Take a seat, Skinner. You're here to stay!

The effort rubric described in Chapter 8 of Pitler’s Using Technology with Classroom Instruction That Works (2007) directly connects to the behaviorist theory first discovered by Skinner and Watson. Using the effort rubric facilitated by the Microsoft Excel program allows students to log their current effort based on categories like homework, participation, and attention which are set up in a rubric ranging from a total of 4 points (proficient) to a score of 1 point (not acceptable). Students can then simultaneously log assessment scores. In each time period, the student can track the obvious relationship between the two scores.

This activity reflects the behaviorist theory, showing the reinforcement students receive by seeing the correlation between the scores. When they log more effort points, they can see the scores on their assessments rise, and when they log a lower amount of effort points, they see a drop in scores on their assessments. They are positively reinforced with high scores on assessments, increasing the likelihood in continuing the behavior of participating in class more and asking questions, attempting homework questions and using class notes, and paying attention in class. When they receive lower scores on assessments corresponding to their lower effort scores, they see the consequences of a bad grade. Being able to use a spreadsheet program to easily enter scores, helps students to realize the positive and negative effects of their effort.

I, too, have tried something similar to this; however, I tried it without the use of technology. Every year, I use writing portfolios in my classroom, so students can see their growth from the first essay they write in September to the last essay they write in June. For me, the evidence was clear. It proved to be interesting to see the growth of students, but without the visual and concrete data to back up my opinion, students were less likely to take my opinion for truth. The valid evidence was not straight forward enough for them to make a change in the behavior because they were just simply relying on my professional opinion.

So, what would I do to make it work? Simple. I need to create a clear rubric with expectations of effort, and instead of just keeping the assignments in their folders until the end of the year to see change, we can see change all year long by tracking it (even if we have to do it manually!) It seems simple enough, so why haven't I tried this before!?

This site gives some insight into using this type of achievement tracking in your class. The number one tip on this page:

• Students do not necessarily realize the correlation between effort and success.

And if you are not completely convinced of the positive effects of showing students that effort matters, possibly more than the outcome, I'll leave you with the trascendental words of Sophocles, "Success is dependent on effort."