Without doubt, we have been inundated with information over the last two decades from the business sector on how to make schools better. Some of it has been helpful; other advice has not been. Critics have pointed out that schools are not factories, and that learners cannot (and should not) be regarded as widgets. But we couldn’t help but think of our own students as we read an article from the Harvard Business Review on what motivates workers. Although surveyed managers said recognition for good work was the chief motivational tool, workers overwhelmingly said that it was making progress in their work tasks and receiving the necessary support for it that was the most motivating factor. This quote really leap out at us:

” On days when workers have the sense they’re making headway in their jobs, or when they receive support that helps them overcome obstacles, their emotions are most positive and their drive to succeed is at its peak. On days when they feel they are spinning their wheels or encountering roadblocks to meaningful accomplishment, their moods and motivation are lowest.”

At our high school, students benefit from Academic Recovery (our name for homework assistance, RtI, and tutoring), as well as lunch time and after school tutorials. We know from other measures of progress (grade point average, test scores, and progress monitoring) that it works. But does it have an effect on their perceptions of the work they do? Does making progress motivate? We’d like to hear from you about your thoughts regarding this topic.

Our school has been revisiting five pillars (understandings) that comprise our mission statement. One of them, “It’s never too late to learn,” has been dominating conversations this past week. We have just completed two days of midterm exams and the students (as well as the teachers) are worn out from the effort. It’s been great for attendance, with almost no absences during those two days. This weekend both of us have been writing letters of congratulation to the many students who earned A’s on their competency exams. In addition, a number of others are getting congratulatory notes on the “grit” they have demonstrated in working hard, even if it didn’t result in an A. It’s been remarkable to see the reaction of students and families since we began this practice at the beginning of the previous school year. We’ve heard reports of how the congratulatory cards are displayed at home, and students comment when they receive one. Who knew that for the cost of a postage stamp and a few minutes writing a card, that students would have such a positive reaction? The ones that are responsible, of course, are the teachers who make sure this happens. It really is “never too late to learn!”