motivation : Motivation and engagement

Motivation and engagement in Edna Dunn-Rogers' multiage class of third- and fourth- grade students is readily evident. It's not the curriculum or specific models used (though those things are important), instead it is the philosophies that guide her practice which make the biggest impact on students. She believes strongly that children's environments shape their minds. She also believes that when they are in her classroom, she is their environment. The way she interacts with them plays a critical role in their development as students and individuals. She sees that her role is to provide a positive environment for students and then to let them learn in whatever way is best for them. Success is measured on an individual basis, recognizing that it means different things to different students. With this understanding, Dunn-Rogers begins each year by emphasizing the importance of community in the classroom. She tells her students that they are a family and that everything that happens in the class should build up the family. As a group they discuss hopes and expectations for each of them. The students encourage each other to do their best work and portray caring attitudes toward one another. They understand that they are responsible for their own actions.

She also sets the tone by emphasizing the importance of respect -- respect for differences, for choices, and for diversity in general. Throughout the year she tries to help students broaden their perspective in how they view others. They learn that there is more than one way to find an answer. Schoolwide activities at Meadows, such as the annual Multicultural Fair, also give students a deeper appreciation for diversity. This event taps into the school's rich cultural variety by bringing in families and cultural experts for a one-day celebration that offers the community a close-up look at the food, dress, dance, and customs from around the world. With more than nine unique cultures represented at Meadows, the event raises awareness among teachers, students, and parents and helps them recognize the importance of diversity in their community.

In matters of classroom management, consistency is key in Dunn-Rogers' room. Not one to yell, she works instead toward helping students become metacognitive thinkers who can manage themselves. When problems do arise, they are dealt with directly. Solutions are followed through with and successes are always celebrated.

Students are empowered in Dunn-Rogers' classroom to be more than learners. They are also teachers. At the beginning of the school year she asks students what subject they feel they are particularly good in. Based on their responses, students all have the opportunity to become peer teachers in one of several classroom study groups. Each study group of four students meets on a regular basis, with the peer teacher leading and assisting fellow students. There are study groups for math and reading, as well as social studies. Most of the groups meet three times a week, oftentimes during recess (the groups do not meet during regular instruction time). This instructional strategy provides struggling students with additional practice. It also bolsters the confidence of peer teachers who recognize the importance of their contribution to the classroom community.

Beyond instruction, Dunn-Rogers feels that it is vitally important to share in the lives of her students. To her it means spending personal time with them. If they ask her to attend their church, she will. If they want her to come to their home, she does. It's her way of letting them know how much they mean to her. This level of attention doesn't end when they leave her classroom, either; she strives to stay in touch with students as they progress throughout their lives. This means attending graduation ceremonies, making phone calls, or doing whatever is necessary to communicate her concern for their success. She knows that her enthusiasm and encouragement of each student can make the difference in a child's self-esteem and long-term growth.

by Dunn-Rogers