based Learning for ELA and History, DIY for Project Based Learning for Math and Science, Writing Behind Every Door: Teaching Common Core Writing in the Content Areas and Tween Crayons and Curfews: Tips for Middle School Teachers. Heather is a staff blogger for Edutopia.org and shares all things middle school at tweenteacher.com. Follow Heather on Twitter: \u003ca href=\"https://twitter.com/tweenteacher\">@tweenteacher\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/52421/what-giving-students-choice-looks-like-in-the-classroom","authors":["byline_mindshift_52421"],"categories":["mindshift_192","mindshift_193"],"tags":["mindshift_20784","mindshift_1040","mindshift_20772","mindshift_20557","mindshift_20779"],"featImg":"mindshift_52561","label":"mindshift"},"mindshift_52424":{"type":"posts","id":"mindshift_52424","meta":{"index":"posts_1591205157","site":"mindshift","id":"52424","score":null,"sort":[1542601724000]},"guestAuthors":[],"slug":"why-choice-matters-to-student-learning","title":"Why Choice Matters to Student Learning","publishDate":1542601724,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>Excerpted from \"\u003ca href=\"https://us.corwin.com/en-us/nam/just-ask-us/book254517\" target=\"_blank\" rel=\"noopener\">Just Ask Us: Kids Speak Out on Student Engagement\u003c/a>\" by Heather Wolpert-Gawron. The following is from the chapter \"Give Us Choices.\" \u003c/em>\u003c/p>\n\u003cp>\u003cstrong>By Heather Wolpert-Gawron\u003c/strong>\u003c/p>\n\u003cp class=\"p6\">In 1971, Starbucks opened in Pike Place Market in Seattle, Washington. Since then, according to recent math, Starbucks now offers up to 87,000 options for your sipping pleasure (“Starbucks Stay Mum on Drink Math,” 2008).\u003c/p>\n\u003cp class=\"p7\">OK, perhaps I’m creating a correlation here, but hear me out. It is a suspicious coincidence that during the first decade of Starbucks’ life, there was also the birth of a large study in humanistic education by David N. Aspy and Flora N. Roebuck. This study spanned the 1970s and focused on student-centered learning, an element of which is student choice.\u003c/p>\n\u003cp class=\"p7\">Now, I’m not equating the import of weighing your options in caffeinated beverage with one’s choice in how to display knowledge of your content area, but it seems to me that at some point, there was a shift in expectation in our culture outside of school that soon became reflected within school as well.\u003c/p>\n\u003cfigure id=\"attachment_52431\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg class=\"wp-image-52431\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/11/Thomas.jpg\" alt=\"\" width=\"250\" height=\"290\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/11/Thomas.jpg 544w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Thomas-160x185.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Thomas-240x278.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Thomas-375x434.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Thomas-520x602.jpg 520w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">From \"Just Ask Us: Kids Speak Out on Student Engagement\" by Heather Wolpert-Gawron\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p7\">According to the student engagement survey, student choice is listed as one of the most engaging strategies a teacher can allow in the classroom. Want to know how to engage students, enthuse them, and bring out their best effort? Want ways to differentiate organically? Give them a voice in their decisions. In a society that barely listens to each other, listen to our students. In a system that can be a flood of top down, let your classroom be one that allows voices to trickle up. We have, in our very classrooms, the brains that will solve the problems of tomorrow, but to give them training means we have to give their neurons a chance to solve the problems of today.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp class=\"p7\">Student choice builds ownership in the learning.\u003c/p>\n\u003cp class=\"p7\">Student choice allows students to display their learning in the way that they feel best represents their knowledge.\u003c/p>\n\u003cp class=\"p7\">Student choice enforces true differentiation.\u003c/p>\n\u003cp class=\"p10\">\u003cb>The A\u003c/b>\u003cspan class=\"s1\">c\u003c/span>\u003cb>ademi\u003c/b>\u003cstrong>\u003cspan class=\"s1\">c \u003c/span>\u003c/strong>\u003cb>Benefits of \u003c/b>\u003cspan class=\"s1\">St\u003c/span>\u003cb>udent Choice\u003c/b>\u003c/p>\n\u003cp class=\"p6\">Jim Bentley (2016) of the Buck Institute of Education (BIE) is an expert in student choice since it is a deeply rooted element in project-based learning, the strategy at the heart of the Buck Institute. He believes that student choice also redefines the position of teacher from knowledge authority to learning guide. He says that\u003c/p>\n\u003cblockquote>\n\u003cp class=\"p11\">[e]ngagement is a fire that can quickly die out when things get challenging. That’s where it’s important to build in student voice and choice as well as the concepts of sustained inquiry and critique and revision. With student voice and choice, teachers are managing the work of students not controlling it. If a student or team wants to take a certain angle on a task they can—given it aligns with the purpose of the project. . . . Students generally respond well, liking the freedom.\u003c/p>\n\u003c/blockquote>\n\u003cp class=\"p12\">In fact, student choice is so important to BIE that it has included it in the rubric it uses to assess units of study to ensure that student choice is encouraged and utilized. The rubric itself promotes the belief that\u003c/p>\n\u003cp class=\"p13\" style=\"text-align: center\">Choice + Agency = Learning\u003c/p>\n\u003cp class=\"p12\">It asks teachers to evaluate whether “Students have opportunities to express voice and choice on important matters (questions asked, texts and resources used, people to work with, products to be created, use of time, organization of tasks)” (Davis, 2016).\u003c/p>\n\u003cfigure id=\"attachment_52427\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg class=\"wp-image-52427\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/11/Amanda.png\" alt=\"\" width=\"250\" height=\"253\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/11/Amanda.png 518w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Amanda-160x162.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Amanda-240x243.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Amanda-375x380.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Amanda-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Amanda-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Amanda-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Amanda-96x96.png 96w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">From \"Just Ask Us: Kids Speak Out on Student Engagement\" by Heather Wolpert-Gawron\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p7\">This ambiguity of student choice can intimidate any teacher, but is a surmountable fear and a fear that must be challenged. In terms of creating evidence of knowledge, the intense structure of “do this, like this” is not as effective as “what way would best work for you?”\u003c/p>\n\u003cp class=\"p7\">And research backs up what the students have long known. Results from a 2010 study show that when\u003c/p>\n\u003cblockquote>\n\u003cp class=\"p11\">students received a choice of homework they reported higher intrinsic motivation to do homework, felt more competent regarding the homework, and performed better on the unit test compared with when they did not have a choice. In addition, a trend suggested that having choices enhanced homework completion rates compared with when no choices were given. (Patall, Cooper, & Wynn, 2010)\u003c/p>\n\u003c/blockquote>\n\u003cp class=\"p14\">The theory of consuming information in a single, teacher-prescribed way, also may not play into the strengths of each and every student. The good news is that there is guidance out there to help teachers select the most appropriate elements of their teaching in which to offer choice.\u003c/p>\n\u003cp class=\"p15\">\u003ca href=\"https://us.corwin.com/en-us/nam/just-ask-us/book254517\">\u003cimg class=\"alignright wp-image-52430\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/11/Just-Ask-Us.jpg\" alt=\"\" width=\"250\" height=\"357\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/11/Just-Ask-Us.jpg 630w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Just-Ask-Us-160x229.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Just-Ask-Us-240x343.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Just-Ask-Us-375x536.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Just-Ask-Us-520x743.jpg 520w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>In fact, research proves that student choice increases both engagement and motivation for tween, teens, and in fact, all age levels. According to Robert Marzano, “When given choice by teachers, students perceive classroom activities as more important. Choice in the classroom has also been linked to increases in student effort, task performance, and subsequent learning” (Marzano Research, n.d.). Marzano goes on to report that granting students choice directly aligns with student engagement. He encourages teachers to give choice in the following:\u003c/p>\n\u003cp class=\"p16\">1. Tasks to perform\u003cbr>\n2. Ways to report\u003cbr>\n3. Establishing their own learning goals\u003c/p>\n\u003cp class=\"p18\">This seems to promote more ownership in their learning and outcomes. Marzano further recommends the following:\u003c/p>\n\u003cblockquote>\n\u003cp class=\"p19\">To provide a choice of task to students, a teacher can provide multiple task options on an assessment and ask students to respond to the one that interests them most. Similarly, a teacher can provide students with the option to choose their own reporting format. The two most common reporting formats are written and oral reports. . . . However, students may also choose to present information through debates, video reports, demonstrations, or dramatic presentations. To give students a particularly powerful choice, a teacher can ask students to create their own learning goals. When giving students the option to design their own learning goals, a teacher should hold students accountable for both their self-identified learning goal as well as teacher-identified learning goals for that unit.\u003c/p>\n\u003c/blockquote>\n\u003cp class=\"p12\">Allowing students some choice in their learning is clearly proving successful. In 2008, a meta-analysis was conducted by Patall, Cooper, and Robinson (n.d.) that examined 41 studies on the topic. “Results indicated that providing choice enhanced intrinsic motivation, effort, task performance, and perceived competence, among other outcomes,” according to its authors.\u003c/p>\n\u003cp class=\"p7\">But our goals for our students are not all academic. We need students to learn how to make decisions, how to weigh options, and how to advocate for their opinions. Therefore, if we are to help develop students into citizens, we need to include choice as a vital strategy toward that goal.\u003c/p>\n\u003cp class=\"p7\">Alfie Kohn (2010) believes that\u003c/p>\n\u003cblockquote>\n\u003cp class=\"p11\">[t]he psychological benefits of control are, if anything, even more pronounced. All else being equal, emotional adjustment is better over time for people who experience a sense of self-determination; by contrast, few things lead more reliably to depression and other forms of psychological distress than a feeling of helplessness. . . . The truth is that, if we want children to take responsibility for their own behavior, we must first \u003ci>give \u003c/i>them responsibility, and plenty of it. \u003ci>The way a child learns how to make decisions is by making decisions, not by following directions.\u003c/i>\u003c/p>\n\u003c/blockquote>\n\u003cp class=\"p14\">School is a place to help train students to handle the choices that life throws at them; if anything, we should be encouraging as many opportunities as possible for students to work that muscle in the gym that is school.