Sound of music day

I was truly inspired yesterday.  Last night, I went to our school’s play “The Sound of Music”.  My inspiration started with the curtains being drawn back displaying the perfected and detailed set created by Rick Knievel and students.  The inspiration continued with the flawless sounds coming from the pit, conducted by Glen Traquair.  Continuing to motivate me was the seamless direction from Jennifer Warder.

The highlight, however, were the faces of the students showing true satisfaction and fulfillment at the end of the play, while they were showered with applause.  The students’ performance was outstanding and mind-blowing.

Why was this the highlight?

The students were not part of the play for a grade, nor did it help them to improve their performance for an exam.  The set designers did not have to complete hours of redundant homework, but instead spent quality time completing one single project.  The musicians in the pit, who could barely be seen from the audience, had zero extrinsic rewards, but instead the internal satisfaction of a marvelous job done.  Finally, the actors and actresses understood the importance of each word in the play, and the reason behind the execution of each scene.

I ask one simple question, “Why does this only happen in fine art classes?”

Simply put, the students are part of the play because of true intrinsic motivation.  Each student is allowed to work on the part of the play he/she chooses.  This teaching practice should be demonstrated in all classes of school.

 Some have called it a “Fed Ex day”, or an “Artlassian day”, and now I will call it a “Sound of music” day.  I am making an oath to my students:

Before the semester ends, I will give them one “Sound of Music” day, where I will provide them with multiple resources so they can work on WHATEVER they deem necessary.  There will be no limitations, no suggestions, no constraints, but one challenge: Learn something that you have always wanted to know! 

Of course, there will be one requirement of this class; you must be ready to demonstrate the learning that has occurred.  I will not test my students after this day, nor will I require more homework to be done.  This day, will not improve their test scores, it will not improve their mark in my class, nor will it cover a mandated outcome.  “Sound of Music” day will demonstrate what can be accomplished when you put the reins in the students’ hands, and say “Show me where you want to go!”

More on intrinsic motivation before extrinsic

An argument to my blog about motivation is “Would you work if you weren’t paid?”  Society needs to understand that extrinsic motivation will only induce and encourage people to a certain point, while intrinsic motivation will provoke and inspire behaviour beyond that point.

To illustrate this let’s take two teachers, who both work in middle class Red Deer:

Ivan – a teacher who is motivated by true intrinsic motivation.  Ivan loves to teach solely to inspire young minds.

Edward – a teacher who is motivated by only extrinsic motivation.  Edward loves to teach for the 2 months off at summer, the pay check, and the honour of calling himself a teacher.

Scenario 1: They are paid $100 000 a year for teaching; a pay which allows them to both live comfortably.  Their administration then offers a 10% (or $10 000) increase in pay if they were to take on extra teaching duties.  Due to their motivations Ivan would say “Yes”, while Edward would decline.

Ivan is agreeing as he is seeing an opportunity to stimulate more young minds.  Edward declines since he does not need the increase in pay to sustain his lifestyle.

Scenario 2: They are paid $30 000 a year; a pay which will NOT allow them to both live comfortably.  Their administration offers the same deal, 10% (or $3 000) increase to take on extra teaching duties.  This time, however, they both accept the deal.

Even though the increase is less this time than in scenario 1, Edward needs the increase to maintain and continue living his lifestyle. 

Teachers need to understand that extrinsic rewards, or carrots, only motivate students to a point.  For some, this point is a 50%, and others it may be a 90%, but there is a mark XX% for every child.  Once a student achieves his/her XX%, the learning curve will drop drastically.  To further illustrate this, an actual comment from a student:

“My parents require me to be on the honour roll, which is to have an average of 80% or higher.  Since my mark in this class is an 85%, I can stop trying”

This is occurring more often than we realize!  When we start creating classrooms based on learning, and not marks, the paradigm shift will be amazing.  Students will start holding themselves accountable for their learning, and there will no longer be an XX% for which students will maximize their performance at.  We need to start answering the question of “Is this for marks?” with “NO! It is for learning!”

Intrinsic motivation first, extrinsic second (or even never)

When students are learning due to intrinsic motivation over extrinsic motivation, the learning is far more substantial.   Sadly, most classes are providing students with extrinsic motivators.

Intrinsic motivation is when a student is motivated by internal factors.  Students who are demonstrating intrinsic motivation will be driven to do things “just for the fun of it”, or because they truly believe it is worthwhile to do.

Extrinsic motivation is when a student is motivated by external factors.  Students who are demonstrating this type will be driven to do things because of rewards in a class, such as grades. 

When a student is completing a task because of intrinsic motivation, he/she does not need an explanation to complete it, due to the simple fact that he/she already understands the meaning behind it.  Extrinsic motivation forces the students to complete the task for a reward, and most students will become more interested in the reward than the actual task itself. 

Which is better? Here is some research:

Lepper, Greene and Nisbett (1973) asked two groups of children to do some drawings. One group was promised a 'good player medal' for their work and the other was promised nothing. On a return visit, the groups were given paper and crayons and what they did was observed. The group who had been given the medal for drawing previously spent significantly less this time drawing as compared with the no-reward group.

Most classes are offering external motivators such as rewards (I would even call this bribery) or even threats.  Extrinsic is the “easy way out” to trick a student into learning.  When a class is run this way, the moment you stop giving the reward the learning also stops.   Again some research:

Greene, Sternberg and Lepper (1976) played mathematical games with schoolchildren, which the children seemed to enjoy. After a while, they started giving rewards for success. When they took away the rewards, the children quickly gave up playing the games. 

The explanation was that the children had decided that they were playing for the reward, not for the fun.

Many times I have heard, “If I don’t mark it, they won’t do it!”  My reply; “If they won’t do it, maybe it is not worthwhile for them to do it”.  In education, we need to start relying on true intrinsic motivators and stop providing students with extrinsic motivation.