Reinforcing+Effort+and+Providing+Recognition

Most research about how students learn centers around strategies that pertain to the academic subject matter. While this focus is important, it is equally important to look at the individual student and what their beliefs and attitudes are. Many times, particularly with economically needy student populations, an attitude of failure is developed and becomes the accepted norm. Research has proven time and again that there is a direct link between __believing you__ //can do// it, and actually achieving the goal. 

Strategies that reinforce effort and provide recognition go hand and hand with student attitudes and beliefs. Many times students do not understand the significance of acknowledging the weight of their level of effort and how it directly impacts their achievement (Seligman, 1990, 1994; Urdan, Migley, & Anderman, 1998). Educators that routinely applaud students for attaining specific (individual) goals, (are in the end) increasing the student’s overall level of achievement (Craske, 1985; Van Overwalle & De Metsenaere, 1990). One of the most important decisions for teachers to make is exactly how to present the recognition. It is widely believed that abstract or symbolic acknowledgement has more influence than rewards like candy or prizes (Cameron & Pierce, 1994).

[|PBS Article with data charts.pdf]

Marzano, Pickering and Pollock (http://www.netc.org/focus/strategies/rein.php) identify research based strategies that teachers can employ to increase student effort as it relates to achievement such as 6. Recognize individual students for personal progress. Winning usually indicates that others have lost, or are "below the winner." When students have personal goals, or reach pre-determined standards of excellence, recognition is for personal achievement, which is unique to each student. 7. Make clear the real goal of effort. "The harder you try, the more successful you are" is what the act of recognition shouldcommunicate to students, not "the harder you try, the more prizes you get." Make this clear to students and apply it in practice. media type="custom" key="9096164" [|Research, effort]
 * 1) Teach the relationship between effort and achievement. Many stories exist to make the connection with famous people. Draw examples from the well-known as well as the unknown so students recognize success in all situations and under many situations. Encourage students to think about: What does effort look like?
 * 2) Reinforce effort. Students who are recognized for effort will make the connection between effort and improvement. Students should be helped to internalize the value of effort to make a strong connection between effort and the desired outcome.
 * 3) Visual representation of effort may increase effort. Students who are helped to design an "effort log" using graphic representation will be more likely to see it in their mind's eye, and refer to it when working.
 * 4) Create a class effort rubric. A class that shares a common definition for effort will also share the understanding of effort and achievement. If students are in learning groups, on the same teams, or in study groups together, they will have a common language and a shared ideal regarding effort and achievement. [|Effort Rubric]
 * 5) Be careful about how and when recognition is provided. Verbal praise for small or easy tasks can be construed by students as undeserved, and may actually decrease effort. Ensure that praise and rewards are provided because an authentic standard of performance has been achieved. Doing an activity to a predetermined standard may well be worthy of reward and result in increased effort and motivation. media type="youtube" key="beA_g02Yj1s" height="390" width="640"