\u003c/p>\n\u003cp>\u003cem>To find ideas for how to offer choice in your classroom, check out Heather's companion article, \"\u003ca href=\"https://www.kqed.org/mindshift/52421/what-giving-students-choice-looks-like-in-the-classroom\">What Giving Students Choice Looks Like in the Classroom\u003c/a>.\"\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cstrong>\u003cem>\u003cimg class=\"alignleft size-thumbnail wp-image-52482\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/11/Gawron_wolpert_cmyk_06-17-160x194.png\" alt=\"\" width=\"160\" height=\"194\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/11/Gawron_wolpert_cmyk_06-17-160x194.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Gawron_wolpert_cmyk_06-17-800x971.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Gawron_wolpert_cmyk_06-17-768x933.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Gawron_wolpert_cmyk_06-17-240x291.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Gawron_wolpert_cmyk_06-17-375x455.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Gawron_wolpert_cmyk_06-17-520x631.png 520w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Gawron_wolpert_cmyk_06-17.png 807w\" sizes=\"(max-width: 160px) 100vw, 160px\">Heather Wolpert-Gawron \u003c/em>\u003c/strong>\u003cem>is an award-winning middle school teacher and author of Just Ask Us (Corwin, 2018). She has authored several other books including: DIY for Project Based Learning for ELA and History, DIY for Project Based Learning for Math and Science, Writing Behind Every Door: Teaching Common Core Writing in the Content Areas and Tween Crayons and Curfews: Tips for Middle School Teachers. Heather is a staff blogger for Edutopia.org and shares all things middle school at tweenteacher.com. Follow Heather on Twitter: \u003ca href=\"https://twitter.com/tweenteacher\">@tweenteacher\u003c/a>.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Giving students choice in how they learn and show their knowledge gives them greater ownership over the process. ","status":"publish","parent":0,"modified":1542839647,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":6,"wordCount":1383},"headData":{"title":"Why Choice Matters to Student Learning | KQED","description":"Giving students choice in how they learn and show their knowledge gives them greater ownership over the process. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Why Choice Matters to Student Learning","datePublished":"2018-11-19T04:28:44.000Z","dateModified":"2018-11-21T22:34:07.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"52424 https://ww2.kqed.org/mindshift/?p=52424","disqusUrl":"https://ww2.kqed.org/mindshift/2018/11/18/why-choice-matters-to-student-learning/","disqusTitle":"Why Choice Matters to Student Learning","nprByline":"\u003ca href=\"https://twitter.com/tweenteacher\">Heather Wolpert-Gawron\u003c/a>","path":"/mindshift/52424/why-choice-matters-to-student-learning","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Excerpted from \"\u003ca href=\"https://us.corwin.com/en-us/nam/just-ask-us/book254517\" target=\"_blank\" rel=\"noopener\">Just Ask Us: Kids Speak Out on Student Engagement\u003c/a>\" by Heather Wolpert-Gawron. The following is from the chapter \"Give Us Choices.\" \u003c/em>\u003c/p>\n\u003cp>\u003cstrong>By Heather Wolpert-Gawron\u003c/strong>\u003c/p>\n\u003cp class=\"p6\">In 1971, Starbucks opened in Pike Place Market in Seattle, Washington. Since then, according to recent math, Starbucks now offers up to 87,000 options for your sipping pleasure (“Starbucks Stay Mum on Drink Math,” 2008).\u003c/p>\n\u003cp class=\"p7\">OK, perhaps I’m creating a correlation here, but hear me out. It is a suspicious coincidence that during the first decade of Starbucks’ life, there was also the birth of a large study in humanistic education by David N. Aspy and Flora N. Roebuck. This study spanned the 1970s and focused on student-centered learning, an element of which is student choice.\u003c/p>\n\u003cp class=\"p7\">Now, I’m not equating the import of weighing your options in caffeinated beverage with one’s choice in how to display knowledge of your content area, but it seems to me that at some point, there was a shift in expectation in our culture outside of school that soon became reflected within school as well.\u003c/p>\n\u003cfigure id=\"attachment_52431\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg class=\"wp-image-52431\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/11/Thomas.jpg\" alt=\"\" width=\"250\" height=\"290\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/11/Thomas.jpg 544w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Thomas-160x185.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Thomas-240x278.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Thomas-375x434.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Thomas-520x602.jpg 520w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">From \"Just Ask Us: Kids Speak Out on Student Engagement\" by Heather Wolpert-Gawron\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p7\">According to the student engagement survey, student choice is listed as one of the most engaging strategies a teacher can allow in the classroom. Want to know how to engage students, enthuse them, and bring out their best effort? Want ways to differentiate organically? Give them a voice in their decisions. In a society that barely listens to each other, listen to our students. In a system that can be a flood of top down, let your classroom be one that allows voices to trickle up. We have, in our very classrooms, the brains that will solve the problems of tomorrow, but to give them training means we have to give their neurons a chance to solve the problems of today.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p7\">Student choice builds ownership in the learning.\u003c/p>\n\u003cp class=\"p7\">Student choice allows students to display their learning in the way that they feel best represents their knowledge.\u003c/p>\n\u003cp class=\"p7\">Student choice enforces true differentiation.\u003c/p>\n\u003cp class=\"p10\">\u003cb>The A\u003c/b>\u003cspan class=\"s1\">c\u003c/span>\u003cb>ademi\u003c/b>\u003cstrong>\u003cspan class=\"s1\">c \u003c/span>\u003c/strong>\u003cb>Benefits of \u003c/b>\u003cspan class=\"s1\">St\u003c/span>\u003cb>udent Choice\u003c/b>\u003c/p>\n\u003cp class=\"p6\">Jim Bentley (2016) of the Buck Institute of Education (BIE) is an expert in student choice since it is a deeply rooted element in project-based learning, the strategy at the heart of the Buck Institute. He believes that student choice also redefines the position of teacher from knowledge authority to learning guide. He says that\u003c/p>\n\u003cblockquote>\n\u003cp class=\"p11\">[e]ngagement is a fire that can quickly die out when things get challenging. That’s where it’s important to build in student voice and choice as well as the concepts of sustained inquiry and critique and revision. With student voice and choice, teachers are managing the work of students not controlling it. If a student or team wants to take a certain angle on a task they can—given it aligns with the purpose of the project. . . . Students generally respond well, liking the freedom.\u003c/p>\n\u003c/blockquote>\n\u003cp class=\"p12\">In fact, student choice is so important to BIE that it has included it in the rubric it uses to assess units of study to ensure that student choice is encouraged and utilized. The rubric itself promotes the belief that\u003c/p>\n\u003cp class=\"p13\" style=\"text-align: center\">Choice + Agency = Learning\u003c/p>\n\u003cp class=\"p12\">It asks teachers to evaluate whether “Students have opportunities to express voice and choice on important matters (questions asked, texts and resources used, people to work with, products to be created, use of time, organization of tasks)” (Davis, 2016).\u003c/p>\n\u003cfigure id=\"attachment_52427\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg class=\"wp-image-52427\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/11/Amanda.png\" alt=\"\" width=\"250\" height=\"253\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/11/Amanda.png 518w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Amanda-160x162.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Amanda-240x243.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Amanda-375x380.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Amanda-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Amanda-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Amanda-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Amanda-96x96.png 96w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">From \"Just Ask Us: Kids Speak Out on Student Engagement\" by Heather Wolpert-Gawron\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p7\">This ambiguity of student choice can intimidate any teacher, but is a surmountable fear and a fear that must be challenged. In terms of creating evidence of knowledge, the intense structure of “do this, like this” is not as effective as “what way would best work for you?”\u003c/p>\n\u003cp class=\"p7\">And research backs up what the students have long known. Results from a 2010 study show that when\u003c/p>\n\u003cblockquote>\n\u003cp class=\"p11\">students received a choice of homework they reported higher intrinsic motivation to do homework, felt more competent regarding the homework, and performed better on the unit test compared with when they did not have a choice. In addition, a trend suggested that having choices enhanced homework completion rates compared with when no choices were given. (Patall, Cooper, & Wynn, 2010)\u003c/p>\n\u003c/blockquote>\n\u003cp class=\"p14\">The theory of consuming information in a single, teacher-prescribed way, also may not play into the strengths of each and every student. The good news is that there is guidance out there to help teachers select the most appropriate elements of their teaching in which to offer choice.\u003c/p>\n\u003cp class=\"p15\">\u003ca href=\"https://us.corwin.com/en-us/nam/just-ask-us/book254517\">\u003cimg class=\"alignright wp-image-52430\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/11/Just-Ask-Us.jpg\" alt=\"\" width=\"250\" height=\"357\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/11/Just-Ask-Us.jpg 630w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Just-Ask-Us-160x229.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Just-Ask-Us-240x343.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Just-Ask-Us-375x536.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Just-Ask-Us-520x743.jpg 520w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>In fact, research proves that student choice increases both engagement and motivation for tween, teens, and in fact, all age levels. According to Robert Marzano, “When given choice by teachers, students perceive classroom activities as more important. Choice in the classroom has also been linked to increases in student effort, task performance, and subsequent learning” (Marzano Research, n.d.). Marzano goes on to report that granting students choice directly aligns with student engagement. He encourages teachers to give choice in the following:\u003c/p>\n\u003cp class=\"p16\">1. Tasks to perform\u003cbr>\n2. Ways to report\u003cbr>\n3. Establishing their own learning goals\u003c/p>\n\u003cp class=\"p18\">This seems to promote more ownership in their learning and outcomes. Marzano further recommends the following:\u003c/p>\n\u003cblockquote>\n\u003cp class=\"p19\">To provide a choice of task to students, a teacher can provide multiple task options on an assessment and ask students to respond to the one that interests them most. Similarly, a teacher can provide students with the option to choose their own reporting format. The two most common reporting formats are written and oral reports. . . . However, students may also choose to present information through debates, video reports, demonstrations, or dramatic presentations. To give students a particularly powerful choice, a teacher can ask students to create their own learning goals. When giving students the option to design their own learning goals, a teacher should hold students accountable for both their self-identified learning goal as well as teacher-identified learning goals for that unit.