The other thing that amazed me when I began working at school is the students' overreliance on grades. Most of them won't move their little finger if they don't get a mark for it. Even if I offer them an interesting task such as a crossword puzzle, many students still ask is they will be rewarded for it.
It's widely known that extrinsic motivation (marks included) is not so bad. But today I've read an article on motivation in Wikipedia (http://en.wikipedia.org/wiki/Motivation#Intrinsic_and_extrinsic_motivation), which says that "If teachers decided to extrinsically reward productive student behaviors, they may find it difficult to extricate themselves from that path. Consequently student dependency on extrinsic rewards represents one of the greatest detractors from their use in the classroom". That is, students get addicted to extrinsic motivation. Then, does the intrinsic interest develop?
On the other hand, I've observed cases when extrinsic motivation turned into intrinsic, that is when kids were made to attend some optional classes and then got interested in the subject.
So, the conclusion is that we have to develop our student's intrinsic motivation in our subject. The first tool that comes to mind is is to make them feel successful in some areas or activities. To show them that hard work leads to success.
What else can you suggest from your experience?
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And I'm so glad that in my foreign languages school I can work without any grades (we have tests twice a year). I like it very much. The less grades the better.
I am convinced students would work better if they didn't think about marks. Grades are not only a reward, but also a great reason for stress for those who don't want to get a bad mark.
sometimes they think much more about their marks than about English itself. And some lazy bones sometimes get excellent marks much easier than some really hardworking kids.
I read your blog , especially "Most of them won't move their little finger if they don't get a mark for it" mmade me laugh...
Yes, you are too right. Mark is everything for them. For example a student like you too much, and when he/she gets low mark immediately be offended.
I had this experience several times. Unfortunately that is. If they get good points you are a good teacher, otherwise..........
thank you....
Thanks for all your responses! But what can we do if the school system is based on grading?
Use grades to encourage students not to depend on them ;) And praise kids no matter what grades they get.
Can you give me an example, please?
Can you give me an example, please?
For example, a written test, in which you kind of cheat your students. Each student has a unique set of questions so that they couldn't find out that other student gave other answers, and no matter what they have written everyone gets the highest possible grade. Their self-esteem will become better. I see that my student, who doesn't really like doing homework, does it every time she gets "A" for class activities, especially when she doesn't know that she was going to receive a grade. You say "Most of them won't move their little finger if they don't get a mark for it". It is different in Russia, our pupils are afraid to make a mistake and if they know that they can be mistaken and get an average grade they won't utter a word. When they are not afraid, they start doing something. Unexpected rewards make them more active in further classes. And I don't really see the problem if someone needs a reward. If it motivates students, I'd be generous and give it to them. The problem is when a student is doing his best and the teacher never rewards it. I'd rather title your post as "lack of grades is motivation killer", as grades seem to be motivation for your students :)
Motivation is a very complex phenomenon anyway.
I'm also from Russia. My students are used to receiving grades every lesson, firstly, for their homework, secondly, for tests, thirdly, for classroom work. Not few. They don't suffer from lack of grades. I meant to say that I want my students to develop intrinsic interest in learning languages, not to think of grades all the time.
I use the differentiation technique you are talking about. But the students start to say: why is his/her task easier than mine? They are not so silly!
If I start giving them good marks for every minimal effort they tend to relax and stop making effort at all!
Oh, sorry, I didn't notice you were from Russia, your nickname has rather misled me.
Well, as for "intrinsic interest", you could ask your students to choos their favourite song and try to translate it. So they could think of English as a way to understand what surrounds them, not only coursebooks and school activities... Have you tried anything of that kind?
"why is his/her task easier than mine? They are not so silly!"
Do you let them see each other's tasks? :) That could be an express 10-minute test so that they didn't have time to see their friend's task.
"If I start giving them good marks for every minimal effort they tend to relax and stop making effort at all!"
I didn't suggest doing that all the time. Once in a while can do good.