Defenition: Helping students understand the relationship between effort and achievement(Hill and Flynn, 87)
  • Discover how the student learns

(Pg. 88) Two generalizations:
1.Students do not know of the direct effect that effort has on success.
2. Students can learn that the effort they put into a task had a direct effect on their success.
Connecting these two generalizations can increase motivation.

Classroom Recomendations:
  • Teach students that effort is important. This involves telling students stories about your own life and well known people.
  • Ask students to remember times in which they succeeded because the didn't give up. Example: The little Engine that could (Brophy, 1981).
  • Track effort and achievement(Hill and Flynn, p.88). Graphs and charts can be used by the students to see the connection between effort and progress of their achievement. Rubrics can be used to evaluate how the student feels their effort is on a scale from 1-4.

Example of a Classroom Rubric:

Physical Education Effort Rubric
4) I ran until I finished. I tried even when it was difficult
3) I ran until I finished. I knew I couldn't do any better.
2) I tried, but I stopped when it was too difficult.
1) I didn't try. (Hill and Flynn, p.91)

References:

Hill, J., Flynn, K. (2006).
Classroom instuction that works with english language learners
Alexandria, VA: ASCD

Brothy, J. (1981)
Reinforcing Effort and Providing Recognition. American Education Research Association.
http://www.paec.org/itrk3/files/pdfs/whatworksReinforce.pdf (2011, March 20)





In the text Teach like a Champion, Lemov used the example of having the children raise their hand after the teacher does in order to get the children's attention. When all of the children raise their hand, they are expected to be quiet and engaged. This is an example of "100 percent" which means complete compliance in the classroom (Lemov, p 168-171)This can increase a child's effort because when you have the entire class following directions, this allows for the best effort to be achieved by the student.
Least invasive forms of intervention
  • Nonverbal intervention
  • Positive group correction
  • Anonymous individual correction
  • Privave individual correction
  • Lightning-quick public correction
  • Consequence
Ways to Emphasize compliance
  • Invent ways to to maximize visibility
  • Be seen looking
  • Avoid marginal compliance
  • Leverage the power of unacknowledged behavior opportunities

References:

Lemov, D. (2010).
Teach Like a Champion.
San Francisco, CA: Josey-Bass.