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Ms. Wormwood needs to implement these aspects into her classroom:
having students make goals before each assignment and turn them in to her
using previously mentioned strategies (see "Teaching Methods for Positive Motivation Behaviors" page) for attaining goals
monitoring Calvin's performance to keep track of his progress so she can see if her new teaching strategies are working
add time into her lectures to explain how learning this information will help reach life goals that her students have (Calvin's goal is to become a millionaire)
give Calvin time sensitive assignments to get him to learn how to manage his time in class
give students self-reflection sheets after each assignment to teach them self-evaluation
Attribute Calvin's success to the strategies he's using so he knows it is his hard work getting the good grades, not luck or skill
What activities Ms. Wormwood needs to implement into her Classroom
Group activities so Calvin can have a responsibility to other students to motivate him to do his work. This isn't self-regulation, but it will help lead to it.
Self-report questionnaires to get Calvin to reflect on his work and the strategies he used to accomplish the task. Self-reports include questions on how Calvin thinks he did on the assignment, what he can do better for next time, what did he do that was successful, etc.
Having Calvin keep a diary will help get him to practice self-reflection on a daily basis through self-monitoring. It can also lead to him practicing self-monitoring at home and not just in the classroom.
Using rough drafts for writing assignments will force Calvin to plan ahead on his assignments. Especially when writing essays.
Assign tasks where students pick out the main idea of a text because it forces students to focus on what is important in the text, and they really need to understand what they just read to complete the assignment.
Ms. Wormwood needs to use reciprocal teaching, where students work in pairs on assignments, and have students teach their classmates what they learned because students should know the material well enough to teach; it proves that students aren't just memorizing and regurgitating.
Students chose an identity that they strive for, and Calvin has chosen to be the class clown. Ms. Wormwood needs to show Calvin that being the class clown is not who he wants to be because it will not align with his life goals. Calvin needs to become a motivated student to become who he wants. In order to make Calvin more comfortable in the classroom, Ms. Wormwood needs to talk to his parents to learn about his learning history. Past educational experiences have a big impact on what students believe is acceptable or not (Boekaerts 2006). If past teachers allowed Calvin to mess around in class, he doesn't know that that behavior is unwanted. Clavin needs to be comfortable because students who do not feel comfortable are more at risk for poor results in the classroom.
This is an example of how Ms. Wormwood needs to use this moment to teach Calvin why learning math will help him attain one of his many life goals. Ms. Wormwood ignored Calvin's comment about how math doesn't matter. Instead, she should have taken the time to explain to Calvin that in order to become a millionaire (which is what he wants to be when he grows up) he needs to be able to solve problems, and the skills he is learning in math class teach him how to problem solve. She could then ask him what job he wants to do to become a millionaire and give examples about how they use math every day.
This is another example about how Calvin is not self-regulated; he does not understand the meaning of grades. Grading Calvin on assignments is not a strategy to get him to be self-regulated. Instead of using the grading system to motivate him to do his work, Ms. Wormwood needs to add extra value to the assignments. She can do this by rewarding students who do the best on assignments. This can be as simple as putting stickers on the assignment or giving bonus points. Right now, Calvin doesn't want to do any work, so he needs to be motivated to complete classwork to the best of his ability before he can start working on his self-regulation. Once he starts putting effort into his schoolwork, Ms. Wormwood can start teaching him self-evaluation strategies.
This interaction shows how Calvin does care about his future; he just does not want to do the work required to get there. Ms. Wormwood needs to take this opportunity to reassure Calvin that this education is preparing him to become a millionaire in the 21st century instead of lecturing him about his work ethic.
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