1) What can you do to help your students who have suffered the Matthew Effect? What can you do for those who, through some stroke of bad luck, got behind early on and then received less and less while the seemingly “brighter” students got more and more?
You can try to reverse the cycle. Those students who have "suffered the Matthew Effect" are somewhat obvious students in your class. Start reversing the cycle for them in the classroom and look for opportunities to reverse it outside of the classroom as well.
ReplyDeleteA relationship with that student would help them gain trust in you and you might be able t figure out ways to build them up when others keep trying to build them down.
I have been trying to use the praise 10 times for every negative critique rule with every student in my class. I need a lot more practice, but I'm hoping that it might help with the students who need the most encouragement.
First, I agree with Jennifer, building a trusting relationship through positive feedback seems to be a good way to show a very disadvantaged child that someone cares and believes in him/her.
ReplyDeleteI have been so overwhelmed thinking about this the past week. It seems like such a huge undertaking to reverse the Matthew Effect. I was discussing this idea with my husband and trying to convey how much advantage has to do with what kind of lives we lead. It seems that advantage is like fate and what we choose to do with it can make or break our futures. I think giving students a real choice in the class room can help to build advantage for them- I mean the students we work with do get choices in their homes but many and most times I see them having to choose between two not so good decisions. By giving them two or how ever many good choices to choose between I think that with our help they might begin to see their choices having a more positive impact and we could use this idea to teach them how choices in their lives out side of school can add up the same way they do in school and hopefully the concept could transcend. Claire
ReplyDeleteI think once we show the kids that it wasn't a matter of them being less capable, but of the odds stacking up against them, they will feel more confident. From there, demonstrate that while the odds play a (much too) important role in their lives, fate does not decide everything. Some of the Hockey all stars did have late birthdays and people who were born from lesser means can rise above their circumstances. It's not easy, and may not even be probable, but it is possible.
ReplyDeleteI think that it can be a matter of comfort in the classroom with the teacher. I know that in the classes that I was in where I was not comfortable with the teacher, I did not become involved as much as in other classes where I was comfortable. I also think that it is not as obvious in class at times to recognize that a child has had a difficult background. I have had quite a few encounters when working at Valdosta High School that I had no clue that the kids did not want to go home because there were no role models around. I think it will be my job to target these students and provide opportunities for them to get involved and tutor them if they are having difficulty in certain areas.
ReplyDeleteBeing realistic with students would probably be a good starting point. We can use examples from our not so recent past of being able to overcome racial and gender inequalities. If we create a belief in our students that they are able to achieve huge and awesome things in their lives then they might have more of the inspiration to actually do so. I was thinking of what some activities or things that I could use to instill this belief in students and I think Lee had it right by spelling out to our students what they are up against in the world they would be better equipped to tackle the world.
ReplyDeleteRealistic values I think are a great way to get to students but sometimes being realistic can crush certain students. I think that giving hope to those students who really need it can help them figure out that if they fight to overcome then they themselves can be on top. I think that you really have to judge the personality of individual students when deciding the best way to approach them. ---Jenn V.
ReplyDeleteI agree with Lee and Jennifer because it is important to be upfront and honest with your students, but at the same time it is just as important to know when being too honest, especially all at once, could crush a student.
ReplyDeleteI also agree with Jennifer in her idea about reversing the "Matthew Effect." The students who need the most encouraging/praise are usually pretty easy to pick out in your classroom. By offering them your trust and praise it could really be that extra confidence booster they need to either put more hours in on their own, or to have the courage to try and find something else they excel at.
One last idea to help those kids who seem to be affected by the "Matthew Effect" the most would be to provide clubs that are free for everyone to join who who enjoy doing that activity and want to use their extra time doing it.
I totally agree with Jenn V that a student's personality should have a major impact on how we chose to proceed on the Mathew Effect....whether it be with complete honesty about the odds against them, just praise praise and praise some more, or whether you just want to say to a child whose suffered "the Effect" that they haven't had a lot of opportunities and your classroom is a starting point for many to come. I could add more ways to address such a topic with a child, but I want everyone to use their imaginations :)
ReplyDeleteI think that the best thing to do for students who have suffered from the Matthew Effect is to first show them that you believe in them and their abilities, no matter how they compare to the rest of the class. Hopefully, this can lead to the student's belief and increased confidence in themselves. Like Jennifer said, the classroom can be a starting point for opportunities. If we, as teachers, offer opportunities and belief then maybe we can help change the fate of a student.
ReplyDeleteI agree with Erin about the free clubs and activities. If students are not able to afford these opportunities, then they will be less likely to better themselves. You can't put in more hours without the opportunity to do so. A lot has to do with self-esteem and motivation. These two qualities will affect the way a student strives to become better and be more successful as an individual.
