I have long been a proponent of seeking ways to allow for student choice and voice when it comes to writing. It was the topic of one of the first posts on this blog and something that I’ve returned to over the years (like here and here).
I think this interest in choice and voice has a lot to do with my own experiences as a student and how the effort that I put into writing tended to oscillate like a kite on a gusty day. Give me a topic where I had some room to write about things of interest in my own voice and my effort and writing would generally soar like it was caught in an updraft. More than once on these occasions I would ask my teachers if the page maximum was firm or more of a suggestion.
But give me a topic that I found stifling or disinteresting and my energy would deflate, plunging my effort downwards towards the earth. Often in these situations I found myself spending more time figuring out how much I had to do for this paper than on the paper itself.
I have seen similar situations in my classroom more times than I can count, and I tend to look at this issue using the Expectancy/Value Theory of Motivation (see below), which states that motivation generally comes from a combination of the value we assign to something multiplied by our belief concerning how likely we are to succeed.
For many students, restrictive essay prompts and structures can feel pointless, and according to this theory, when something feels pointless, all of the careful instruction and scaffolding in the world likely won’t lead to dramatic student interest or investment (as anything multiplied by 0 is still 0).Continue reading “What Teaching During the Pandemic Taught Me About Student Choice and Voice”