\u003c/p>\n\u003c/blockquote>\n\u003cp class=\"p12\">Allowing students some choice in their learning is clearly proving successful. In 2008, a meta-analysis was conducted by Patall, Cooper, and Robinson (n.d.) that examined 41 studies on the topic. “Results indicated that providing choice enhanced intrinsic motivation, effort, task performance, and perceived competence, among other outcomes,” according to its authors.\u003c/p>\n\u003cp class=\"p7\">But our goals for our students are not all academic. We need students to learn how to make decisions, how to weigh options, and how to advocate for their opinions. Therefore, if we are to help develop students into citizens, we need to include choice as a vital strategy toward that goal.\u003c/p>\n\u003cp class=\"p7\">Alfie Kohn (2010) believes that\u003c/p>\n\u003cblockquote>\n\u003cp class=\"p11\">[t]he psychological benefits of control are, if anything, even more pronounced. All else being equal, emotional adjustment is better over time for people who experience a sense of self-determination; by contrast, few things lead more reliably to depression and other forms of psychological distress than a feeling of helplessness. . . . The truth is that, if we want children to take responsibility for their own behavior, we must first \u003ci>give \u003c/i>them responsibility, and plenty of it. \u003ci>The way a child learns how to make decisions is by making decisions, not by following directions.\u003c/i>\u003c/p>\n\u003c/blockquote>\n\u003cp class=\"p14\">School is a place to help train students to handle the choices that life throws at them; if anything, we should be encouraging as many opportunities as possible for students to work that muscle in the gym that is school.\u003c/p>\n\u003cp>\u003cem>To find ideas for how to offer choice in your classroom, check out Heather's companion article, \"\u003ca href=\"https://www.kqed.org/mindshift/52421/what-giving-students-choice-looks-like-in-the-classroom\">What Giving Students Choice Looks Like in the Classroom\u003c/a>.\"\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003cem>\u003cimg class=\"alignleft size-thumbnail wp-image-52482\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/11/Gawron_wolpert_cmyk_06-17-160x194.png\" alt=\"\" width=\"160\" height=\"194\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/11/Gawron_wolpert_cmyk_06-17-160x194.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Gawron_wolpert_cmyk_06-17-800x971.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Gawron_wolpert_cmyk_06-17-768x933.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Gawron_wolpert_cmyk_06-17-240x291.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Gawron_wolpert_cmyk_06-17-375x455.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Gawron_wolpert_cmyk_06-17-520x631.png 520w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Gawron_wolpert_cmyk_06-17.png 807w\" sizes=\"(max-width: 160px) 100vw, 160px\">Heather Wolpert-Gawron \u003c/em>\u003c/strong>\u003cem>is an award-winning middle school teacher and author of Just Ask Us (Corwin, 2018). She has authored several other books including: DIY for Project Based Learning for ELA and History, DIY for Project Based Learning for Math and Science, Writing Behind Every Door: Teaching Common Core Writing in the Content Areas and Tween Crayons and Curfews: Tips for Middle School Teachers. Heather is a staff blogger for Edutopia.org and shares all things middle school at tweenteacher.com. Follow Heather on Twitter: \u003ca href=\"https://twitter.com/tweenteacher\">@tweenteacher\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/52424/why-choice-matters-to-student-learning","authors":["byline_mindshift_52424"],"categories":["mindshift_192","mindshift_193"],"tags":["mindshift_20784","mindshift_1040","mindshift_20772","mindshift_20557"],"featImg":"mindshift_52550","label":"mindshift"},"mindshift_51509":{"type":"posts","id":"mindshift_51509","meta":{"index":"posts_1591205157","site":"mindshift","id":"51509","score":null,"sort":[1529650361000]},"guestAuthors":[],"slug":"how-to-get-kids-to-pay-attention","title":"How To Get Kids To Pay Attention","publishDate":1529650361,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Fifteen years ago, psychologists Barbara Rogoff and Maricela Correa-Chavez ran a simple experiment. They wanted to see how well kids pay attention — even if they don't have to.\u003c/p>\n\u003cp>They would bring two kids, between the ages 5 to 11, into a room and have them sit at two tables.\u003c/p>\n\u003cp>Then they had a research assistant teach one of the kids how to assemble a toy.\u003c/p>\n\u003cp>The other kid was told to wait. Rogoff says they would tell the second child, \"You can sit over here, and in a few minutes you'll have a turn to make this origami jumping mouse,\" — a different task altogether.\u003c/p>\n\u003cp>Rogoff and Correa-Chavez wanted to see what the waiting child did. Would she pay attention to the research assistant. Or did she goof off?\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>They ran this experiment on about 80 kids, with two different backgrounds: white, middle-class children from California and Maya children from Guatemala, whom she had been studying for years.\u003c/p>\n\u003cp>The difference was like night and day.\u003c/p>\n\u003cp>Many of the American kids slouched in their chairs, stared at the floor or looked around the room at the posters.\u003c/p>\n\u003cp>One little boy started making explosive noises, pretending a toy on the table was a bomb. \"He was throwing his hands into the air and saying, 'It's going to explode!'\" Rogoff says.\u003c/p>\n\u003cp>In contrast, the Maya children were more likely to pay attention. Some of them sat perfectly still in the chair, staring at the instructor. The Maya kids showed sustained attention about two-thirds of the time, Rogoff and colleagues \u003ca href=\"https://www.ncbi.nlm.nih.gov/pubmed/19413421\">concluded\u003c/a>. The middle-class, American kids did so exactly half as often.\u003c/p>\n\u003cp>Why such different results? As we \u003ca href=\"https://www.npr.org/sections/goatsandsoda/2018/06/09/616928895/how-to-get-your-kids-to-do-chores-without-resenting-it\">recently reported, Maya kids are encouraged very early on to pay attention\u003c/a> to what their family is doing so they can learn how to do chores and work collaboratively with their family.\u003c/p>\n\u003cp>But Rogoff and other Maya researchers think there's more to the story. They think these indigenous children have something that many American kids have lost.\u003c/p>\n\u003cp>\u003cstrong>What is attention?\u003c/strong>\u003c/p>\n\u003cp>In the U.S., there's growing \u003ca href=\"https://www.npr.org/sections/health-shots/2010/07/07/128358770/more-screen-time-means-more-attention-problems-in-kids\">concern\u003c/a> about the ability of children to pay attention. That, on average, the attention span of kids is declining.\u003c/p>\n\u003cp>But what if it's not attention that's the problem — but something that triggers attention.\u003c/p>\n\u003cp>Attention is a tricky beast. Unlike some brain processes, say vision or the ability to detect faces, there's not one key region in the brain that controls our ability to focus on one task and disregard distractions.\u003c/p>\n\u003cp>\"Instead it appears [that] hundreds of different parts [of the brain] have to communicate and interact with each other when we pay attention,\" says neuroscientist \u003ca href=\"http://monicarosenberg.org/\">Monica Rosenberg\u003c/a> at Yale University.\u003c/p>\n\u003cp>And measuring how well a person's brain can execute this complex process has been thorny, say cognitive neuroscientists Mike Esterman and Joe DeGutis at the \u003ca href=\"http://www.bu.edu/ballab/\">Boston Attention and Learning Lab.\u003c/a>\u003c/p>\n\u003cp>For years, Esterman and DeGutis have been developing a standard test to measure how well people can focus — or at least that's what they thought they were measuring.\u003c/p>\n\u003cp>\"So we bring people in a lab, like college students, and give them these tests to do on the computer, which count how many times their attention lapses,\" Esterman says.\u003c/p>\n\u003cp>For instance, a person is shown a series of images on the screen. Esterman tells the person to press a button every time a city pops up.\u003c/p>\n\u003cp>\"So we show them a bunch of city images,\" he says. \"And you're kind of going along, pressing the button, as city after city passes on the scene. Then all of the sudden there's a mountain scene, and the goal is to stop pressing.\"\u003c/p>\n\u003cp>If your brain wanders, you'll make a mistake and accidentally press the button, Esterman adds. The more mistakes you make like this, the worse your ability is to pay attention, the researchers thought.\u003c/p>\n\u003cp>But then a few years ago, they decided to tweak the experiment. Right before it began, they told the college kids:\u003c/p>\n\u003cp>\"If you do better on the task, it would end sooner,\" Esterman says. \"And you can get out of the lab sooner.\"\u003c/p>\n\u003cp>In other words, Esterman gave the volunteers more \u003cem>motivation\u003c/em> to pay attention. The results were shocking.\u003c/p>\n\u003cp>\"The extra motivation increased the person's ability to sustain attention by more than 50 percent, \" Esterman says. \"We were kind of blown away by the size of these effects.\"\u003c/p>\n\u003cp>The researchers could even see changes in how the brain worked when people were motivated. The circuitry that controls attention was more active throughout the entire experiment when participants were motivated to finish the test, DeGutis says. Whereas, without the motivation, this circuitry tended to flash on and off.\u003c/p>\n\u003cp>For some people, the motivation can be just as important as their innate ability to pay attention, Esterman says.\u003c/p>\n\u003cp>\"If we don't measure how motivated a person is [while taking these tests], then we may not be measuring their true capacity to pay attention,\" he says.\u003c/p>\n\u003cp>And DeGutis agrees. \"One of the things we've realized is that it's hard to separate motivation from sustained attention,\" he says. \"If we're not looking at motivation, then we're really missing the boat in terms of attention.\"\u003c/p>\n\u003cp>'\u003cstrong>Of course she can go to the store by herself'\u003c/strong>\u003c/p>\n\u003cp>So maybe the Maya children are more attentive in the origami/toy experiment — not because they have better attention spans — but because they are more motivated to pay attention. Their parents have somehow motivated them to pay attention even without being told.\u003c/p>\n\u003cp>To see this Maya parenting firsthand, I traveled down to a tiny Maya village in Yucatan, Mexico, and visited the home of Maria Tun Burgos. Researchers have been studying her family and this village for years.\u003c/p>\n\u003cfigure id=\"attachment_51511\" class=\"wp-caption alignnone\" style=\"max-width: 2000px\">\u003cimg class=\"wp-image-51511 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/06/maya-attention-01_custom-fa5caad3b57bb492f3353cead17bfe5e7075d71f.jpg\" alt=\"\" width=\"2000\" height=\"2000\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/06/maya-attention-01_custom-fa5caad3b57bb492f3353cead17bfe5e7075d71f.jpg 2000w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/maya-attention-01_custom-fa5caad3b57bb492f3353cead17bfe5e7075d71f-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/maya-attention-01_custom-fa5caad3b57bb492f3353cead17bfe5e7075d71f-800x800.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/maya-attention-01_custom-fa5caad3b57bb492f3353cead17bfe5e7075d71f-768x768.