ReplyDeleteThe Matthew Effect makes me sad. I don't like knowing that there are kids out there who just get pushed more and more behind by things they they have no control over, but it is a fact of life. You have to give them opportunities to be successful in your classroom. You have to ENCOURAGE ENCOURAGE ENCOURAGE. Even though the students may be down and out, you need to let them know that it can be turned around at any time as long as they believe and put the time and effort into it. Then, you have foster those moments where those children can get ahead and be successful in your classroom. It is great idea to give them examples of people who have overcome tremendous downs in their lives.
ReplyDeleteEncouragement is they way to go. I think that if we as teachers give students opportunities and support for success, then this will help in reversing the Matthew Effect. Some factors from this effect can eventually become mentally and students will believe that the world is against them. But if we give them opportunities and a sense of hope maybe this attitude will change they will be able to overcome and become successful. --Jenn
ReplyDeleteI agree that clubs, activities, and teams can be a great way to build a students esteem, but the hockey players story was the first example we were given as to how the Matthew Effect works. Sports teams are great for kids and I think every kid should be involved in organizations outside of school, but is this just another place for kids effected by this problem to be shown that they arent going to make it?
ReplyDeleteI think constant, honest encouragement is the best way to build a trusting relationship with a child. Most kids are looking for people to trust and unfortunately, the end up trusting the wrong people. If you can help a child believe in himself/herself and show them that there is a way to get to a better situation, then the "Matthew Effect" could be reversed. However, it all begins with trust. Nice words have no value if you don't mean them.
ReplyDeleteThe example of the hockey team was the example we all saw in class last week about how the Matthew Effect really effects kids. It might seem like by having kids join sports that we are setting them up for failure, but as parents, teachers and adults we have the obligation to let them know that anything is possible. If they really want to succeed in something than they are going to need all the encouragement they can get from us. They also need for more us to put more time into their lives to make sure they still get that extra practice or help in whatever activity they want to succeed in.
ReplyDeleteKatey is right with the idea that we have to encourage students. I think beyond that we need to educate them. The Matthew Effect is an obscure concept; even those who know about it don't tend to think about it all the time. Once we show the kids that in reality they are just as capable as others, they will become more confident in themselves and try harder. Hopefully, this will put them on the other side of the Matthew Effect.
ReplyDeleteI was thinking along the same lines of letting the kids see that they are capable of being successful and that they have just had certain things working against them that might be out of their control, and then providing opprotunities for these students to make choices that will create their own success and turn fate in their direction.
ReplyDeleteA way that I am going to help my kids see that they are successful is by giving them tons of options to be successful with their art outside of just my classroom. I am going to try and enter them into all sorts of art and scholarship contests. There are tons out there, and there is no reason why my kids can't participate. From the very artistic kids, to the ones who wouldn't even think twice about having their work displayed somewhere, I am going to get them to put their work out there.
ReplyDeleteWhen it comes to teaching, there is a fine, fine line between being idealistic and being realistic. I've always personally defined that line as being as self-aware as possible. In order to attempt to reverse the Matthew Effect, it is important to explain and connect the idea to the individual student to prevent any unhealthy internalization. However, as has been said in several comments about this subject, encouragement is still absolutely crucial. Just because someone might be aware and understand the Matthew Effect doesn't mean that they should make an excuse for themselves because of it. Make the students aware of the strong potential they have as well as help them realize what they have control over and what they don't, and how to cope accordingly.
ReplyDeleteExtending from my earlier post, I would like to bring up the idea of the "10,000 hours of practice" lesson that we discussed in class. Sometimes, bad things can "just happen." And, sure, good things can "just happen," too, but they always are less remembered and feel more rare. I believe that kids need to be emphasized on the idea of earning what you want. To quote Thoreau from "Walden":
ReplyDelete"If you have built castles in the air, your work need not be lost; that is where they should be. Now put the foundations under them."
Or, if you prefer the far more modern Tom Hanks from the movie "A League Of Their Own":
"It's supposed to be hard; if it wasn't hard, everybody would do it: the hard is what makes it great."
Kids need to be encouraged to not let the Matthew Effect "just happen" to them. They have the power of choice to do something about it, and that should empower them and build them up to do it. Will it be easier for some than others? Absolutely. But, the harder the worker, the greater the reward.
What do we look for when we grade what is handed to us? Do we burst forth with a fury of red pen and go over what went wrong? Some English classes of mine a while ago used error logs; we had to correct our grammar errors by writing the rule down and then stating how we were going to correct the problem. Instead, I submit that we look to what our students hand us and ask them, "What is the smartest thing here?" and then figuring out how to replicate that in the future. Teachers should not study error only; success and the avenues thereto need replication.
ReplyDeleteMr. Carson is dead-on when he speaks of the personal value of hard work. What would happen if everyone chalked everything up to the alignment of whatever stars they chose to believe in? In the grand scheme of things, the little efforts I put into what I do may not have any value to anyone else but me, and that's ok. Some call this delusion; I call it self-esteem.
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