ACTIVITY: Today, the students continued to work on the previous session's assignments. I added a constraint to the task assigned by each student. The constraint required each student to construct their pathways using a round wooden table. Each student was assigned to their own table with an equal amount of working space. This was done to assist students in utilizing more vertical space rather than the usual act of using more horizontal space. The pictures below show their initial attempts and final constructions at the end of the session. 
REMINDER: In a twist-up on constructions, the three senior students were asked to give each other a task to complete. ALM created a task for BCC to complete which was to (with one ball drop) have the ball roll in three different directions with the last directional roll going to the right. BCC created a task for CAC to complete which was to (using two balls and one ball drop) have the first ball roll to meet the second ball triggering it to roll in a different direction. CAC created a task for ALM to complete which was to (with one ball drop) have the ball roll in two consecutive 'Z' formations or zig-zags.
REFLECTION: Oh my! What a quandary I have created! Thinking is hard work for these young ladies as it seems they are not accustomed to stretching their thinking or pushing forward. The 'grit' exhibited by these students that were needed to complete these tasks was quickly wearing thin. I feel that these tasks are not too difficult for the students to complete but they lack the motivation to complete the tasks. They become extremely distracted and unmotivated when first attempts are unsuccessful. I have also noticed that they respond very negatively in reference to themselves when they have been unsuccessful. They have made statements like, "I can improve greatly." "I am not doing very well at this." "I have to do better." These are accompanied by deeps sighs and pouting. Here is where I think encouragement about successful feats is important. The children know when they are successful or unsuccessful but intermittent encouragement is essential for students displaying waning motivation
SURPRISES: I am surprised at how hard of a blow these activities have been to ALM's and BCC's self-esteem. I am realizing just how much of our student's self-worth is based on a very limited criterion for intelligence. 
NEXT STEPS: We are down to our last days of this action research project. I think I will need to work very closely with these ladies to ensure they experience a positive end to this endeavor.
Fredeisha,
ReplyDeleteIn your ninth day of reflection, I have to agree with your thinking, “children know when they are successful as well as unsuccessful and that intermittent encouragement is needed”.
Listening to the negative statements made towards themselves. It appears that these students have not received a lot of support and encouragement in their lives. We as teachers need to be aware of these obstacles and know when to give that encouragement when needed. This is not to say that we should be constantly giving rewards for doing well, but there will be certain situations that may call for motivation and verbal encouragement. This appears to be one of those times.