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/maya-attention-01_custom-fa5caad3b57bb492f3353cead17bfe5e7075d71f-1020x1020.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/maya-attention-01_custom-fa5caad3b57bb492f3353cead17bfe5e7075d71f-1200x1200.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/maya-attention-01_custom-fa5caad3b57bb492f3353cead17bfe5e7075d71f-1180x1180.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/maya-attention-01_custom-fa5caad3b57bb492f3353cead17bfe5e7075d71f-960x960.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/maya-attention-01_custom-fa5caad3b57bb492f3353cead17bfe5e7075d71f-240x240.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/maya-attention-01_custom-fa5caad3b57bb492f3353cead17bfe5e7075d71f-375x375.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/maya-attention-01_custom-fa5caad3b57bb492f3353cead17bfe5e7075d71f-520x520.jpg 520w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/maya-attention-01_custom-fa5caad3b57bb492f3353cead17bfe5e7075d71f-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/maya-attention-01_custom-fa5caad3b57bb492f3353cead17bfe5e7075d71f-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/maya-attention-01_custom-fa5caad3b57bb492f3353cead17bfe5e7075d71f-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/maya-attention-01_custom-fa5caad3b57bb492f3353cead17bfe5e7075d71f-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/maya-attention-01_custom-fa5caad3b57bb492f3353cead17bfe5e7075d71f-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/maya-attention-01_custom-fa5caad3b57bb492f3353cead17bfe5e7075d71f-150x150.jpg 150w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Gelmy Tun Borgos helps in the kitchen making tortillas with her mother in their home in a small village in the Yucatan. \u003ccite>(Adriana Zehbrauskas for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>On a warm April afternoon, Tun Burgos is feeding her chickens in backyard. Her three daughters are outside with her, but they doing basically whatever they want.\u003c/p>\n\u003cp>The oldest daughter, Angela, age 12, is chasing a baby chick that's gotten out of the pen. The middle girl, Gelmy, age 9, is running in and out of the yard with neighborhood kids. Most of the time, no one is really sure where she is. And the littlest daughter, Alexa, who is 4 years old, has just climbed up a tree.\u003c/p>\n\u003cp>\"Alone, without mama,\" the little daredevil declares.\u003c/p>\n\u003cp>Right away, I realize what these kids have that many American kids miss out on: an enormous amount of freedom. The freedom to largely choose what they do, where they go, whom they do it with. That means, they also have the freedom to control what they pay attention to.\u003c/p>\n\u003cp>Even the little 4-year-old has the freedom to leave the house by herself, her mother says.\u003c/p>\n\u003cp>\"Of course she can go shopping,\" Tun Burgos says. \"She can buy some eggs or tomatoes for us. She knows the way and how to stay out of traffic.\"\u003c/p>\n\u003cp>Now the kids aren't just playing around in the yard. They're still getting work done. They go to school. They do several after-school activities — and many, many chores. When I was with the family, the oldest girl did the dishes even though no one asked her to, and she helped take care of her little sisters.\u003c/p>\n\u003cp>But the kids, to a great extent, set their schedules and agendas, says Suzanne Gaskins, a psychologist at Northeastern Illinois University, who has studied the kids in this village for decades.\u003c/p>\n\u003cp>\"Rather than having the mom set the goal — and then having to offer enticements and rewards to reach that goal — the child is setting the goal,\" Gaskins says. \"Then the parents support that goal however they can.\"\u003c/p>\n\u003cp>The parents intentionally give their children this autonomy and freedom because they believe it's the best way to motivate kids, Gaskins says.\u003c/p>\n\u003cp>\"The parents feel very strongly that every child knows best what they want,\" she says. \"And that goals can be achieved only when a child wants it.\"\u003c/p>\n\u003cp>And so \u003ca href=\"https://www.npr.org/sections/goatsandsoda/2018/06/09/616928895/how-to-get-your-kids-to-do-chores-without-resenting-it\">they will do chores when they want to be helpful for their family.\u003c/a>\u003c/p>\n\u003cp>With this strategy, Maya children also learn how to manage their own attention, instead of always depending on adults to tell them what to pay attention to, says \u003ca href=\"https://psychology.ucsc.edu/faculty/singleton.php?&singleton=true&cruz_id=brogoff\">Barbara Rogoff\u003c/a>, who is a professor at the University of California Santa Cruz.\u003c/p>\n\u003cp>\"It may be the case that [some American] children give up control of their attention when it's always managed by an adult,\" she says.\u003c/p>\n\u003cp>Turns out these Maya moms are onto something. In fact, they are master motivators.\u003c/p>\n\u003cp>\u003cstrong>Motivating kids, the Maya way\u003c/strong>\u003c/p>\n\u003cp>Although neuroscientists are just beginning to understand what's happening in the brain while we pay attention, psychologists already have a pretty good understanding of what's needed to motivate kids.\u003c/p>\n\u003cp>Psychologist \u003ca href=\"http://www.sas.rochester.edu/psy/people/faculty/deci_edward/\">Edward Deci\u003c/a> has been studying it for nearly 50 years at the University of Rochester. And what does he say is one of the most important ingredients for motivating kids?\u003c/p>\n\u003cp>\"Autonomy,\" Deci says. \"To do something with this full sense of willingness and choice.\"\u003c/p>\n\u003cp>Many \u003ca href=\"http://journals.sagepub.com/doi/abs/10.1177/1477878509104318?journalCode=trea\">studies\u003c/a> have shown that when teachers foster autonomy, it stimulates kids' motivation to learn, tackle challenges and pay attention, Deci says.\u003c/p>\n\u003cp>But in the last few decades, some parts of our culture have turned in the other direction, he says. They've started taking autonomy away from kids — especially in some schools.\u003c/p>\n\u003cp>\"One of the things we've been doing in the American school system is making it more and more controlling rather than supportive,\" Deci says.\u003c/p>\n\u003cp>And this lack of autonomy in school inhibits kids' ability to pay attention, he says.\u003c/p>\n\u003cp>\"Oh without question it does,\" Deci says. \"So all of the high stakes tests are having negative consequences on the motivation, the attention and the learning of our children.\"\u003c/p>\n\u003cp>Now, many parents in the U.S. can't go full-on Maya to motivate kids. It's often not practical — or safe — to give kids that much autonomy in many places, for instance. But there are things parents here can do, says cognitive psychologist Mike Esterman.\u003c/p>\n\u003cp>For starters, he says, ask your kid this question: 'What would you do if you didn't have to do anything else?' \"\u003c/p>\n\u003cp>\"Then you start to see what actually motivates them and what they want to engage their cognitive resources in when no one tells them what they \u003cem>have\u003c/em> to to do,\" Esterman says.\u003c/p>\n\u003cp>Then create space in their schedule for this activity, he says.\u003c/p>\n\u003cp>\"For my daughter, I've been thinking that this activity will be like her 'passion,' and it's the activity I should be fostering,\" he says.\u003c/p>\n\u003cp>Because when a kid has a passion, Esterman says, it's golden for the child. It's something that will bring them joy ... and hone their ability to pay attention.\u003c/p>\n\u003cp>\u003cstrong>Your Turn: What questions do you have about \u003c/strong>\u003ca href=\"https://www.npr.org/series/607483398/-howtoraiseahuman\">\u003cstrong>How To Raise A Human\u003c/strong>\u003c/a>\u003cstrong>? \u003c/strong>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>We've reported on kids and chores, grandma's role in evolution and stay-at-home dads. What else do you want to know? What questions do you have for our correspondents? Submit your question in the tool below. We will pick a few to answer on NPR.org at the end of the series.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=A+Lost+Secret%3A+How+To+Get+Kids+To+Pay+Attention&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Maya kids do better on tests measuring attention, researchers say it's because these kids have something that many American kids have lost.","status":"publish","parent":0,"modified":1529650361,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":68,"wordCount":1920},"headData":{"title":"How To Get Kids To Pay Attention | KQED","description":"Maya kids do better on tests measuring attention, researchers say it's because these kids have something that many American kids have lost.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How To Get Kids To Pay Attention","datePublished":"2018-06-22T06:52:41.000Z","dateModified":"2018-06-22T06:52:41.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"51509 https://ww2.kqed.org/mindshift/?p=51509","disqusUrl":"https://ww2.kqed.org/mindshift/2018/06/21/how-to-get-kids-to-pay-attention/","disqusTitle":"How To Get Kids To Pay Attention","nprByline":"Michaeleen Doucleff","nprImageAgency":"Adriana Zehbrauskas for NPR","nprStoryId":"621752789","nprApiLink":"http://api.npr.org/query?id=621752789&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/sections/goatsandsoda/2018/06/21/621752789/a-lost-secret-how-to-get-kids-to-pay-attention?ft=nprml&f=621752789","nprRetrievedStory":"1","nprPubDate":"Thu, 21 Jun 2018 22:53:00 -0400","nprStoryDate":"Thu, 21 Jun 2018 16:34:00 -0400","nprLastModifiedDate":"Thu, 21 Jun 2018 19:47:47 -0400","nprAudio":"https://ondemand.npr.org/anon.npr-mp3/npr/atc/2018/06/20180621_atc_a_lost_secret_how_to_get_kids_to_pay_attention.mp3?orgId=1&topicId=1001&aggIds=607483398&d=460&p=2&story=621752789&ft=nprml&f=621752789","nprAudioM3u":"http://api.npr.org/m3u/1622362031-917482.m3u?orgId=1&topicId=1001&aggIds=607483398&d=460&p=2&story=621752789&ft=nprml&f=621752789","path":"/mindshift/51509/how-to-get-kids-to-pay-attention","audioUrl":"https://ondemand.npr.org/anon.npr-mp3/npr/atc/2018/06/20180621_atc_a_lost_secret_how_to_get_kids_to_pay_attention.mp3?orgId=1&topicId=1001&aggIds=607483398&d=460&p=2&story=621752789&ft=nprml&f=621752789","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Fifteen years ago, psychologists Barbara Rogoff and Maricela Correa-Chavez ran a simple experiment. They wanted to see how well kids pay attention — even if they don't have to.\u003c/p>\n\u003cp>They would bring two kids, between the ages 5 to 11, into a room and have them sit at two tables.\u003c/p>\n\u003cp>Then they had a research assistant teach one of the kids how to assemble a toy.\u003c/p>\n\u003cp>The other kid was told to wait. Rogoff says they would tell the second child, \"You can sit over here, and in a few minutes you'll have a turn to make this origami jumping mouse,\" — a different task altogether.\u003c/p>\n\u003cp>Rogoff and Correa-Chavez wanted to see what the waiting child did. Would she pay attention to the research assistant. Or did she goof off?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>They ran this experiment on about 80 kids, with two different backgrounds: white, middle-class children from California and Maya children from Guatemala, whom she had been studying for years.\u003c/p>\n\u003cp>The difference was like night and day.\u003c/p>\n\u003cp>Many of the American kids slouched in their chairs, stared at the floor or looked around the room at the posters.\u003c/p>\n\u003cp>One little boy started making explosive noises, pretending a toy on the table was a bomb. \"He was throwing his hands into the air and saying, 'It's going to explode!'\" Rogoff says.\u003c/p>\n\u003cp>In contrast, the Maya children were more likely to pay attention. Some of them sat perfectly still in the chair, staring at the instructor. The Maya kids showed sustained attention about two-thirds of the time, Rogoff and colleagues \u003ca href=\"https://www.ncbi.nlm.nih.gov/pubmed/19413421\">concluded\u003c/a>. The middle-class, American kids did so exactly half as often.