Dear Mrs. Wormwood,
We are reaching out to you in hopes of providing you with some helpful information which may help Calvin and other students become more motivated in your classroom. We have been researching expectancy theory, goal theory, interest theory, self-determination theory, and self-regulation theory and feel we came up with some great strategies to implement.
Curriculum is an important aspect of teaching any student who either falls behind or is not interested in the subjects. There are several different ways to update and adapt the curriculum to reach and encourage all the students. Within expectancy theory the students need to be more motivated and involved with the work. The assignments should be made up of one main point and then there are smaller points that can be adapted to keep the students interested and motivated. Goal theory also shows us that there is a lot of higher performance when students are given a goal and then have to meet that goal. The success rate goes even higher when the students make up their own goals. The best way to do this is to have students create an individual goal at the beginning of each unit. Then at different checkpoints check in with each student to see how their goal is coming. As a teacher, create a whole class goal that everyone tries to meet by the end of the unit. Self-regulated learning theory also proves that setting goals for the students, or allowing students to set their own goals improves motivation a lot. Each student has their own interests and motivations. As a teacher finding ways to change and alter a curriculum to meet those interests is hard but also important. Allowing for students to do group projects, individual projects, or a whole class project allows for a student to take their own interests and add them to the class. This gives them the opportunity to learn and find mastery. Self- determination theory also proves that students are more intrinsically motivated to do things when it relates to them, or they have some kind of interest in it.
In terms of instruction, there are a few changes we could make to help support Calvin’s learning. By focusing on building Calvin’s expectancy, goals, interest, self-determination, and self regulation, we can push Calvin to stay motivated in school and focus on his own individual improvement and learning.
Calvin has displayed low expectancy in the classroom. This is likely due to him not seeing any value in completing tasks, or trying to understand the material. You can try and give a bigger opportunity for the students to come up with goals, and try to use examples in class that relate to personal interests such as snowmen, dinosaurs, etc.
Teaching in a way that pushes students to achieve full understanding/mastery of a step before progressing to the next step can also help students achieve miniature goals within their learning. This can then provide students with a better sense of accomplishment and push them to stay motivated in understanding the next steps. You could also have students set individual goals focused around classwork and use check-ins to provide Calvin and other students with the support to grow as a learner. This can push students to be intrinsically motivated rather than extrinsically motivated in the form of being focused on grades, especially since Calvin is not concerned with his grades.
Calvin has also displayed very high levels of interest when in a non-school environment. We can see that he displays stages 3 and 4 of interest, however when he is in the classroom he sits at phase 0 (No interest) or phase 1 (triggered situational interest). In order to help support his learning, if you could instruct in a way to trigger maintained situational interest or even push into individual interest, he will be more motivated in school. This can be done by using material that triggers some emotional connection, something valued in the community, or by connecting the material to something Calvin is interested in.
Calvin is a very creative student, spends a lot of time focusing on things he is interested in. If you could find some way to push Calvin to be intrinsically motivated, he will stay focused on the task and his learning. Self-guided projects could help support this as he would be learning the material in a way that is still interesting to him. Interactive instruction can also help, as he would not be stuck sitting in a chair all day and have the opportunity to zone out.
To help Calvin monitor and control their own learning, you can teach in the form of scaffolding. By demonstrating examples of problems, it will allow Calvin to better understand the material, which could then push him into a more self-regulated form of learning as he wouldn't require as much support.
Under the circumstances relating to your student, Calvin, there are multiple different areas that can be improved. Calvin has trouble with learned helplessness. Learned helplessness is avoiding doing tasks to not look dumb in front of their peers. Calvin also has difficulties with motivation inside and outside the classroom. Understanding that every student has different ways of learning can help keep track of how learning should be assessed within your classroom.
Within the scope of assessment, Calvin will be better served with one-on-one interaction. Calvin sees the idea of homework and class assignments as a means to an end. He does not see any real purpose to school. Assessments where he is seen being talked down to in front of the whole class will only further that point. Based off Expectancy theory, specifically mentioning Self-Efficacy theory, there are signs pointing to Calvin having low self-efficacy. Meaning that Calvin avoids learning opportunities and achieves at lower levels. Assessments are another topic that he will avoid inside the classroom. Calvin as well has a fixed mindset, using the one-on-one interaction will counteract his "inabilities".
Along with one-on-one interaction, there should not be comparison between the students in the classroom. Within Achievement Goal theory, there needs to be informative assessments. Assessments that give information about improvement and progress towards standards. Another component of giving out assessments is stating a starter goal and then an end goal. One easy to meet goal that is still challenging but won't stir Calvin away from his ability to complete assignments. As well, giving assessments with many different opportunities to improve can help Calvin move up inside the classroom. Having those opportunities available will move Calvin into phase two: maintained situational interest in Interest theory. Having the many options when giving assessments will let him choose which one will keep him motivated and interested in learning these topics presented.
