Chapter 10: Motivating Students to Learn Cases to Consider

Read this Case to Consider, then voice your opinion on this topic area and see where you stand compared to others.

Motivating a Reluctant Student
Written by Dr. Gordon E. Greenwood, University of Florida

Carl Rosatti, a fourth-grade teacher with 10 years' experience, talks in his classroom after school to Ruth Duncan about Ruth's son Jeremy.

Carl: I appreciate your taking time to come down today.

Ruth: Oh, I was glad to come. I must say, though, it's tricky. My husband and I run a store, and it's a 24-hour-a-day job. Anyway, how is Jeremy doing?

Carl: I'm sure you've noticed from his report cards that Jeremy has not been reaching our minimum goals for him in several areas, especially math. He seems to have trouble applying himself in class. His attention wanders. Also, he doesn't always turn in his homework. What happens to the work I send home with him?

Ruth: Well, he certainly doesn't seem to sit down and dig into it on his own. I see some books come home, but when I ask him about what he's supposed to do, he says it's nothing.

Carl: Hmm. I'd like to see that attitude change. Good work motivation develops early, and Jeremy needs to get a good start.

In math period the next day, the class is working on adding two-digit numbers with renaming. Carl sets up a store activity with Pete and a reluctant Jeremy.

Carl: OK, my desk is the counter, and these empty pencil boxes are new Lego kits, right? Each one has a price label. And you each have plenty of Monopoly money. So-may I help you, sir?

Pete: Well, I'll take these two: $17 and $26.

Carl: Fine. Now, unfortunately, my cash register is broken, sir, so I need you to add up what you owe me. Here, use the blackboard.

Pete (working): Seven and six makes thirteen, put down the three . . . $33? No, wait. I think I forgot something. We did this yesterday on that worksheet, right? Don't tell me, let me try again. $43!

Carl: Correct. And a good job of sticking with the problem, Pete. Here you are, sir, enjoy your purchases. Now, sir, what can I do for you?

Jeremy: Nothing. I don't want to do this.

Carl: Hey, Jeremy, this isn't hard. You made a good start on these kinds of problems when I worked with you yesterday, remember?

Jeremy: Maybe, but I still don't get it. It's not my fault, Mr. Rosatti. I just can't do it. I hate math.

Carl: Well, let me ask you, what do you like?

Jeremy: Like? I like riding my bike. I like helping my dad in his store.

Carl: You help in the store? That's excellent. What do you do to help?

Jeremy: I don't know. Sometimes I just hang around. Or I arrange the displays. Sometimes I tell Dad if we're out of something, or I show people where things are.

Carl: How about helping out with money? Do you put on price tags or work the cash register?

Jeremy: No, Mr. Rosatti! I couldn't do any of that! I can't do math.

Carl: Well, you just put your finger on the whole point. You need to learn to add and subtract here in school. Then you'll be able to have a lot more responsibility and do a lot of interesting things that you like to do.

Jeremy: I don't care. I'll learn math soon enough, I guess. Anyway, my mom and dad wouldn't ever let me use the cash register. They don't care about me doing math. Anyway, I could do most of those problems if I tried, I bet.

Carl: You might be right about that. So how about trying?

Jeremy: Yeah, maybe sometime, Mr. Rosatti.

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