The 5 year olds classroom had a problem: Take homes were not being brought back regularly. As we gave them work that could help them connect with their learning and tried to make it as interesting as it could be. We figured the motivation levels with self-work at home seemed to be low and how might we increase it?
So, one day, the facilitator explored the option of giving points for take-homes that was done promptly, for better participation in class discussions, and for following the ground rules in the class. The idea was to motivate the children to complete their homework regularly, concentrate during class to ensure better learning and to maintain positive discipline.
After a while it was noticed that some children who usually followed all the ground rules started accumulating points very easily. Over a period of time, these children started getting obsessed over getting more and more points, though they did work towards it. Whereas, the others started giving up on their efforts to become better since the goal seemed very far away to achieve.
So, one day, the facilitator explored the option of giving points for take-homes that was done promptly, for better participation in class discussions, and for following the ground rules in the class. The idea was to motivate the children to complete their homework regularly, concentrate during class to ensure better learning and to maintain positive discipline.
After a while it was noticed that some children who usually followed all the ground rules started accumulating points very easily. Over a period of time, these children started getting obsessed over getting more and more points, though they did work towards it. Whereas, the others started giving up on their efforts to become better since the goal seemed very far away to achieve.
Obviously, the system was not working. A change was needed. While discussing with the team we figured that like we give them victory claps from their baseline and view their growth from their baseline, what if there can be individual goals set for each child to work towards so that goals can seem more motivating.
To initiate this process, children were shown a video, ”We’re different, but we’re the same”.
This video talked about how our looks, appearances and nature may be different but still we all
belong to the same group. Based on the video, a discussion was held in class where we discussed
about how each of us have different strengths and challenges. Children were
encouraged to think about how they can aim to become better by comparing themselves with
their our own previous performances rather than comparing themselves with others. This set the stage for children to work on setting goals for making themselves better.
To initiate this process, children were shown a video, ”We’re different, but we’re the same”.
This video talked about how our looks, appearances and nature may be different but still we all
belong to the same group. Based on the video, a discussion was held in class where we discussed
about how each of us have different strengths and challenges. Children were
encouraged to think about how they can aim to become better by comparing themselves with
their our own previous performances rather than comparing themselves with others. This set the stage for children to work on setting goals for making themselves better.
Children started identifying areas where they need to improve and came up with their individual goals.
Children who were just learning to read, or usually showed reluctance to participate in reading activities, came up with the goal , “I will learn to read”.
Avner identified that he gets easily distracted during discussions and came up with the goal, “I will not play in the class (during discussions)".
Ananya decided to challenge herself by coming up with goals to learn new words and share new
ideas.
Children who were not very regular in doing their take-homes decided to do their take-
homes regularly.
Naitik and Vineet identified specific topics or worksheets which they found to
be challenging and came up with goals like, “I will learn to do clock worksheet well", "I will
do syllabication worksheet well".
Daniel who was yet to learn to write in cursive, made his goal as, "I will learn to write in
cursive."
Vineet who tends to cry and shout when he gets upset decided, “I will not cry and
shout”.
Some children who seek their parents’ help for their take-homes, instead of attempting
to do on their own, came up with the goal to do their take-homes on their own.
Chirag identified that other children in the class get hurt because he tends to jump about in class and decided,” I will not hurt”. Children who usually prefer to sit, talk and play with only their friends, decided to make new friends...
The goals have been put up in the class and children have embarked on their journey in
MAKING THEMSELVES BETTER! Here all the children are equally challenged as they were
working on their individual shortcomings. And also, the goals seemed achievable to them. For example, the facilitator helps Avner by putting tally marks on the board every time he gets distracted, and every day he is now working towards gradually reducing the number of distractions. Rithanya, Nithin and Eden have started saving time for reading practice every day during the snack break. Mishka and Vineet have started working on doing their take-homes regularly. Mohammed is trying to make new friends by sitting with different children during activities and circle time.
When given the opportunity, these 5-7 year olds proved that they were capable of self-
introspection, leading to self-awareness of their strengths and challenges, and setting goals for
self-improvement! How amazing?!
Contributed by Jennifer Christy, Learning Facilitator at Sparkling Mindz Global Preschool.
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