For the following questions, I'll define "yourself" to include you, your students, and your classroom culture.
- Where would you place yourself today?
- Where would you place yourself at the beginning of this year?
- Where would you place yourself last year?
- Where would you place yourself during your first year?
- Where would you like to be placed at the end of this year?
- Where would you like to be next year?
*I'll share mine at the end.
There's way more to talk about here. I did not fully capture the essence of Pimm's quote, Dan's response, nor my own thoughts. I just wanted to toss this around as is.
I challenge you to blog about this too.
- Reflect.
- Label your axes how you want.
- Should it just be two axes?
- Either way, create/add some type of visual.
Stadel this school year:
Stadel last school year (I went overboard and it was not enjoyable for anyone.):
 |
| AVOID quadrant IV |
Stadel in the past (pre #MTBoS):
Stadel as a rookie:
Answer key,
609
Would an ActivePrompt for this be interesting?
ReplyDeleteWhich Pimm's quote in particular do you mean?
I'm not sure what you mean by perseverance annoyance?
I believe what Mr. Stadel is referring to by perseverance and annoyance is the emotion that students feel when they are given a difficult task. Students will all persevere to some level when given a task. All students will also experience "annoyance" once there "perseverance" exhausts itself. The teacher has some control over this by supplying a tid-bit of information or direction to help the student move back from annoyance to perseverance. If the teachers supplies absolutely no answers or assistance student annoyance will take over. However, over time students will gain confidence and begin to enjoy the opportunity to persevere and use their own knowledge and expertise to solve difficult task.
ReplyDeleteThis may not exactly reflect what Mr. Stadel is trying to convey, only my understanding of it.
I think you pretty much nailed it. Thanks Kelly.
DeleteAnnoyance can be a very useful emotion to push students toward resolving cognitive dissonance.
ReplyDeleteYes, I've learned to tread lightly and avoid the point of no return.
DeleteI've kept this open in a tab for days! So maybe - for me - student perseverance vs student apathy on the vertical. And I like that arrangement, because I think we adjust our input on the providing answers axis to maximize perseverance. Sometimes they need to have the answer withheld, sometimes they need the answer! Dave Coffey has pointed out that by giving the answer, sometimes you can get students to focus on the how and why. Sometimes by withholding the answer you make it seem as if the answer is the only thing that matters. As Chris points out, sometimes annoyance is not opposite perseverance.
ReplyDeleteSorry for the delay John. Thanks for the questions and appreciate you keeping this tab open for a few days.
DeleteI don't think that annoyance is necessarily the opposite of perseverance nor do I need to put an opposite to perseverance on the vertical axis. I understand why apathy might go there, but I feel apathy could be an initial emotion from the launch of a task, if I don't choose an appropriate task. Therefore, if I pick a bad task, apathy AND annoyance will probably result. However, if I've launched a good task and there's student interest, I want to avoid annoyance and maximize perseverance.
Kelly did a wonderful job differentiating between perseverance and annoyance. I drew up these axes with the assumption I've chosen a good enough task to have students initially engaged. Once engaged, it's up to me to find the right questions (possibly answers), instruction, and support to maintain (or boost) perseverance and avoid student annoyance which results in disengagement and a fear of the next task on another day.