no answer sheet...
"Why don’t more kids love (or even like) to read? This post by Alfie
Kohn explains all the ways that school actually kills a desire to read
in many kids, and how that can be remedied. Alfie Kohn (www.alfiekohn.org), who gave me permission to republish this piece, is the author of 13 books, the most recent titled “The Myth of the Spoiled Child: Challenging the Conventional Wisdom About Children and Parenting.” This piece first appeared in the Fall 2010 issue of English Journal, but
it remains as true today as it did then, perhaps even more so with the
advent of the Common Core State Standards. The reference in the first
sentence is to this journal.
By Alfie Kohn
Autonomy-supportive teachers seek a student’s initiative … whereas controlling teachers seek a student’s compliance.
– J. Reeve, E. Bolt, & Y. Cai
Not
that you asked, but my favorite Spanish proverb, attributed to the poet
Juan Ramón Jiménez, can be translated as follows: “If they give you
lined paper, write the other way.” In keeping with this general
sentiment, I’d like to begin my contribution to an issue of this journal
whose theme is “Motivating Students” by suggesting that it is
impossible to motivate students.
In fact, it’s not really
possible to motivate anyone, except perhaps yourself. If you have
enough power, sure, you can make people, including students, do things.
That’s what rewards (e.g., grades) and punishments (e.g., grades) are
for. But you can’t make them do those things well — “You can command
writing, but you can’t command good writing,” as Donald Murray once
remarked — and you can’t make them want to do those things.
The more you rely on coercion and extrinsic inducements, as a matter of
fact, the less interest students are likely to have in whatever they
were induced to do.
What a teacher can do – all a
teacher can do – is work with students to create a classroom culture, a
climate, a curriculum that will nourish and sustain the fundamental
inclinations that everyone starts out with: to make sense of oneself
and the world, to become increasingly competent at tasks that are
regarded as consequential, to connect with (and express oneself to)
other people. Motivation – at least intrinsic motivation — is something
to be supported, or if necessary revived. It’s not something we can
instill in students by acting on them in a certain way. You can tap
their motivation, in other words, but you can’t “motivate them.” And if
you think this distinction is merely semantic, then I’m afraid we
disagree.
On the other hand, what teachers clearly have the ability to do with
respect to students’ motivation is kill it.[1] That’s not just a
theoretical possibility; it’s taking place right this minute in too many
classrooms to count. So, still mindful of the imperative to “write the
other way,” I’d like to be more specific about how a perversely
inclined teacher might effectively destroy students’ interest in reading
and writing. I’ll offer six suggestions without taking a breath, and
then linger on the seventh."
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