\u003c/p>\n\u003cp>Why such different results? As we \u003ca href=\"https://www.npr.org/sections/goatsandsoda/2018/06/09/616928895/how-to-get-your-kids-to-do-chores-without-resenting-it\">recently reported, Maya kids are encouraged very early on to pay attention\u003c/a> to what their family is doing so they can learn how to do chores and work collaboratively with their family.\u003c/p>\n\u003cp>But Rogoff and other Maya researchers think there's more to the story. They think these indigenous children have something that many American kids have lost.\u003c/p>\n\u003cp>\u003cstrong>What is attention?\u003c/strong>\u003c/p>\n\u003cp>In the U.S., there's growing \u003ca href=\"https://www.npr.org/sections/health-shots/2010/07/07/128358770/more-screen-time-means-more-attention-problems-in-kids\">concern\u003c/a> about the ability of children to pay attention. That, on average, the attention span of kids is declining.\u003c/p>\n\u003cp>But what if it's not attention that's the problem — but something that triggers attention.\u003c/p>\n\u003cp>Attention is a tricky beast. Unlike some brain processes, say vision or the ability to detect faces, there's not one key region in the brain that controls our ability to focus on one task and disregard distractions.\u003c/p>\n\u003cp>\"Instead it appears [that] hundreds of different parts [of the brain] have to communicate and interact with each other when we pay attention,\" says neuroscientist \u003ca href=\"http://monicarosenberg.org/\">Monica Rosenberg\u003c/a> at Yale University.\u003c/p>\n\u003cp>And measuring how well a person's brain can execute this complex process has been thorny, say cognitive neuroscientists Mike Esterman and Joe DeGutis at the \u003ca href=\"http://www.bu.edu/ballab/\">Boston Attention and Learning Lab.\u003c/a>\u003c/p>\n\u003cp>For years, Esterman and DeGutis have been developing a standard test to measure how well people can focus — or at least that's what they thought they were measuring.\u003c/p>\n\u003cp>\"So we bring people in a lab, like college students, and give them these tests to do on the computer, which count how many times their attention lapses,\" Esterman says.\u003c/p>\n\u003cp>For instance, a person is shown a series of images on the screen. Esterman tells the person to press a button every time a city pops up.\u003c/p>\n\u003cp>\"So we show them a bunch of city images,\" he says. \"And you're kind of going along, pressing the button, as city after city passes on the scene. Then all of the sudden there's a mountain scene, and the goal is to stop pressing.\"\u003c/p>\n\u003cp>If your brain wanders, you'll make a mistake and accidentally press the button, Esterman adds. The more mistakes you make like this, the worse your ability is to pay attention, the researchers thought.\u003c/p>\n\u003cp>But then a few years ago, they decided to tweak the experiment. Right before it began, they told the college kids:\u003c/p>\n\u003cp>\"If you do better on the task, it would end sooner,\" Esterman says. \"And you can get out of the lab sooner.\"\u003c/p>\n\u003cp>In other words, Esterman gave the volunteers more \u003cem>motivation\u003c/em> to pay attention. The results were shocking.\u003c/p>\n\u003cp>\"The extra motivation increased the person's ability to sustain attention by more than 50 percent, \" Esterman says. \"We were kind of blown away by the size of these effects.\"\u003c/p>\n\u003cp>The researchers could even see changes in how the brain worked when people were motivated. The circuitry that controls attention was more active throughout the entire experiment when participants were motivated to finish the test, DeGutis says. Whereas, without the motivation, this circuitry tended to flash on and off.\u003c/p>\n\u003cp>For some people, the motivation can be just as important as their innate ability to pay attention, Esterman says.\u003c/p>\n\u003cp>\"If we don't measure how motivated a person is [while taking these tests], then we may not be measuring their true capacity to pay attention,\" he says.\u003c/p>\n\u003cp>And DeGutis agrees. \"One of the things we've realized is that it's hard to separate motivation from sustained attention,\" he says. \"If we're not looking at motivation, then we're really missing the boat in terms of attention.\"\u003c/p>\n\u003cp>'\u003cstrong>Of course she can go to the store by herself'\u003c/strong>\u003c/p>\n\u003cp>So maybe the Maya children are more attentive in the origami/toy experiment — not because they have better attention spans — but because they are more motivated to pay attention. Their parents have somehow motivated them to pay attention even without being told.\u003c/p>\n\u003cp>To see this Maya parenting firsthand, I traveled down to a tiny Maya village in Yucatan, Mexico, and visited the home of Maria Tun Burgos. Researchers have been studying her family and this village for years.\u003c/p>\n\u003cfigure id=\"attachment_51511\" class=\"wp-caption alignnone\" style=\"max-width: 2000px\">\u003cimg class=\"wp-image-51511 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/06/maya-attention-01_custom-fa5caad3b57bb492f3353cead17bfe5e7075d71f.jpg\" alt=\"\" width=\"2000\" height=\"2000\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/06/maya-attention-01_custom-fa5caad3b57bb492f3353cead17bfe5e7075d71f.jpg 2000w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/maya-attention-01_custom-fa5caad3b57bb492f3353cead17bfe5e7075d71f-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/maya-attention-01_custom-fa5caad3b57bb492f3353cead17bfe5e7075d71f-800x800.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/maya-attention-01_custom-fa5caad3b57bb492f3353cead17bfe5e7075d71f-768x768.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/maya-attention-01_custom-fa5caad3b57bb492f3353cead17bfe5e7075d71f-1020x1020.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/maya-attention-01_custom-fa5caad3b57bb492f3353cead17bfe5e7075d71f-1200x1200.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/maya-attention-01_custom-fa5caad3b57bb492f3353cead17bfe5e7075d71f-1180x1180.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/maya-attention-01_custom-fa5caad3b57bb492f3353cead17bfe5e7075d71f-960x960.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/maya-attention-01_custom-fa5caad3b57bb492f3353cead17bfe5e7075d71f-240x240.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/maya-attention-01_custom-fa5caad3b57bb492f3353cead17bfe5e7075d71f-375x375.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/maya-attention-01_custom-fa5caad3b57bb492f3353cead17bfe5e7075d71f-520x520.jpg 520w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/maya-attention-01_custom-fa5caad3b57bb492f3353cead17bfe5e7075d71f-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/maya-attention-01_custom-fa5caad3b57bb492f3353cead17bfe5e7075d71f-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/maya-attention-01_custom-fa5caad3b57bb492f3353cead17bfe5e7075d71f-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/maya-attention-01_custom-fa5caad3b57bb492f3353cead17bfe5e7075d71f-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/maya-attention-01_custom-fa5caad3b57bb492f3353cead17bfe5e7075d71f-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/maya-attention-01_custom-fa5caad3b57bb492f3353cead17bfe5e7075d71f-150x150.jpg 150w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Gelmy Tun Borgos helps in the kitchen making tortillas with her mother in their home in a small village in the Yucatan. \u003ccite>(Adriana Zehbrauskas for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>On a warm April afternoon, Tun Burgos is feeding her chickens in backyard. Her three daughters are outside with her, but they doing basically whatever they want.\u003c/p>\n\u003cp>The oldest daughter, Angela, age 12, is chasing a baby chick that's gotten out of the pen. The middle girl, Gelmy, age 9, is running in and out of the yard with neighborhood kids. Most of the time, no one is really sure where she is. And the littlest daughter, Alexa, who is 4 years old, has just climbed up a tree.\u003c/p>\n\u003cp>\"Alone, without mama,\" the little daredevil declares.\u003c/p>\n\u003cp>Right away, I realize what these kids have that many American kids miss out on: an enormous amount of freedom. The freedom to largely choose what they do, where they go, whom they do it with. That means, they also have the freedom to control what they pay attention to.\u003c/p>\n\u003cp>Even the little 4-year-old has the freedom to leave the house by herself, her mother says.\u003c/p>\n\u003cp>\"Of course she can go shopping,\" Tun Burgos says. \"She can buy some eggs or tomatoes for us. She knows the way and how to stay out of traffic.\"\u003c/p>\n\u003cp>Now the kids aren't just playing around in the yard. They're still getting work done. They go to school. They do several after-school activities — and many, many chores. When I was with the family, the oldest girl did the dishes even though no one asked her to, and she helped take care of her little sisters.\u003c/p>\n\u003cp>But the kids, to a great extent, set their schedules and agendas, says Suzanne Gaskins, a psychologist at Northeastern Illinois University, who has studied the kids in this village for decades.\u003c/p>\n\u003cp>\"Rather than having the mom set the goal — and then having to offer enticements and rewards to reach that goal — the child is setting the goal,\" Gaskins says. \"Then the parents support that goal however they can.\"\u003c/p>\n\u003cp>The parents intentionally give their children this autonomy and freedom because they believe it's the best way to motivate kids, Gaskins says.\u003c/p>\n\u003cp>\"The parents feel very strongly that every child knows best what they want,\" she says. \"And that goals can be achieved only when a child wants it.\"\u003c/p>\n\u003cp>And so \u003ca href=\"https://www.npr.org/sections/goatsandsoda/2018/06/09/616928895/how-to-get-your-kids-to-do-chores-without-resenting-it\">they will do chores when they want to be helpful for their family.\u003c/a>\u003c/p>\n\u003cp>With this strategy, Maya children also learn how to manage their own attention, instead of always depending on adults to tell them what to pay attention to, says \u003ca href=\"https://psychology.ucsc.edu/faculty/singleton.php?&singleton=true&cruz_id=brogoff\">Barbara Rogoff\u003c/a>, who is a professor at the University of California Santa Cruz.\u003c/p>\n\u003cp>\"It may be the case that [some American] children give up control of their attention when it's always managed by an adult,\" she says.\u003c/p>\n\u003cp>Turns out these Maya moms are onto something. In fact, they are master motivators.\u003c/p>\n\u003cp>\u003cstrong>Motivating kids, the Maya way\u003c/strong>\u003c/p>\n\u003cp>Although neuroscientists are just beginning to understand what's happening in the brain while we pay attention, psychologists already have a pretty good understanding of what's needed to motivate kids.\u003c/p>\n\u003cp>Psychologist \u003ca href=\"http://www.sas.rochester.edu/psy/people/faculty/deci_edward/\">Edward Deci\u003c/a> has been studying it for nearly 50 years at the University of Rochester. And what does he say is one of the most important ingredients for motivating kids?\u003c/p>\n\u003cp>\"Autonomy,\" Deci says. \"To do something with this full sense of willingness and choice.\"\u003c/p>\n\u003cp>Many \u003ca href=\"http://journals.sagepub.com/doi/abs/10.1177/1477878509104318?journalCode=trea\">studies\u003c/a> have shown that when teachers foster autonomy, it stimulates kids' motivation to learn, tackle challenges and pay attention, Deci says.\u003c/p>\n\u003cp>But in the last few decades, some parts of our culture have turned in the other direction, he says. They've started taking autonomy away from kids — especially in some schools.\u003c/p>\n\u003cp>\"One of the things we've been doing in the American school system is making it more and more controlling rather than supportive,\" Deci says.