Chapter 10 page 216
Time Dimension
Many teachers give tests or work that is very difficult to complete on time. This can occur in a
number of ways. Tests may be too long for the time period provided. Teachers may give time-consuming
homework assignments that are due the next day. Teachers may give too little time for groups working on
projects to make adequate progress.
Motivational researchers recommend that teachers give students adequate time to take tests and
complete other work. Some students, such as students with limited English proficiency or students
classified as learning disabled, may be very unfairly disadvantaged when they have too little time. Students
who are more reflective on exams and work may also be disadvantaged, whereas students who work very
speedily, even hastily, may be rewarded.
This is not to say that teachers cannot provide training in taking tests that are on strict time frames,
such as annual standardized tests or the SAT test. But teachers are less likely to “lose” some of their
students if those students have opportunities to earn grades that are not strictly timed.
Some of the specific recommendations of motivational researchers are as follows.
- Adjust time requirements for students who have difficulty completing their work.
- Avoid classroom tests where time constraints make a difference in evaluation.
- Give students opportunities to plan their schedules so that they can progress at an optimal rate.
The BESS StrategiesBelonging Dimension
Recent research has supported the conclusion (which we all intuitively know and believe) that
students will be more motivated if they feel a greater sense of belonging, with other students, with the
school, even with the community.
One aspect of the belonging dimension is to minimize the attractiveness of competing motivational
systems. This can often be done by convincing students’ natural leaders to buy into school programs.
When the students’ leaders buy into the school programs, then belonging to school groups and working
toward school goals work hand in hand.
To further create a community in which students come to value academic goals and feel a sense of
belonging when helping to achieve academic goals, schools should engage in practices such as these:
--Avoid P.A. announcements except at clearly defined times.
--Avoid disruption of class time through excessive assemblies, etc.
--Decorate the school with academic-related images, artwork, etc.
--Be active in events such as the Science Olympiad.
Extracurricular activities (such as athletic events, club events, and school-wide social affairs) are
also important for promoting a sense of belonging.
Research by Wentzel (xx) and others supports the conclusion that teacher caring is an important
motivational factor. Students are more likely to feel a sense of belonging if they feel that their teachers care
about them. According to surveys and interviews with students, teachers are viewed as caring when they:
--make clear efforts to help students understand the materials.
--are willing to meet with students outside of class time.