Connecting Engagement
with Student Performance
By Tania S. Pryor
Winter 2014 at Seattle Pacific University
Where it all began:
My A team students that has caused a
group of teachers to scratch their heads
for over four years.
How does a teacher extrinsically
motivate a student or a group of
students that lack intrinsic motivation?
How can I create an environment that
facilitates learning for all?
Review of Literature
 Cleary & Zimmerman- propose a lack of motivation may be
linked to the lack of self-efficacy in students. Students
believe that they no longer posses the ability to learn an
academic task which will undermine the tasks and may cause
breakdowns in self-regulation (2004).
 Self-efficacy- the belief in ones self to complete tasks and
reach goals.
 Academic breakdowns may consist of lack of attention in
class, failure to prepare for examinations, and even failure to
attend school (Cleary & Zimmerman, 2004).
Review of Literature Continued
 Developmental motivation researchers state that the lack of
motivation is developmental.
 Researchers have proven that when students transition to
middle school their self-esteem, task values, and intrinsic
interest in academic tasks decline (Cleary & Zimmerman,
2004)
 As students move up in years they are expected to do more
on their own and they don’t have the skills to accomplish the
tasks (Cleary & Zimmerman, 2004; Walsh, 2006)
Review of Literature Continued
 A prevalent thought that undermines many different theories is the
belief that a strong student/teacher relationship will increase
motivation.
 “Rapport between teachers and students relates to valuable student
outcomes, such as enjoyment of the material, class attendance, and
time spent studying” (Wilson, 2013, p 130)
 “In addition, student reports of rapport related with paying more
attention in class” (Wilson, 2013, p 130)
Review of Literature Continued
 Factors that promote or determine lack o motivation seem to cross all
socio-economic, racial, and cultural barriers.
 In Wilkins’ and Kupermince’s (2010) study of 143 Latino adolescents he
states, “The finding that academic climate was just as strong a
predictor of academic achievement, as achievement motivation, points
to the importance of attending to the learning environment when
developing strategies to increase academic success among Latinos” (p
267).
 A study on at-risk African American children conducted by Fenzel and
Domingues confirms Wilkins’ findings by stating, “that students in
effective urban schools reported more positive learning environments,
perceived their teachers as more supportive, and reported more order
and organization in their classrooms than did students in ineffective
urban schools” (2009, p 32).
Review of Literature Continued
 The difficulty is none of the researchers define what a good
student/teacher relationship consists of.
 Danielson Framework, second domain states a strong
student/teacher relationship consists of; (a) respectful talk,
active listening, and turn-taking; (b) acknowledgement of
students’ backgrounds and lives outside their classroom; (c)
body language indicative of warmth and caring shown by
teacher and students” (d) physical proximity; (e) politeness
and encouragement; and (f) fairness.
Review of Literature Continued
 What is a teacher to do when they have strong student/teacher
relationships with their students and yet still are unable to motivate
a small group of students?
 Article, “Self-Regulation Empowerment Program: A school-based
program to enhance self-regulated and self-motivated cycles of
student learning” (Cleary & Zimmerman, 2004).
 Self-regulation is a process where students use their mental
abilities to influence their academic outcome (Zimmerman, 2002).
 Our struggling students do not see that their actions affect their
academic achievement but believe their academic achievement is a
reaction to the teaching they receive.
Review of Literature Continued
 “A key goal in this approach is to provide effective
intervention services early in the academic referral process in
order to reduce the number of students who develop
clinically significant academic or behavioral problems”
(Cleary, Patten, & Nelson, 2008, p. 70).
 A teacher instructs a struggling learner in vetted learning
strategies coupled with teaching the student how to critically
analyze his/her behavior before and after engagement in a
task (Cleary & Zimmerman, 2004).
Review of Literature Contined
 Phase 1: Forethought-consists of looking at the students
current standings and graphing their current academic
outcomes.
 Phase 2: Learning Strategies- the teacher administers a
series of at least 8 lessons to help a student develop time
management, goal setting, how to ask questions, and ways
to prepare for assessments.
 Phase 3: Self-Reflection- the teacher teaches students how to
reflect on the actions they took. Did what they did to
prepare reach the outcomes they desired?
Research Design
 Phase 1: Taught Forethought by graphing the students’
grades after term one grades were complete and had
students explain what they were doing or not doing in their
classes.