\u003c/p>\n\u003cp>And this lack of autonomy in school inhibits kids' ability to pay attention, he says.\u003c/p>\n\u003cp>\"Oh without question it does,\" Deci says. \"So all of the high stakes tests are having negative consequences on the motivation, the attention and the learning of our children.\"\u003c/p>\n\u003cp>Now, many parents in the U.S. can't go full-on Maya to motivate kids. It's often not practical — or safe — to give kids that much autonomy in many places, for instance. But there are things parents here can do, says cognitive psychologist Mike Esterman.\u003c/p>\n\u003cp>For starters, he says, ask your kid this question: 'What would you do if you didn't have to do anything else?' \"\u003c/p>\n\u003cp>\"Then you start to see what actually motivates them and what they want to engage their cognitive resources in when no one tells them what they \u003cem>have\u003c/em> to to do,\" Esterman says.\u003c/p>\n\u003cp>Then create space in their schedule for this activity, he says.\u003c/p>\n\u003cp>\"For my daughter, I've been thinking that this activity will be like her 'passion,' and it's the activity I should be fostering,\" he says.\u003c/p>\n\u003cp>Because when a kid has a passion, Esterman says, it's golden for the child. It's something that will bring them joy ... and hone their ability to pay attention.\u003c/p>\n\u003cp>\u003cstrong>Your Turn: What questions do you have about \u003c/strong>\u003ca href=\"https://www.npr.org/series/607483398/-howtoraiseahuman\">\u003cstrong>How To Raise A Human\u003c/strong>\u003c/a>\u003cstrong>? \u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>We've reported on kids and chores, grandma's role in evolution and stay-at-home dads. What else do you want to know? What questions do you have for our correspondents? Submit your question in the tool below. We will pick a few to answer on NPR.org at the end of the series.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=A+Lost+Secret%3A+How+To+Get+Kids+To+Pay+Attention&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/51509/how-to-get-kids-to-pay-attention","authors":["byline_mindshift_51509"],"categories":["mindshift_192"],"tags":["mindshift_20862","mindshift_21207","mindshift_20784","mindshift_1040","mindshift_20772"],"featImg":"mindshift_51510","label":"mindshift"},"mindshift_50562":{"type":"posts","id":"mindshift_50562","meta":{"index":"posts_1591205157","site":"mindshift","id":"50562","score":null,"sort":[1518702669000]},"guestAuthors":[],"slug":"the-key-to-raising-a-happy-child","title":"The Key To Raising A Happy Child","publishDate":1518702669,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>For much of the past half-century, children, adolescents and young adults in the U.S. have been saying \u003ca href=\"http://journals.sagepub.com/doi/abs/10.1207/s15327957pspr0803_5\">they feel as though\u003c/a> their lives are increasingly out of their control. At the same time, rates of anxiety and depression have risen steadily.\u003c/p>\n\u003cp>What's the fix? Feeling in control of your own destiny. Let's call it \"agency.\"\u003c/p>\n\u003cp>\"Agency may be the one most important factor in human happiness and well-being.\"\u003c/p>\n\u003cp>So write William Stixrud and Ned Johnson in their new book, \u003cem>The Self-Driven Child: The Science and Sense of Giving Your Kids More Control Over Their Lives. \u003c/em>Feeling out of control can cause debilitating stress and destroy self-motivation.\u003c/p>\n\u003cp>\u003ca href=\"https://www.amazon.com/Self-Driven-Child-Science-Giving-Control/dp/0735222517\">\u003cimg class=\"alignleft wp-image-50565 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/02/The-Self-Driven-Child.jpg\" alt=\"\" width=\"200\" height=\"304\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/02/The-Self-Driven-Child.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/The-Self-Driven-Child-160x243.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/a>Building agency begins with parents, because it has to be cultivated and nurtured in childhood, write Stixrud and Johnson. But many parents find that difficult, since giving kids more control requires parents to give up some of their own.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Instead of trusting kids with choices — small at first, but bigger as adolescence progresses — many parents insist on micromanaging everything from homework to friendships. For these parents, Stixrud and Johnson have a simple message:\u003c/p>\n\u003cp>Stop. Instead of thinking of yourself as your child's boss or manager, try \u003cem>consultant\u003c/em>.\u003c/p>\n\u003cp>To discuss the book's big ideas, I spoke with Bill Stixrud, a neuropsychologist who has spent the past 30 years helping parents and kids navigate life's challenges. Our interview has been edited for length and clarity.\u003c/p>\n\u003cp>\u003cstrong>Let's start with a basic definition from the book's title. What does it mean for a child to be self-driven?\u003c/strong>\u003c/p>\n\u003cp>When I used to do psychotherapy, I was struck by how many young adults I saw who said, \"I feel like I've spent my whole life trying to live up to other people's expectations. I want to try to figure out what's really important to me.\"\u003c/p>\n\u003cp>I think that the self-driven child is driven by internal motivation as opposed to other people's expectations, rewards, insecurity or fear.\u003c/p>\n\u003cp>To be self-driven, kids need to have a sense of control over their lives and are energetic about directing their lives in the direction they want to go.\u003c/p>\n\u003cp>\u003cstrong>Consultants, not managers? I can imagine some parents feeling really uncomfortable giving up that much control over their children's lives. \u003c/strong>\u003c/p>\n\u003cp>When I used to do therapy — I'm going going back 30 years now — I'd see family after family that said, \"I hate the time after dinner at our house because it's World War III.\" And I was struck by how many of these meaningless fights would happen over homework — completely unproductive fights, hugely stressful, pitting the kid against his parents.\u003c/p>\n\u003cp>I just came up with this phrase: \"I love you too much to fight with you about your homework.\"\u003c/p>\n\u003cp>What I said to parents is that, if you decide you're not going to fight about this anymore, you say instead, \"How can I help?\" You think about yourself as a consultant and acknowledge respectfully that it's the kid's homework. You can't \u003cem>make\u003c/em> your child do it. What you can do is offer to help.\u003c/p>\n\u003cp>You can set up what I call consulting hours between 6:30 and 7:30 p.m., and just say, \"I'm not going to fight with you. I just love you too much. I don't want all this friction. This is your work, and I respect that you can figure this out and I'll help you.\" A family just told me that the temperature went down in their house by 20 degrees.\u003c/p>\n\u003cp>\u003cstrong>Letting go can be especially hard for anxious parents, who worry a lot about their kids getting good grades, getting into a good college, landing a good job, etc. How do you help them let go?\u003c/strong>\u003c/p>\n\u003cp>All of us have what I call a shared delusion: that the path to becoming successful is extremely narrow and, if you fall off it, you're sunk. And it just doesn't take very long to look around and realize how untrue that is.\u003c/p>\n\u003cp>Research suggests that it doesn't make that much difference where you go to college in terms of how successful you are financially or professionally or how satisfied you are or how happy you are. The idea that, somehow, getting into the most elite college at any cost is the right focus of a kid's development is completely wrong. It's wrong-headed. And many parents with enough support can come to see that and make peace with it. But it's a big project because so much of the world that we live in gives the opposite message.\u003c/p>\n\u003cp>Also, we need to make peace with reality. And the reality is, you can't make a kid do his work. And that means it can't be the parent's responsibility to ensure that the kid always does his homework and does it well.\u003c/p>\n\u003cp>In some ways, it's also disrespectful to the kid. You know, I start with the assumption that kids have a brain in their head and they want their lives to work. They want to do well. That's why we want to change the energy, so the energy is coming from the kid seeking help from us rather than us trying to boss the kid, sending the message, \"You can't do this on your own.\"\u003c/p>\n\u003cp>\u003cstrong>One of my favorite moments in the book is when you reveal how you, as a parent, approached homework and report cards with your kids. What was the message you were trying to convey to them?\u003c/strong>\u003c/p>\n\u003cp>When my kids were little, I had just been reading some research that suggested there's a very low correlation between grades and success in life. And so, when my kids were in elementary school, I said, \"I'm happy to look at your report card, but I don't care that much. I care much more that you work hard to develop yourself, and part of that is developing yourself as a student. But also it means developing yourself as a person. If you want to be an athlete or musician or whatever is important to you, I care much more about that because that's the stuff — that self-development — that helps you be successful. It's not the grades.\"\u003c/p>\n\u003cp>When my daughter was in high school, she came to a lecture I gave on the adolescent brain, in which I mentioned this low correlation between grades and success and how research on valedictorians suggests that they don't do better than other college graduates once they're in their mid-20s. Driving home, she said, \"You know, I liked the lecture, but I don't really believe that you believe that stuff about the grades.\"\u003c/p>\n\u003cp>I told her, \"I absolutely believe it.\" In fact, I believed it enough that I offered her a hundred bucks to get a C on her next report card.\u003c/p>\n\u003cp>\u003cstrong>I assume she was an A student at the time?\u003c/strong>\u003c/p>\n\u003cp>Yeah, she's now got a Ph.D. in economics from the University of Chicago. She's a brilliant girl and a really good student. But I offered her a hundred dollars for a C, so she could understand and have the experience that, you know, one bad thing or one thing that seems like a disaster is just not that big a deal.\u003c/p>\n\u003cp>\u003cstrong>She didn't take you up on it? \u003c/strong>\u003c/p>\n\u003cp>She never did. But I think it helped her to know that there's many ways people become successful. And I think that message was really helpful to my son, who did not learn easily and needed help to get through school. He was a later bloomer but ultimately got a Ph.D. in psychology and is an incredible person.\u003c/p>\n\u003cp>I walked this walk with him — in the sense that I never oversaw his homework. If I happened to notice that he hadn't done a very good job on something, I'd offer some suggestions, and often he'd take me up on it. Other times, he wouldn't. And I'd say, \"This is your education. I'll help wherever I can.\"\u003c/p>\n\u003cp>\u003cstrong>On the subject of homework, you say: Inspire but don't require.\u003c/strong>\u003c/p>\n\u003cp>I wrote a couple papers on homework in 1986, and I reviewed what we know about the effects of homework on learning. And I was dumbfounded to learn at that time that there's virtually no correlation between the amount of time spent on homework and what you learn in elementary school. And that's partly why I concluded that it doesn't make sense to fight with kids and have all this stress about something that doesn't seem to contribute to learning.\u003c/p>\n\u003cp>Thirty-some years later, it's still the case that there's no compelling evidence that homework contributes to learning in elementary school and even in middle school — or in high school beyond two, 2 1/2 hours. It just doesn't do much.