Calvin needs to be intrinsically motivated. Intrinsic motivation comes from the inside, people complete tasks that they enjoy and feel personal satisfaction from. As Calvin is not motivated to do anything within the classroom and finds many excuses to get out of his work, he isn't even extrinsically motivated which does make it more difficult to help him change. Extrinsic motivation arises from outside forces. Calvin seems to have a fixed mindset. Meaning their abilities can not be further developed. Self-determination theory shows that Calvin needs more flexibility within the classroom. Organizing assessments that have those options can bring Calvin to understand he can develop his abilities further.
Self-regulated theory shows how individuals direct the course of their development. Calvin is at the point where he doesn't even think about his course of development. Being able to bring assessments to him where study habits and self-regulation during test taking are available is the better option. Calvin also shows that he is not able to concentrate for long periods of time. Allowing breaks for him to go outside will bring him better success in the classroom. Having these options discussed when doing his assessments will let him see the work you put into understanding his differences from his classmates.
For Calvin’s behavior I have several evidence-based suggestions to make to change Calvin’s behavior. After observing Calvin’s behavior in the classroom I have determined he is bored and unmotivated to learn. Calvin could really use some self-regulating techniques from the self-regulated learning theory to help him in class. Have him practice emotional regulation: take deep breaths, allow him to take breaks when he gets frustrated. When he comes back from a break debrief with him. Figure out why he was frustrated. Help him identify when he is daydreaming or dissociating from the lesson. Have him do some self-reflection, why does he think he daydreams? What are some ways to ground himself? Allow him to come up with ideas to help him succeed in the classroom. Another way is to have him write down expectations of the classroom he thinks he needs to follow. Have him come up with a way to keep himself accountable through expectancy theory. Having him set these goals for himself and have him keep himself accountable will build his sense of self-efficacy.
Many of Calvin's outbursts can be tied to his assumption that the information is boring or not useful. Using achievement goal theory, you should explain how the information could tie to real life, have him brainstorm a few after giving an example. In addition, have him apply the things he is learning to his own interests. According to interest theory, Calvin has no interest, but bringing his interests into the equation will help his interest in the subject grow. He will grow a intrinsic motivation instead of extrinsic motivation. According to self-determination theory this will improve his motivation. You should avoid extrinsic rewards to motivate him: rewards, bribes etc. You should try to foster his interest so he wants to participate in class.
In regards to one-on-one interactions with Calvin, I believe you would greatly benefit by developing a more positive relationship with your student and then implementing a more flexible, personalized, goal-oriented feedback cycle. As it stands, you are often dismissive of the questions Calvin asks, even if he means them to be genuine– such as when you ignored when he asked that the point of learning integers is if they are all going to die eventually. Other times, you actively punish Calvin for expressing boredom or frustration with the content being taught by sending him to the principal’s office, thereby hindering his understanding further through his absence rather than supporting him. If you want Calvin’s motivational behaviors to change, you need to help him switch his mindset from one of boredom and failure to one of growth and genuine interest. Calvin won’t form a more positive association with school until he has a more positive connection with you. To form that connection, you’re going to have to commit to some individual interactions.
Calvin is a bright kid with a lot of interests outside the classroom, such as snakes, dinosaurs, and some highly specific aspects of philosophy and law. If you took the time to learn of Calvin’s interests, you could begin using the principles of Interest Theory to your advantage in motivating Calvin. Start by triggering his interest by relating the situation/content directly back to one of his prior interests (such as dinosaurs). Encourage him to further explore that connection to develop maintained situational interest, and then finally start to encourage Calvin to develop an individual interest in the classroom topic. Calvin is naturally curious, so chances are that if you can engage him initially and let him explore freely, he’ll pick up the new topic quickly. But first, you’re going to have to learn what his interests are by talking to him individually outside of instruction times – such as before and after school. If you learn his interest you can begin relating it to the content you want to teach.
In the same vein as Interest theory, try to utilize Self-Determination Theory to develop Calvin’s intrinsic motivation. Right now Calvin is in the area of external regulation and introjection, where he will only complete an assignment to avoid getting in trouble from external factors (and sometimes not even that is enough to motivate him) but if you could stop ignoring his questions regarding why the subject material matters to his life, you may be able to help him develop into the identification and integration stage, where he’ll understand that doing well in school is important to his future and begin valuing his learning. You may consider creating a reward system for Calvin as a form of extrinsic motivation (such as extra recess for completing an assignment) but do so cautiously as he’s likely to see it as a manipulation. That, and a reward that is unconnected to the subject taught (what does recess have to do with the love of math?) may inadvertently undermine any interest / intrinsic motivation that Calvin was in the process of developing.
