Encouraging Students To Take Risks

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Are your students hesitant to stretch their abilities, take risks, or accept a challenge? If so, read on. This issue provides valuable techniques for ENCOURAGING STUDENTS TO TAKE RISKS.

Tips

Many students decide that school is not a safe place in which to take risks. Giving an incorrect answer in class can result in public humiliation, so some students choose not to share answers of which they are unsure. Others opt for an A in an easy class instead of accepting the challenge of a more difficult class and risking the possibility of a lower grade. These students have concluded that the price they pay for taking risks and making mistakes is not worth the rewards should they happen to succeed.

Here are three techniques for encouraging your students to take risks:

(1) ADD THE WORDS "STRETCH," "RISK," AND "CHALLENGE" TO YOUR TEACHER TALK.

Incorporating these words into your classroom vocabulary acknowledges students in their risk-taking and demonstrates your appreciation for their efforts. Here are a few statements you can make to support students as they challenge themselves:

There are a wide variety of classroom situations in which the language of risk-taking can be applied: during discussions when students volunteer answers; when students participate in new activities; whenever students show a willingness to make an attempt.

(2) HAVE YOUR STUDENTS USE "RISK PADS."

Give each of your students a pad of paper with a special label, such as "Risk Pad" or "Stretch Pad." After teaching a new concept, put a sample problem on the board, ask your students to get out their Risk Pads, and challenge them with a directive such as: "Take a risk with this one. Work it out on your Risk Pads. Let us see what we can learn from our risk."* Through the use of special pads with a special name, you legitimize risk-taking and the acceptance of challenges in your classroom.

(3) DEMONSTRATE YOUR OWN WILLINGNESS TO TAKE RISKS.

Set a risk-taking model for your students by showing them that you are not afraid to take acceptable risks. Stretch yourself by trying out new teaching methods and classroom procedures. When you make mistakes, remind your students that "mistakes are wonderful opportunities to learn." Through your example, students will be able to see that taking risks is a valuable and necessary part of learning and growth.

People must be willing to step out of the safety and security of the familiar in order to grow and learn. You can help students increase their willingness to take those steps by choosing language that encourages and validates their efforts, by using Risk Pads, and by modeling your own willingness to take risks.

Source: The above concepts are based on the PLS graduate course, Successful Teaching for Acceptance of Responsibility™. For more information, see "Helpful Resources" below.

* From Positive Discipline in the Classroom: Developing Mutual Respect, Cooperation, and Responsibility in Your Classroom, Revised 3rd Edition, by Jane Nelson, Lynn Lott, and H. Stephen Glenn (pg. 155).

SUCCESSFUL RISK-TAKING IN THE CLASSROOM

Here is a first-hand account from a teacher who successfully incorporated the language of risk-taking in her classroom:

"There is a boy in my class who is really struggling with addition. He is relatively shy and is definitely timid. There is no way that he wants to be made fun of for making a mistake, so when he is unsure of something you can see him shrink into a shell. I began using 'Thank you for taking a risk' this week when my students volunteered answers. After seeing me do this for a few days in math, he became more comfortable. I could see this right away from his body language. Normally when we start addition, he puts his head down as though he were saying, 'Let's get this over with.' For the past couple of days he has been different. He has his head up along with his hand and is willing to take a risk. His addition is getting a little better, and he is more willing to participate, especially now that he is known as a risk taker!"

Source: The scenario above is taken from the PLS graduate course, Successful Teaching for Acceptance of Responsibility™. For more information, see "Helpful Resources" below.

References:

*Schunk, D.H., & Zimmerman, B.J. In J. Juvonen & K.R. Wentzel (1996). Modeling and self-efficacy influences on children's development of self-regulation. Social motivation: Understanding children's school adjustment, , 154-180.

**Boggiano, A.K., & Katz, P. (1991). Maladaptive achievement patterns in students: The role of teachers' controlling strategies. Journal of Social Issues, 47, 4 , 35-51.

**Sedek, G. & McIntosh, D.N. In M. Kofta, G. Weary, & G. Sedek (1998). Intellectual helplessness: Domain specificity, teaching styles, and school achievement. Personal control in action: Cognitive and motivational mechanisms, , 419-443.

***Stipek, D.J. (1998). Motivation to learn: From theory to practice. Boston: Allyn and Bacon.