Schoolwide News

In my Bulletin articles so far, I've been focusing on math-related topics.  That makes sense – after all, this is the Math Corner.  But there are a few key books and studies that have influenced my teaching over the years that are not math-related.  I would like to share them here with you because I believe they make up the foundations for good teaching.  

The first book I read that revolutionized my teaching wasn't about education.  Drive The Surprising Truth About What Motivates Us, by Daniel Pink, is full of research about human motivation. Here is an animated YouTube video that summarizes the key takeaways. Two findings from Pink's research profoundly influence my approach to teaching.  First, for complex tasks, higher rewards can actually lead to lower performance. This flies in the face of our common assumptions—and challenges the idea that grades are the best motivator in school.

Fortunately, Pink shares what does work: autonomy, mastery and purpose.  Pink's examples were about motivating employees to be more productive, but the concepts are similarly applicable in schools.  Although he was talking about workplace productivity, these same principles apply beautifully to schools. When students are allowed to approach tasks in their own way, engage in lessons that build real understanding, and explore their personal “why” for learning, I’ve seen more genuine engagement and enjoyment.

The second book that I read more recently but has had a profound influence on the way I teach is 10 to 25: The Science of Motivating Young People by David Yeager.  Like Pink, Yeager's research has shown that the carrot/stick philosophy doesn't work.  What motivates young people is starting from a place of respect and offering high support while holding them to high standards.  

The insights from these two books have changed how I think about teaching math, and how I help students feel included and empowered in mathematical spaces. When I was a classroom teacher, I worked hard not to use grades as motivators. Instead, I used judgment-free learning tasks and ungraded checks for understanding. I’d write students’ ideas on the board as conjectures, encouraging them to revise and build on each other’s thinking, and creating a collaborative space where everyone’s understanding could grow.

In the end, good math teaching is just good teaching. These books have reminded me that motivation, purpose, and respect aren’t extras, they’re essential. Whether we’re solving equations or exploring mathematical proofs, students engage more deeply when they reflect on their purpose for learning and feel respected by the adults in their lives.