Alongside generally having more positive one-on-one interactions with Calvin, you would do well to spend time giving him specific feedback on his work and encouraging him to set goals. The research supporting the Expectancy Theory suggests that Calvin currently suffers from a fixed mindset and learned helplessness, in which he’s decided that school is simply not for him and he’s therefore given up even trying. If you spent more time giving positive one-on-one feedback, he may develop a growth mindset and start attributing his success to his own hard work, rather than the potential that you were simply in a better mood while grading his paper than you would be usually. Giving him specific, positive feedback regularly would also help him develop self-regulation skills aligned with Self-Regulation Theory. If Calvin can learn to be more reflective when it comes to his assignments and behavior he’ll consequently be able to make a plan to do better in the future and realign his goals. Calvin could very well improve his performance, but the first step is for you to create a positive, growth-focused environment in which you give frequent feedback.
Of course, Calvin can’t reflect on his goals if he hasn’t taken the time to develop them. Part of encouraging self-regulation and intrinsic motivation in Calvin should include setting specific goals. If Calvin has a specific goal in mind to work towards, it will not only keep him more focused but will help him improve his attitude, his performance, and his self-reflection. Goal Theory suggests that Calvin is currently largely performance-avoidant in that he would rather not do the work at all than be put in the position of being incorrect and looking “dumb” in front of his peers. If you took the time to check in individually with Calvin regarding his personal goals, he wouldn’t be put in the position of speaking in front of the class as frequently and therefore would become less likely to self-handicap. Likewise, as Calvin has a lot of energy it would be beneficial if his goal was flexible and frequently related to his previously held interest.
In conclusion, Ms. Wormwood, Calvin’s motivation to do well in your classroom would greatly improve if you had more frequent, positive interactions with Calvin. Satisfy Calvin’s need for independence and freedom by allowing him to relate content to his interests, and by doing so you will be utilizing his intrinsic motivation and triggering situational motivation that may eventually lead to maintained individual interest (Self-determination theory, interest theory). By encouraging Calvin to set personal goals, you could make better use of his energy and creativity while simultaneously developing his regulation skills and encouraging him to become less avoidant of his work because he won’t feel the social pressure of his peers (self-regulation theory, goal theory, expectancy theory). With all of this combined, Calvin will develop a better attitude and a better sense of self-efficacy (self-regulation, expectancy theory). He will stop believing the school is useless to him and start seeing it as a way for him to further explore his own interests. Like it or not, Calvin is a spirited kid who has a lot of energy to put towards learning, your job is to take all of that intrinsic motivation and guide it in a productive direction. Start by trying to understand his interests and answering his questions without criticism, rather than dismissing his concerns or punishing his natural curiosity.
Oh Mrs. Wormwood, do not forget that kids take a village! Who better to get involved in Calvins’ school work and behavior than his parents. You could mention to them that setting goals outside the classroom along with classroom goals can be beneficial. Setting these goals and helping Calvin see what is expected from him would greatly help him in the classroom. Aligning with our expectancy theory if you help Calvin if you explain to his parents that they need to help him foster a more growth mindset. Explaining to Calvin that making mistakes and getting things wrong are a part of a process to receive the right answer along with showing him that the process matters as much. We would also want to highlight achievement goal theory. This theory would help if Calvins parents not only help set goals but help him check in with where his goals are at. If he's complete a goal maybe shows a lot of excitement. If for some reason, he is not meeting the goals set by him, either inside or outside of school, maybe check in and see what he needs help with. Now we'll take a look at self-determination theory. For this theory we'll think about Calvin achieving the goals set by him and his support team. When Calvin accomplishes a task, project, goal or assignment I recommend not giving him anymore extrinsic motivation. What does this mean you are most likely thinking Mrs. Wormwood, and I'll explain. You and Calvin's parents can no longer depend on things like pizza parties and other treat like items.
Calvin has to learn an intrinsic feeling of motivation. This mean Calvin must feel good about what he is learning and how the feeling is affecting him. We now head into our Interest theory ideas. This may be some work on your end Mrs. Wormwood however, if you were able to sit down with Calvin's parents and inform them on what the class will be learning for the week, this could benefit Calvin. How, you might be thinking. Well, if Calvin's parents were able to continuously connect different hobbies with what Calvin would be learning for the week the material will not only stick better with Clavin he'll have more of an intrinsic reasoning to pay attention. He'll just want to remember the information to benefit his own personal interest. Now lastly, we'll talk about self-regulation. Self-regulation can be taught inside and outside the classroom. My suggestions Mrs. Wormwood would be to get his parents involved. It's not that Calvin misbehaves because he is a bad child, it's more because he cannot regulate his emotions and therefore regulate his learning. How can we help? Well, we need to go back to setting goals. We know that self-regulation is a process of constant checking in with yourself in a productive way. Maybe recommend that Calvin gets a journal for outside of school. Writing down how he felt that day and what made him feel that way is one way to self-evaluate. On projects that he works on at home parents should set a goal of how much should get done each day and then ask Calvin how he felt he accomplished the task that they assigned per day. He needs to relook over what was accomplish and set a plan of action for next project. Talking with his parents and incorporating these theories I believe that you guys can get Calvin on the right track.