Chapter 2 - The Motivating Classroom - Part II

The second half of Chapter 2 discusses the final 3 "C"s of the "6 C's of a Motivating Classroom."  To review, the first three were:
- Creativity
- Community
- Clarity

4. Coaching - For those of you that don't know, yes, I was once a football coach.  During my first teaching job interview, they asked, would you be willing to help coach, and I responded "I'll coach ballet, if you give me the job."  Well, thank goodness there wasn't a ballet team, so they put me on the football team.  I learned from being a football coach that the same motivational tactics used on the field, could also be used in the classroom.   A good coach does the following:

- wants all players to win
- knows all of his/her players
- uses players' strengths
- consistantly works on each player's weaknesses
- knows the opponent
- considers existing conditions
- applies and practices new skills
- constantly evaluates and assesses

Do you do all of these things as a teacher?  If not, take a look back at p. 79 - 83 for suggestions on how to better "coach" your students.  Especially of interest is from the bottom of p. 83 - 84 which talks about how skateboarders are motivated....very insightful.

5. Conferencing - A great way to make connections and be pro-active with your students is through one-on-one conferencing.  On p. 89 - 91 you will find tips on "Effective Teacher/Student Conferences."   Another aspect of student conferences not discussed in the book are "Class Meetings."  If you are not familiar with class meetings, this is a great way to make your students feel like they are a member of the class and that they have a say.  I used to schedule class meetings with my students once a month to discuss what they liked and didn't like about the class, the school, anything.  It's important to first set up some ground rules.  I used to use the following:

- You can't use anyone's name (students or teachers)
- Raise your hand to participate. Everyone's entitled to their own opinion.
- We can't change rules that we signed to agree under the student handbook and code of conduct.

 Of course they will all complain about how they want more for lunch, but you will also find out some insightful information about your students and maybe clear up some misconceptions.  Class Meetings should not take more than 5 minutes and I found to be most effective at the very end of class.  I also would tell my students that I would share their concerns with administration and the team.  If you need more information on how to run class meetings, please let me know.

6. Control - As children grow older they have more and more responsibility (or control) in their life.  For example, my son, who is 1 1/2, doesn't have control of anything.  From the clothes on his back, to when he can go to the bathroom, he can't control it.  But, like all humans, he wants some control.  So if he doesn't want to eat his greens or come inside after playing in the yard, he throws a fit.   Our students, although much older, are exactly the same.  They want control.  They want responsibilites.  They want freedom.  They want POWER!  Take a second to look back at p. 94 - 95 and review the "Characteristics of a Motivating Classroom" for some tips on how make your student feel like they have some control in class.