\u003c/p>\n\u003cp>I think the wisest thing is to try to inspire kids to learn at home. I don't want kids going home and being on social media or video games all night. I want them to be working on developing themselves, and I want teachers to inspire kids to learn. Tell them, \"Here's what you're going to get out of this assignment. I think it will help you. Or find a different way to learn this material.\" But don't require homework and grade it because, in my opinion, it confuses the means for the end.\u003c/p>\n\u003cp>\u003cstrong>You say the best way to motivate a child for the things you think he should focus on is to let him spend time on the things he wants to focus on. Why?\u003c/strong>\u003c/p>\n\u003cp>There's a scientist by the name of Reed Larson who studies adolescent development with a strong \u003ca href=\"https://experts.illinois.edu/en/publications/intrinsic-motivation-and-positive-development\">focus on motivation\u003c/a>. And he concluded some years ago that the best way to develop a self-motivated, older-adolescent adult is to encourage their participation in their pastimes — in the stuff they love.\u003c/p>\n\u003cp>The point he's made is that, if a kid is deeply involved in something that he loves to do, he's going to create a brain-state that combines high focus, high energy, high effort and low stress. Ideally, at least in our professional lives, that's where we want to be most of the time. We want to be interested, engaged, active, alert, and focused but not highly stressed.\u003c/p>\n\u003cp>In my own experience, I was a C+ student in high school, but I spent at least two or three hours a night working on rock 'n' roll music. I was in a band and learned to play instruments and learning chord structure and practicing harmony parts. Oftentimes, I'd tell myself, \"Well, I'll go into my music room for half an hour, and then I'll do some homework.\" But commonly, two-and-a-half hours later, I'd come out and have no idea where all the time went.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>I feel that I really sculpted a brain that, once I found something professionally that really speaks to me, I could go pedal to the metal.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=The+Key+To+Raising+A+Happy+Child&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"A new book warns parents: Stop micromanaging your kids. Think of yourself less as their boss, and more like a consultant.","status":"publish","parent":0,"modified":1518702888,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":42,"wordCount":1908},"headData":{"title":"The Key To Raising A Happy Child | KQED","description":"A new book warns parents: Stop micromanaging your kids. Think of yourself less as their boss, and more like a consultant.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"The Key To Raising A Happy Child","datePublished":"2018-02-15T13:51:09.000Z","dateModified":"2018-02-15T13:54:48.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"50562 https://ww2.kqed.org/mindshift/?p=50562","disqusUrl":"https://ww2.kqed.org/mindshift/2018/02/15/the-key-to-raising-a-happy-child/","disqusTitle":"The Key To Raising A Happy Child","nprByline":"Cory Turner","nprImageAgency":"Chris Kindred for NPR","nprStoryId":"584275859","nprApiLink":"http://api.npr.org/query?id=584275859&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/sections/ed/2018/02/14/584275859/the-key-to-raising-a-happy-child?ft=nprml&f=584275859","nprRetrievedStory":"1","nprPubDate":"Wed, 14 Feb 2018 16:47:00 -0500","nprStoryDate":"Wed, 14 Feb 2018 06:00:00 -0500","nprLastModifiedDate":"Wed, 14 Feb 2018 16:47:28 -0500","path":"/mindshift/50562/the-key-to-raising-a-happy-child","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>For much of the past half-century, children, adolescents and young adults in the U.S. have been saying \u003ca href=\"http://journals.sagepub.com/doi/abs/10.1207/s15327957pspr0803_5\">they feel as though\u003c/a> their lives are increasingly out of their control. At the same time, rates of anxiety and depression have risen steadily.\u003c/p>\n\u003cp>What's the fix? Feeling in control of your own destiny. Let's call it \"agency.\"\u003c/p>\n\u003cp>\"Agency may be the one most important factor in human happiness and well-being.\"\u003c/p>\n\u003cp>So write William Stixrud and Ned Johnson in their new book, \u003cem>The Self-Driven Child: The Science and Sense of Giving Your Kids More Control Over Their Lives. \u003c/em>Feeling out of control can cause debilitating stress and destroy self-motivation.\u003c/p>\n\u003cp>\u003ca href=\"https://www.amazon.com/Self-Driven-Child-Science-Giving-Control/dp/0735222517\">\u003cimg class=\"alignleft wp-image-50565 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/02/The-Self-Driven-Child.jpg\" alt=\"\" width=\"200\" height=\"304\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/02/The-Self-Driven-Child.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/The-Self-Driven-Child-160x243.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/a>Building agency begins with parents, because it has to be cultivated and nurtured in childhood, write Stixrud and Johnson. But many parents find that difficult, since giving kids more control requires parents to give up some of their own.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Instead of trusting kids with choices — small at first, but bigger as adolescence progresses — many parents insist on micromanaging everything from homework to friendships. For these parents, Stixrud and Johnson have a simple message:\u003c/p>\n\u003cp>Stop. Instead of thinking of yourself as your child's boss or manager, try \u003cem>consultant\u003c/em>.\u003c/p>\n\u003cp>To discuss the book's big ideas, I spoke with Bill Stixrud, a neuropsychologist who has spent the past 30 years helping parents and kids navigate life's challenges. Our interview has been edited for length and clarity.\u003c/p>\n\u003cp>\u003cstrong>Let's start with a basic definition from the book's title. What does it mean for a child to be self-driven?\u003c/strong>\u003c/p>\n\u003cp>When I used to do psychotherapy, I was struck by how many young adults I saw who said, \"I feel like I've spent my whole life trying to live up to other people's expectations. I want to try to figure out what's really important to me.\"\u003c/p>\n\u003cp>I think that the self-driven child is driven by internal motivation as opposed to other people's expectations, rewards, insecurity or fear.\u003c/p>\n\u003cp>To be self-driven, kids need to have a sense of control over their lives and are energetic about directing their lives in the direction they want to go.\u003c/p>\n\u003cp>\u003cstrong>Consultants, not managers? I can imagine some parents feeling really uncomfortable giving up that much control over their children's lives. \u003c/strong>\u003c/p>\n\u003cp>When I used to do therapy — I'm going going back 30 years now — I'd see family after family that said, \"I hate the time after dinner at our house because it's World War III.\" And I was struck by how many of these meaningless fights would happen over homework — completely unproductive fights, hugely stressful, pitting the kid against his parents.\u003c/p>\n\u003cp>I just came up with this phrase: \"I love you too much to fight with you about your homework.\"\u003c/p>\n\u003cp>What I said to parents is that, if you decide you're not going to fight about this anymore, you say instead, \"How can I help?\" You think about yourself as a consultant and acknowledge respectfully that it's the kid's homework. You can't \u003cem>make\u003c/em> your child do it. What you can do is offer to help.\u003c/p>\n\u003cp>You can set up what I call consulting hours between 6:30 and 7:30 p.m., and just say, \"I'm not going to fight with you. I just love you too much. I don't want all this friction. This is your work, and I respect that you can figure this out and I'll help you.\" A family just told me that the temperature went down in their house by 20 degrees.\u003c/p>\n\u003cp>\u003cstrong>Letting go can be especially hard for anxious parents, who worry a lot about their kids getting good grades, getting into a good college, landing a good job, etc. How do you help them let go?\u003c/strong>\u003c/p>\n\u003cp>All of us have what I call a shared delusion: that the path to becoming successful is extremely narrow and, if you fall off it, you're sunk. And it just doesn't take very long to look around and realize how untrue that is.\u003c/p>\n\u003cp>Research suggests that it doesn't make that much difference where you go to college in terms of how successful you are financially or professionally or how satisfied you are or how happy you are. The idea that, somehow, getting into the most elite college at any cost is the right focus of a kid's development is completely wrong. It's wrong-headed. And many parents with enough support can come to see that and make peace with it. But it's a big project because so much of the world that we live in gives the opposite message.\u003c/p>\n\u003cp>Also, we need to make peace with reality. And the reality is, you can't make a kid do his work. And that means it can't be the parent's responsibility to ensure that the kid always does his homework and does it well.\u003c/p>\n\u003cp>In some ways, it's also disrespectful to the kid. You know, I start with the assumption that kids have a brain in their head and they want their lives to work. They want to do well. That's why we want to change the energy, so the energy is coming from the kid seeking help from us rather than us trying to boss the kid, sending the message, \"You can't do this on your own.\"\u003c/p>\n\u003cp>\u003cstrong>One of my favorite moments in the book is when you reveal how you, as a parent, approached homework and report cards with your kids. What was the message you were trying to convey to them?\u003c/strong>\u003c/p>\n\u003cp>When my kids were little, I had just been reading some research that suggested there's a very low correlation between grades and success in life. And so, when my kids were in elementary school, I said, \"I'm happy to look at your report card, but I don't care that much. I care much more that you work hard to develop yourself, and part of that is developing yourself as a student. But also it means developing yourself as a person. If you want to be an athlete or musician or whatever is important to you, I care much more about that because that's the stuff — that self-development — that helps you be successful. It's not the grades.\"\u003c/p>\n\u003cp>When my daughter was in high school, she came to a lecture I gave on the adolescent brain, in which I mentioned this low correlation between grades and success and how research on valedictorians suggests that they don't do better than other college graduates once they're in their mid-20s. Driving home, she said, \"You know, I liked the lecture, but I don't really believe that you believe that stuff about the grades.\"\u003c/p>\n\u003cp>I told her, \"I absolutely believe it.\" In fact, I believed it enough that I offered her a hundred bucks to get a C on her next report card.\u003c/p>\n\u003cp>\u003cstrong>I assume she was an A student at the time?\u003c/strong>\u003c/p>\n\u003cp>Yeah, she's now got a Ph.D. in economics from the University of Chicago. She's a brilliant girl and a really good student. But I offered her a hundred dollars for a C, so she could understand and have the experience that, you know, one bad thing or one thing that seems like a disaster is just not that big a deal.\u003c/p>\n\u003cp>\u003cstrong>She didn't take you up on it? \u003c/strong>\u003c/p>\n\u003cp>She never did. But I think it helped her to know that there's many ways people become successful. And I think that message was really helpful to my son, who did not learn easily and needed help to get through school. He was a later bloomer but ultimately got a Ph.D. in psychology and is an incredible person.\u003c/p>\n\u003cp>I walked this walk with him — in the sense that I never oversaw his homework. If I happened to notice that he hadn't done a very good job on something, I'd offer some suggestions, and often he'd take me up on it. Other times, he wouldn't. And I'd say, \"This is your education. I'll help wherever I can.