21 Ways to Encourage Students to Take Pride in their Assignments

Are you looking for ways to encourage students to take pride in their assignments? If so, keep reading.

1. Give several chances for the learner to learn information covered by tasks (e.g., films, visitors, community resources, etc.).

2. Coordinate a time for the learner to study with a peer tutor before finishing a graded task.

3. Draft an agreement with the learner stipulating what behavior is required (e.g., improving the accuracy and quality of tasks) and which reinforcement will be implemented when the agreement has been met.

4. Alter academic tasks (e.g., format, requirements, length, etc.).

5. Make sure that your remarks are in the form of constructive criticism rather than criticism that can be perceived as personal, menacing, etc., (e.g., instead of saying, “You always make the same mistake.” say, “A better way to do that might be . . .” ).

6. Assess the appropriateness of the task to ascertain (a) if the task is too easy, (b) if the task is too complicated, and (c) if the duration of time scheduled to finish the task is sufficient.

7. Give the learner shorter tasks, but more of them throughout the day (e.g., 4 tasks of 5 problems each rather than one task of 20 problems).

8. Get the learner to orally respond to tasks.

9. Make sure the learner knows that work not done neatly must be redone until it is neat.

10. Utilize handwriting models with arrows that indicate the direction in which the learner should correctly form the letters.

11. Inspect the learner’s grip on the pencil to make sure that they are holding the pencil correctly.

12. Minimize distracting stimuli (e.g., place the learner in the front row, give a table or “office” space away from distractions, etc.). This is to be used as a way to lessen distractions, not as a form of punishment.

13. Organize a preliminary evaluation of the work, requiring the learner to make appropriate corrections before final grading.

14. Give time at school for the conclusion of homework if designated homework has not been finished or has resulted in failure. (The learner’s failure to finish homework tasks may be the result of variables in the home over that they have no control.)

15. Let the learner respond to alternative task questions (e.g., more generalized questions that represent global comprehension).

16. Praise the learner for improving the accuracy and quality of their work based on capacity and ability. As the learner shows success, slowly increase the amount of improvement expected for reinforcement.

17. Find resource staff members from whom the learner may receive additional assistance (e.g., librarian, special education teacher, other staff members with expertise or time to help, etc.).

18. Utilize primary paper to assist the learner in sizing uppercase and lowercase letters. Utilize standard lined paper when the learner’s skills improve.

19. Make sure that homework relates to ideas already taught rather than introducing a new concept.

20. Provide shorter tasks but give them more regularly. As the learner shows success, increase the length of the tasks, and decrease the frequency.

21. Consider using assistive technology designed to help students to attention deficit hyperactivity disorder to concentrate. Click here to view list of assistive technology apps that we recommend.

Choose your Reaction!