“To be or not to be, that is the question”
This is the initial line in the third act of Shakespeare’s Hamlet. The soliloquy is the most famous verbalization of a character thought used by the Bard of Avon, perhaps the most famous of all soliloquys.
Hey, teacher, do you recall your most recent soliloquy? Perhaps no fellow laborer was within earshot or maybe even your verbalization was muddled and barely audible. Perhaps you have not even found time to stop and re-think the musings of that moment.
So take a minute to review what might have been or not have been your most recent soliloquy. Whether it was the most recent or perhaps some previous verbalization, every teacher grapples with motivating students. Motivation is a common theme of teacher soliloquys—motivated or not motivated, that is the question.
I was reading recently in Kingdom Living in Your Classroom (McCullough, 2008). The author presented a thought-provoking challenge for the reader (teacher)—is our focus on controlling students’ performance or stimulating students’ motivation? While effective classroom teaching necessitates a measure of classroom “control,” the author suggests that often the teacher soliloquy does not ask the right question—am I effectively motivating my students?
Principles for Motivating Students
McCullough suggests eight (8) principles for motivating students; a brief summary indicates that teachers should:
After reviewing the suggestions of the author and considering her challenge to re-think the approach that most teachers take into the classroom, I am sure that many times the teacher soliloquy could be different if the approach to classroom management were different.
1) Consider what motivates students to behave a certain way.
2) Manage their classrooms to be efficient learning communities.
3) Provide opportunities for student success at tasks they view as valuable and challenging.
4) Focus learning activities around worthwhile academic objectives.
5) Systematically encourage students to replace negative thinking about themselves with positive truths about themselves.
6) Help students recognize the relationship between effort and outcome.
7) Show moderation and variation when using motivational strategies.
8) Develop lessons that are relative to students, model enthusiastic learning, and provide a variety of learning strategies.
A Motivating Soliloquy
So the next time you find yourself “talking to yourself” after a long day in the classroom, ask yourself if you were over-focused on classroom control to the detriment of student motivation. Let me suggest that a healthy balance of these two will go a long way towards making your next soliloquy one you want to remember. To control or to motivate, that is the question. Hopefully the answer is a resounding YES!
McCullough, J. D. (2008). Kingdom living in your classroom. Purposeful Design Publications: Colorado Springs, CO.