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.