"I think I can, I think I can, I think I can!" This powerful message of self confidence and personal effort from the beloved story, The Little Engine That Could (Piper, 1930), still needs to be taught today. Many of our students feel defeated by what they cannot do and have become so afraid of failure that they do not even want to try. Belief in one’s self plays a vital role in one’s motivation for learning and achievement (Pitler, Hubbell, Kuhn, and Malenoski, 2007). The little engine had never driven over the mountain or carried a heavy load, but was willing to try in order to save the day for the children. “The instructional strategy of reinforcing effort enhances a students’ understanding of the relationship between effort and achievement by addressing their attitudes and beliefs about learning” (Pitler, Hubbell, Kuhn, and Malenoski, 2007).
One the students are taught the importance of effort, they should then take ownership of tracking their own effort and achievements. According to Orey (2001), “shaping behaviorism” strives for small, gradual changes that are rewarded and acknowledged. Currently, I use the Accelerated Reader program (Renaissance Learning 2010) in my classroom. The students read books at various levels and point values and take a computerized test that test reading comprehension with immediate feedback, score on test. Students track their own progress and receive rewards for every 10 points accumulated. I meet with the students bi-weekly to review their progress and discuss strategies for further achievement. The Accelerated Reader program has a class record that allows me to view all test attempted and achieved with associated points achieved. We discuss if reading levels are achievable, reading a variety of genres and strategies for independent reading success. This program rewards effort and achievement. We set goals for each nine weeks and yearly. They also love the incentive to go in the treasure box.
“Homework and practice give students a chance to review and apply what they have learned” (Pitler, Hubbell, Kuhn, and Malenoski, 2007). My class web site provides many opportunities for my students to practice the skills we are currently studying. Class links list practice, research and inquiry sites for students to access at home and at school. The students are also able to communicate with classmates and teachers through blogs and instant messaging. One of our favorite school available sites is Key Skills (2010 Sunburst Technology). This site provides drills and practice in math addition, subtraction, division and multiplication. They are able to track success and are rewarded with electronic stickers. Compass Learning Odyssey (Compass Learning, 2008) is another tool we use to reinforce skills in math and reading. The students are intrigued by the “games” and repetitive drills and instruction. The students are able to track success and reports are also available for the instructor to review and assign. This program also provides a “modeling strategy” that the students are able to observe and practice with immediate feedback and remediation if necessary (Orey, 2001). We also use Brain Pop Jr. to introduce new skills or reinforce them. This program allows the student to complete online quiz following each segment. Our class is divided into small community groups. The groups compete for tokens in Jeopardy as reviews for science and social studies. They are working on team building skills and rewarded for correct answers with team marbles (our class behavior management incentive plan). Practice in all areas will help the students to achieve the desired outcome, behavior or skills needed to succeed.
References:
Brain Pop Jr. http://www.brainpopjr.com/
Compass Learning Odyssey http://compasslearningodyssey.com/
Key Skills http://www.sunburst.com/keyskills/index.htm
Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/. Section: Behaviorism.
Piper, Watty. (1930) The Little Engine That Could. New York: The Platt & Munk Co., Inc. http://www.childrensbooksonline.org/Little_Engine_that_Could/pages/07_The_Little_Engine_that_Could.htm
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD. Pgs 156, 187, 188.
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Program Outcome Essay
14 years ago
7 comments:
The reference to the Little Engine That Could really illustrates the relationship between effort and achievement. Just as the little train was successful, students can improve their performance with effort.
Online resources allow students to gain practice while having fun. As the students enjoy working on the activities, they get feedback and the teacher can receive data about the progress of the students that can be used to help develop further instruction.
One of the programmes I use with a student is Mathletics, a reinforcement programme that has a series of questions on a concept. As the student answers the questions, he or she gets immediate feedback on accuracy, and is able to track how welll he or she does.
Mathletics seems like a great resource. I will check out the free class trial at the beginning of next year. I depend on good software to excite my students about math and reading.
I loved that Little Engine story when I was a child. It is an excellent illustration to use with your presentation. I admire you wide use of technology with your students. I have taken note of several of them and will give them a try. Keep up the good work.
I am very envious of the technoogy that you have in your classroom. I look at your pictures on your site and can see the enthusiasm and excitement from your students. Obviously, they have a technology rich environment and benefit from your knowledge.
It looks to me that your classroom uses behaviourist theories on a daily basis for student motivation. How has the feedback been from their families? Do you students have computers at home as well?
Only a few of my students have access to computers at home. Some of them use the computers at the public library. Our famiiies are not very involved or responsive. I only had three parents attend open house and technology night. Hopefully next year our parents will be more hands on.
Most of my colleagues agree that technology has enhanced the classroom. Online programs provide positive reinforcement by using immediate feedback and engaging activities. This week's discussion allowed us to share ideas and resources that will only enrich our learning environments. Remember that with a little encouragement from each other and belief in ourselves, we can do great things and achieve much!
Connie,
Your class is so fortunate to have the resources in the classroom. I especially like your connection to the Little Engine That Could. That is one of the books we use in our kindergarten classroom each year. We focus on the message the story is trying to convey. It is an important factor in each child's learning experiences to understand that they are capable and can do it. The technologies that you use in your classroom help to build your students self confidence in their abilities. It is clear that practice either as drill and practice or homework is going to help young learners feel confident.
Just love what you do in your classroom with your students!
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