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Fostering Pride in Work

I inwardly groaned as I looked at my computer screen. Here was yet another essay, single-spaced, and with first-person, personal pronouns in lower case, turned in as the published piece. This was supposed to be best efforts, showcasing what this student knew and understood about the major themes within the novel A Christmas Carol and writing a quality literary analysis. I took a deep breath and began reading, hoping the content was the high quality I expected, even if formatting and conventions weren’t.

I’ve noticed that students haven’t been as concerned with the appearance of their work as students were five and ten years ago. This isn’t happening only in student writing. When I ask students to produce visual materials like posters or slide shows, the final product often has errors I didn’t expect. A tri-fold board holds tiny photos with even tinier captions, so that even students closest to the speaker can’t see the visual clearly. A slide show contains spelling errors, and the graphics on the slide are poorly arranged. Every time I receive work like this, I wonder, “Didn’t the student care about this?”

I’m not alone; some of my colleagues have made similar comments. Some initial reflection led me to three conclusions:

1. Students are misinterpreting some of my messages.

2. Students just don’t know what makes a quality presentation. I’m making assumptions about their previous experiences; I need to do something to clarify my expectations. It may be as simple as showing them examples of well-crafted visual displays.

3. Students are relying too heavily on technology to find their errors, and then they don’t always pay attention to what the word processing software recommends.

A little bit of reading on the subject of student pride opened my eyes to reality, and it was pretty convicting:

The issue really isn’t with the students. The issue rests with me, and how I am designing lessons and assignments.

This is not what I want to hear.

As I do more research, two common themes appear:

1. Students must perceive the work they are doing as relevant to them and worthwhile. It must be work that matters; work they care about. This blog post

2. Students need to see that we value their work. We need to showcase what they do by putting it on display. As Andy Tharby writes in this blog, “My question is this: if we do not give all students the opportunity to find value in their written work, is it not a surprise that so much of it is littered with preventable mistakes?”

So, as I reflect on the Christmas Carol theme assignments, I can see a couple of issues:

1. I’m not sure I can say that students didn’t care about the assignment; overall, students did very well in analyzing themes and their development across the novel. The quality of their ideas and the support for them suggests

2. I definitely need to improve how I show students I value their work. Right now, I read their work in our Google classroom, comment upon it, record grades, and we move on. I don’t have students print their work and hang it up, and we don’t display it electronically through a web site.

To see what happens when students view work as relevant and worthwhile, and know I value it, too, I looked at how these same students students handled their 20Time projects. Students design self-selected projects, lasting either a semester or a full school year. For most students, it’s motivating to be given the opportunity to focus on something they’re interested in and have the gift of time during the school day to pursue that interest. Automatically, this addresses the first theme of relevance and value.

As for the second theme, I need to show students that I value their work, blogs, conferences, and our end-of-project presentations. Through blogging, students are encouraged to share their successes and challenges as they work on the projects. Blogs are more than a “diary” of the project. Through the blogs, kids ask for and receive suggestions and encouragement. Through conferences, we show that we are interested and supportive of each other’s projects. Finally, through presentations, we show that the projects are valued by wider audience. Recently, the sixth graders wrapped up their first-semester projects and gave their presentations. Both principals came to see presentations when they could, and classmates ran video cameras to record presentations for later reflection and self-evaluation. Knowing that their 20Time projects were going to be on display, the students demonstrated they cared about how the visuals and spoken presentation came across to the audience.

Thematic analyses and major project presentations can have the qualities that increase student pride, but what about the day-to-day work? What changes do we teachers need to make to the day-to-day, mundane tasks to make them more relevant and valued? Joey Till is right: “It is hard to care about their 845th math worksheet in their academic career or their 397th math test.” 

How can we make the daily, routine work something more relevant to students? How can we show them what we value goes beyond a grade in the grade book? What approaches do you use to encourage students not only to learn, but to take pride in how their demonstrations of that knowledge and skill are displayed? What research or source have you found to be helpful?

8 Comments

Wendy Rice commented on December 30, 2015 at 9:53am:

Pride in their work

Your post really hit home for me - my 6th & 7th graders too often offer minimal effort, and as a result I've been making their work more "public", as you and others suggest.

I agree that the biggest challenge is the day-to-day work. My only (small) success with that has been to read each student's assignment (worth the time it takes) and to choose a variety of responses to share with the class the next day. For example, this works with short answers on a social studies worksheet: I pick a few different responses, especially from kids who are not at the top of the class, and call on them to share their work aloud. They are proud to be chosen, and their fellow students offer encouragement and respect. 

Thank you for writing about this important concern! You've provided the perfect winter break inspiration!

Jade commented on January 10, 2016 at 8:31pm:

English

I agree completely with this issue. I'm having a lot of the same problems with getting students to turn in quality work. I like the idea of making their work more public, and making projects longer and student-selected so that they invest more interest, time and effort into their work. 

I like using writing examples from their peers in class to hopefully inspire better writing. 

Rebecca Zuckerman commented on January 11, 2016 at 4:17pm:

Assumptions: You know what they say!

It really hit home for me when I read about making assumptions of what students should know. You made assumptions about your students experiences; assuming that these experiences would allow them to produce quality work. I set expectations for "quality" work all the time in my classroom, and then I too am shocked and annoyed when students fail to meet them. Yes, I provide exemplars through a teacher or student samples when I have them, but do I really talk with students about what makes this work quality? Do I scaffold the proccess so that they are able to meet that "quality" expectation? Probably not as often as I should. I like the ideas you present about putting student work on display more, and showing students you value it. Perhaps for me this will mean posting the "best" student assignment on google classroom, and spending some time sharing it with the class and discussing it. I think my students would be excited to be featured on our class website as one of the best, and it would be a great instructional tool as well. 

Thanks for the article! 

Shaila commented on January 12, 2016 at 11:07am:

Blogging

I love the idea of using blogs in the classroom, and I agree that students will take more time with their work if they know that it's going public.  I also have the issue with the day-to-day assignments. When I was student teaching, my mentor teacher had a "Look at Our Work!" board, where she would post all sorts of assignments. It was in the hallway, so students from all different classes could walk by and see what was on the board. This would be a good place to post even the most mundane worksheets, because then students might be motivated to produce good work in order to have it displayed.

Julie Poole commented on January 12, 2016 at 11:53am:

English

I second what Jade commented above.  Making sure the assignment is student selected helps with student interest and efforts by far!

I also always begin an assignment by giving as much information as possible at the beginning to ensure students understand what is expected of them.  This includes not just student examples I've saved from the past, but I tend to model my own examples so they see the quality of presentation expected.  After the assignment has been turned in, I like to highlight students work by displaying it in the classroom or using it as a reference for future assignments.

 

Faye commented on January 12, 2016 at 3:20pm:

english

I agree with you all!  Projects are an important component of student learning.  I just wish I had more time for them this year!

Viviana Milazzo commented on July 24, 2016 at 9:40am:

After reading this article,

After reading this article, there are times where I assume the student knows how to turn in quality work. In reality, the majority of students don't know what quality work is. Based from my experience, It's important to always model to students what you expect from them.

 

Bryan Weaver commented on January 18, 2017 at 11:49pm:

writer

Work is a part of every person life. We learn from bestessays.com customer reviews that everyone does some kind of work. This is the reason why different people have been given different abilities so that they can perform so many diverse tasks without which life would be impossible. Take pride in work.

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