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.

I’m in the hallway of our high school doing what has become a routine for us–Hallway TLC. It’s amazing how much both of us are able to get done as we connect with students and teachers throughout the day. We set up a rolling desk and locate it in a high-traffic area of the school. It’s amazing how much you can learn from the casual conversations that students will strike up with you just because they know you’re available to them. So far this morning I learned about one student’s first job interview (intimidating), a weekend birthday celebration (lots of fun) and the academic struggles of a freshman and two juniors. None of this is earth-shattering stuff, and what I like most about it is that it is so ordinary. We’re beginning state tests tomorrow and so our TLC plan will shift slightly. But I have to wonder–how does the experience of having people available to them show up on a test? Will there ever be a way to test the TLC so many educators offer every day?

We haven’t written about the school where we draw much of our inspiration, and where we conduct much of our research. We were on the design team for Health Sciences High and Middle College, a public charter school in San Diego, CA that opened in 2007.  A unique feature of the school is its partnership with Sharp Healthcare, the largest non-profit employer in the county. Students at the school begin hospital internships starting in ninth grade. We could go on about the wonderful students, staff, and families at HSHMC, but we thought we would let them tell you themselves. We hope you enjoy this 5-minute student video. Click here to view it on YouTube.