\"\u003c/p>\n\u003cp>\u003cstrong>On the subject of homework, you say: Inspire but don't require.\u003c/strong>\u003c/p>\n\u003cp>I wrote a couple papers on homework in 1986, and I reviewed what we know about the effects of homework on learning. And I was dumbfounded to learn at that time that there's virtually no correlation between the amount of time spent on homework and what you learn in elementary school. And that's partly why I concluded that it doesn't make sense to fight with kids and have all this stress about something that doesn't seem to contribute to learning.\u003c/p>\n\u003cp>Thirty-some years later, it's still the case that there's no compelling evidence that homework contributes to learning in elementary school and even in middle school — or in high school beyond two, 2 1/2 hours. It just doesn't do much.\u003c/p>\n\u003cp>I think the wisest thing is to try to inspire kids to learn at home. I don't want kids going home and being on social media or video games all night. I want them to be working on developing themselves, and I want teachers to inspire kids to learn. Tell them, \"Here's what you're going to get out of this assignment. I think it will help you. Or find a different way to learn this material.\" But don't require homework and grade it because, in my opinion, it confuses the means for the end.\u003c/p>\n\u003cp>\u003cstrong>You say the best way to motivate a child for the things you think he should focus on is to let him spend time on the things he wants to focus on. Why?\u003c/strong>\u003c/p>\n\u003cp>There's a scientist by the name of Reed Larson who studies adolescent development with a strong \u003ca href=\"https://experts.illinois.edu/en/publications/intrinsic-motivation-and-positive-development\">focus on motivation\u003c/a>. And he concluded some years ago that the best way to develop a self-motivated, older-adolescent adult is to encourage their participation in their pastimes — in the stuff they love.\u003c/p>\n\u003cp>The point he's made is that, if a kid is deeply involved in something that he loves to do, he's going to create a brain-state that combines high focus, high energy, high effort and low stress. Ideally, at least in our professional lives, that's where we want to be most of the time. We want to be interested, engaged, active, alert, and focused but not highly stressed.\u003c/p>\n\u003cp>In my own experience, I was a C+ student in high school, but I spent at least two or three hours a night working on rock 'n' roll music. I was in a band and learned to play instruments and learning chord structure and practicing harmony parts. Oftentimes, I'd tell myself, \"Well, I'll go into my music room for half an hour, and then I'll do some homework.\" But commonly, two-and-a-half hours later, I'd come out and have no idea where all the time went.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>I feel that I really sculpted a brain that, once I found something professionally that really speaks to me, I could go pedal to the metal.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=The+Key+To+Raising+A+Happy+Child&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/50562/the-key-to-raising-a-happy-child","authors":["byline_mindshift_50562"],"categories":["mindshift_192"],"tags":["mindshift_20984","mindshift_20784","mindshift_1040","mindshift_21110","mindshift_563","mindshift_20772","mindshift_20870","mindshift_20557"],"featImg":"mindshift_50563","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. Michel Martin hosts on the weekends.","airtime":"MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/All-Things-Considered-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/all-things-considered/","meta":{"site":"news","source":"npr"},"link":"/radio/program/all-things-considered"},"american-suburb-podcast":{"id":"american-suburb-podcast","title":"American Suburb: The Podcast","tagline":"The flip side of gentrification, told through one town","info":"Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. 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You ask the questions. You decide what Bay Curious investigates. 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Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.","airtime":"THU 10pm, FRI 1am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.commonwealthclub.org/podcasts","meta":{"site":"news","source":"Commonwealth Club of California"},"link":"/radio/program/commonwealth-club","subscribe":{"apple":"https://itunes.apple.com/us/podcast/commonwealth-club-of-california-podcast/id976334034?mt=2","google":"https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw","tuneIn":"https://tunein.com/radio/Commonwealth-Club-of-California-p1060/"}},"considerthis":{"id":"considerthis","title":"Consider This","tagline":"Make sense of the day","info":"Make sense of the day. Every weekday afternoon, Consider This helps you consider the major stories of the day in less than 15 minutes, featuring the reporting and storytelling resources of NPR. Plus, KQED’s Bianca Taylor brings you the local KQED news you need to know.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Consider-This-Podcast-Tile-703x703-1.jpg","imageAlt":"Consider This from NPR and KQED","officialWebsiteLink":"/podcasts/considerthis","meta":{"site":"news","source":"kqed","order":"7"},"link":"/podcasts/considerthis","subscribe":{"apple":"https://podcasts.apple.com/podcast/id1503226625?mt=2&at=11l79Y&ct=nprdirectory","npr":"https://rpb3r.app.goo.gl/coronavirusdaily","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM1NS9wb2RjYXN0LnhtbA","spotify":"https://open.spotify.com/show/3Z6JdCS2d0eFEpXHKI6WqH"}},"forum":{"id":"forum","title":"Forum","tagline":"The conversation starts here","info":"KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.","airtime":"MON-FRI 9am-11am, 10pm-11pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED Forum with Mina Kim and Alexis Madrigal","officialWebsiteLink":"/forum","meta":{"site":"news","source":"kqed","order":"8"},"link":"/forum","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/kqeds-forum/id73329719","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz","npr":"https://www.npr.org/podcasts/432307980/forum","stitcher":"https://www.stitcher.com/podcast/kqedfm-kqeds-forum-podcast","rss":"https://feeds.megaphone.fm/KQINC9557381633"}},"freakonomics-radio":{"id":"freakonomics-radio","title":"Freakonomics Radio","info":"Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. It is produced in partnership with WNYC.","imageSrc":"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/freakonomicsRadio.png","officialWebsiteLink":"http://freakonomics.com/","airtime":"SUN 1am-2am, SAT 3pm-4pm","meta":{"site":"radio","source":"WNYC"},"link":"/radio/program/freakonomics-radio","subscribe":{"npr":"https://rpb3r.app.goo.gl/4s8b","apple":"https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519","tuneIn":"https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/","rss":"https://feeds.feedburner.com/freakonomicsradio"}},"fresh-air":{"id":"fresh-air","title":"Fresh Air","info":"Hosted by Terry Gross, \u003cem>Fresh Air from WHYY\u003c/em> is the Peabody Award-winning weekday magazine of contemporary arts and issues. One of public radio's most popular programs, Fresh Air features intimate conversations with today's biggest luminaries.","airtime":"MON-FRI 7pm-8pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Fresh-Air-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/fresh-air/","meta":{"site":"radio","source":"npr"},"link":"/radio/program/fresh-air","subscribe":{"npr":"https://rpb3r.app.goo.gl/4s8b","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/Fresh-Air-p17/","rss":"https://feeds.npr.org/381444908/podcast.xml"}},"here-and-now":{"id":"here-and-now","title":"Here & Now","info":"A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.","airtime":"MON-THU 11am-12pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Here-And-Now-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"http://www.wbur.org/hereandnow","meta":{"site":"news","source":"npr"},"link":"/radio/program/here-and-now","subsdcribe":{"apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=426698661","tuneIn":"https://tunein.com/radio/Here--Now-p211/","rss":"https://feeds.npr.org/510051/podcast.xml"}},"how-i-built-this":{"id":"how-i-built-this","title":"How I Built This with Guy Raz","info":"Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.","imageSrc":"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/howIBuiltThis.png","officialWebsiteLink":"https://www.npr.org/podcasts/510313/how-i-built-this","airtime":"SUN 7:30pm-8pm","meta":{"site":"news","source":"npr"},"link":"/radio/program/how-i-built-this","subscribe":{"npr":"https://rpb3r.app.goo.gl/3zxy","apple":"https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2","tuneIn":"https://tunein.com/podcasts/Arts--Culture-Podcasts/How-I-Built-This-p910896/","rss":"https://feeds.npr.org/510313/podcast.xml"}},"inside-europe":{"id":"inside-europe","title":"Inside Europe","info":"Inside Europe, a one-hour weekly news magazine hosted by Helen Seeney and Keith Walker, explores the topical issues shaping the continent. No other part of the globe has experienced such dynamic political and social change in recent years.","airtime":"SAT 3am-4am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Inside-Europe-Podcast-Tile-300x300-1.jpg","meta":{"site":"news","source":"Deutsche Welle"},"link":"/radio/program/inside-europe","subscribe":{"apple":"https://itunes.apple.com/us/podcast/inside-europe/id80106806?mt=2","tuneIn":"https://tunein.com/radio/Inside-Europe-p731/","rss":"https://partner.dw.com/xml/podcast_inside-europe"}},"latino-usa":{"id":"latino-usa","title":"Latino USA","airtime":"MON 1am-2am, SUN 6pm-7pm","info":"Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg","officialWebsiteLink":"http://latinousa.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/latino-usa","subscribe":{"npr":"https://rpb3r.app.goo.gl/xtTd","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/Latino-USA-p621/","rss":"https://feeds.npr.org/510016/podcast.xml"}},"live-from-here-highlights":{"id":"live-from-here-highlights","title":"Live from Here Highlights","info":"Chris Thile steps to the mic as the host of Live from Here (formerly A Prairie Home Companion), a live public radio variety show. 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Updated Monday through Friday at about 3:30 p.m. PT.","airtime":"MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.marketplace.org/","meta":{"site":"news","source":"American Public Media"},"link":"/radio/program/marketplace","subscribe":{"apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=201853034&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/APM-Marketplace-p88/","rss":"https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"}},"mindshift":{"id":"mindshift","title":"MindShift","tagline":"A podcast about the future of learning and how we raise our kids","info":"The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED MindShift: How We Will Learn","officialWebsiteLink":"/mindshift/","meta":{"site":"news","source":"kqed","order":"2"},"link":"/podcasts/mindshift","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5","npr":"https://www.npr.org/podcasts/464615685/mind-shift-podcast","stitcher":"https://www.stitcher.com/podcast/kqed/stories-teachers-share","spotify":"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"}},"morning-edition":{"id":"morning-edition","title":"Morning Edition","info":"\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.","airtime":"MON-FRI 3am-9am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/morning-edition/","meta":{"site":"news","source":"npr"},"link":"/radio/program/morning-edition"},"onourwatch":{"id":"onourwatch","title":"On Our Watch","tagline":"Police secrets, unsealed","info":"For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. 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