Providing reinforcement and clear feedback to students on one assignment can help them figure out how to improve their work on the next.
Positive reinforcement helps a student feel acknowledged for their effort externally, which they then internalize as another small success. This motivates them to continue learning through the tough patches and remember that their effort will pay off.
By just our human nature the vast majority of us crave reinforcement so this will give us the motivation to hear/see it by any means possible thus motivating us.
Hi Patricia,
Good point. Immediate feedback really helps to keep students engaged and focused on the course content.
Gary
By letting students know how they are doing immediately (or ASAP) keeps students on tak, motivated, and eager to continue.
Giving timely, positive feedback to students is powerful and effective.
Grading papers, and getting the results -with personal comments- back to the students by the next class is really important. It shows your commitment to the student. It isn't just a grade on a paper, it is a written ducomentation and acknowledgment that you know they are are making an effort, regardless of the grade. I try, when the student's result is disappointing, to make suggestions how WE can work towards turning the grade around by meeting and making a plan.
Looking at the individual student to see what motivates him or her can help a student who is starting to fall behind. Finding out what is important to them, why they are in the curriculum in the first place might be the key as to how to movtivate them.
Hi Kathleen,
You make a very good point about getting to know your students. Without this knowledge an instructor is unable to reinforce and support the learning needs of the students in the ways they need to be supported.
Gary
Most students shine in some way as they are dealing with the course content. What I've found is that by grabbing ahold of what they do do well, giving positive reinforcement for that, acknowledging how they are doing well there, motivates them to want to excel in other areas of the class as well. They get excited by having their efforts acknowledged and proud of the fact that they are doing something well. It makes them feel if they are doing well with some of the work, then with a little more effort they can tackle and do well at even more of the course work. It starts a positive momentum, this technique of positive reinforcement.
Whichever mode of reinforcement is used, be it grades, or point system or using immediate feedback, or this positive acknowledgement of effort and accomplishment, I agree that you must get to know and understand your individual students so that you can find the particular mode of reinfocement that will work for each individual.
Reinforcement can be used as motivation for students so that they will feel like they are making considerable progress in the course. Students need to be reinforced in their work by giving the praise for completing assignments and assisting them in areas where they are weak. In this respect, we are motivating them and showing them that they are important in the course. When reinforcement is used, students are willing to put forth their best work so that they can get a high grade in the course.
I guess I am very fortunate in that what I teach offers students an "instant gratification". If they are successful at creating a graphic using a particular new technique in Photoshop or Illustrator they are motivated to do more. I motivate the ones who fail at first by encouraging them individually until they do get it. I am able to limit these instances though because I tend to ask the students to first watch my demonstration and not actually do it with me. Then I repeat the demonstration (slower) and ask the students to repeat my actions at that time as well. This allows me to walk around the class and aid those in need. Then, we break... but upon their return we review by my asking them to repeat the steps without my demo. By the end of the lab period, they pretty much all get it and feel extremely motivated to continue.
Hi Jody,
What are some strategies that you use to reinforce or encourage a student that needs a boost of self confidence?
Gary
a student who doesnt possess much confidence or has fears could benefit greatly from some reinforcement or praise in a job well done!
Hi Cathleen,
Good point about timely applying to both sides. If students meet the set deadlines for turning in their projects then instructors need to be prompt in getting back those evaluated projects. This builds respect for each other.
Gary
'In a timely matter' is the key. Students are expected to turn in their work in a timely manner. Teachers should be expected to do the same. Students need feedback as soon as possible. They need to know they are a priority and their work is important. If it's not worth grading, they may feel it's not worth doing.
Positive reinforcement is the cornerstone to any learning environment. I taught youth athletics for 15 year... college / university students for 15 years+ and the formula is always the same. We all thrive on positive feedback... It is important to know when to provide constructive criticism and when to reinforce the positive progress that is achieved... people of all ages want to know if they are on the right track...
Students need to feel as though they are making progress, or "getting somewhere" with regard to their efforts to both learn and retain the information being taught. As a result, they will periodically need that positive feedback in order to make them feel as though they're moving forward in the class and in their own personal educational endeavors. This reinforcement can take the form of the obvious: a "A" on an exam or assignment, or sometimes, in the not-so-obvious form of pointing out the positive even when the end-grade isn't what they (or, you as their instructor) had hoped for. Again, this is where our creativity as instructors is required, as it is sometimes necessary to look at a less-than-perfect exam or assignment, and point out the positives (i.e. "Despite your overall grade, I can tell that you're making progress here. Let's build on your strengths and work toward a better score the next time around!"). This kind of postive feedback can make all the difference in a student's level of self-belief and their motivation to proceed in class with dedication and continued hard work.
letting a student know that they are doing a great job will raise there effort in all areas.
It's so important to make students feel that they can indeed do the work and that they aren't assured to fail. I start out by letting them all know they have a passing grade that is theirs to maintain, and I spend time in and out of class helping them understand how to maintain it. I always try to give constructive criticism as well when I am returning essays.
I have found that most reinforcement strategies are effective, particularly when one follows the principles behind the schedules of reinforcement in terms of anticipated gain. Like indicatedint he course, I have frequently found that offering bonus points seems to generate more interest and effort than assignments. I have found using small groups with a competitive element to earn bonus points to be especially effective - for both traditional and non-traditional students.
Learning what different reinforcement strategy is appropriate/effective for each of my students, although it reads well in our current course and ideally I certianly agree, sounds like a daunting task to me. I do make a definite effort to learn individual strategies for those students who are struggling, and make a definite effort to learn something about their current/past personal lives. But for every student - I don't have the time to do that - it is just that simple.