Research Design
Teaching Forethought:
Research Design
Example Student Responses:
 Science: I study for my test, I read over my notes, and take notes. I do my
conclusion paragraphs.
 Math Improvement: I shout out loud. Do good on the computer game “ST.
Math”. Participate 100%. Finish handouts given.
 Read 180: Do what I’m told, finish what is suppose to be accomplished, asked
questions when needed. Answered questions when needed.
 Geography: Shout out loud, try to take notes, do not do my current events
(because I don’t know how too). My friends.
 Language Arts: Study for my test. Read over my notes, raise my hand. Don’t
turn things in on time.
 Math: Do not do my homework, I do my classwork. Participate 100%. Fail my
tests. Study my test (by doing all packets).
Research Design
My Students
Student Grades
7
6
5
4
3
2
1
0
6th Grade
7th Grade
8th Grade
Zero Ds and Es One D or E
Two Ds or Es
Three and
more Ds and
Es
Forethought continued:
Currently Used Learning Strategies
12
10
8
6th Grade
6
7th Grade
8th Grade
4
2
0
Completing
Classwork/Homework
Asking Questions/raise
hands/ asking for help
Study for tests
Takes notes
Research Design
Study Skills Lessons
 Phase 2: Teaching lessons within my workshop classes. The
first week I taught the classes following the workshop model.
The second week my 7th and 8th grade students were at
Nature Bridge and so I taught all lessons in a direct
instruction model.
 Time management: Rearranged to teach the second time
management lesson at the end.
 Goal Setting: SMART Goals
 Study Habits
Research Design
S.M.A.R.T. Goals
Specific
Measureable
Attainable
Rewarding
Timely
Analysis of Data
 Difficulties: Standard base grading, time frame, school
science trip.
 Ah-ha moments- “O.k. Miss Pryor, I get it.”
 Engagement- Shaking of head, etc.
Action Plan
 Completing the lessons and teaching Self-Reflection.
 Presenting to colleague and principal.
 Developing a study skills class.
Action Plan
Recommendations
 Have all student participate.
 A SREP could not be implemented any sooner then the end
of 1st quarter.
 Couple this program with another outcome that needs to be
accomplished during the year. (i.e., flash, typing class, etc.)
References
 Cleary, T.J., Platten, P., & Nelson, A., (2008). Effectiveness of the Self-Regulation
Empowerment Program with Urban High School Students. Journal of Advanced
Academics, 20, 70-107.
 Cleary, T. J., & Zimmerman, B. J. (2004). Self-regulation empowerment program: A
school-based program to enhance self-regulated and self-motivated cycles of student
learning. Psychology in the Schools, 41, 537–550. http://dx.doi.org/10.1002/pits.10177
 Danielson, C., (2013). The Framework For Teaching Evaluation Instrument. Retrieved from
http://www.danielsongroup.org/userfiles/files/downloads/2013EvaluationInstrument.pdf
 Falco, L. D., (2007). “Skill-Builders” Lesson Plans. Retrieved from
http://www.mpsaz.org/guidance/secondary_counseling/lessons/employees_only/files/skill
_builders_lesson_plans.pdf
 Fenzel, L. M., & Domingues, J. (2009). Educating Urban African American Children Placed
At Risk: A Comparison of Two Types of Catholic Middle Schools. Catholic Education a
Journal of Inquiry and Practice, 13(1), 30–52.
References
 Walsh, F. (2006). A Middle School Dilemma; Dealing with “I Don't
Care.” American Secondary Education, 35(1), 5–15.
 Wilkins, N. J., & Kuperminc, G. P. (2010). Why Try? Achievement
Motivation and Perceived Academic Climate Among Latino Youth.
The Journal of Early Adolescence, 30(2), 246–276.
http://dx.doi.org/10.1177/0272431609333303
 Wilkins, N. J., & Kuperminc, G. P. (2010). Why Try? Achievement
Motivation and Perceived Academic Climate Among Latino Youth.
The Journal of Early Adolescence, 30(2), 246–276.
http://dx.doi.org/10.1177/0272431609333303
 Zimmerman, B. J., (2002). Becoming a Self Regulated Learner: An
Overview. Theory into Practice, 41(2), 64-70.