This week, my post will focus around Attribution Theory. This theory was pioneered by Bernard Weiner. Attribution Theory, in my own words, is the excuses we make for our successes and failures in life. Have you ever said things like, "If I just had more time, I would work out." Or "I am just not good with taking tests." If so, you have applied one of the attribution theories. I am going to highlight how I have observed attribution theory in my 4th grade classroom, by introducing you to a few of my students (names have been changed) and their behavior patterns.
As you read about each of these students, please take note if you recognize any of these students. Perhaps it is your daughter, son, brother, sister, friend, or even YOU! Let the introductions begin, INTRODUCING..................................
Sam - Sam is a 9 year old boy that comes from a bilingual home, Spanish and English. He has an extremely tight knit family that is always emphasizing how hard work opens doors for opportunities. I have met both his parents and they are true examples and models of hard work. Sam is a charismatic and engaged learner. He always ask questions in class despite what we are learning and is always willing to help others. Generally, Sam is a straight A student. In the event of receiving a grade lower than an A, he will say, "Aw, Ms. Lavalley, I must have went to fast on this part. I totally knew the answer, I just went too fast." Then, he will be eager to show me that he can demonstrate his knowledge. I would consider Sam to be in the "mastery pattern" because of his high sense of self. I'm always pretty confident he would say he is the "master of his own fate!".
Shaw - Shaw is a 9 year old girl that is bi-racial, African-American and Caucasian. She lives with her caucasian mother and grandmother and her two older brothers, that tend to get into mischief. Shaw has never met her African-American father. She was recently given an IEP for reading, writing, and math. Shaw is a bit bigger than the other girls, (both physically and developmentally) and is often seen playing with the boys. She exudes an "outer toughness" about her with her peers as well as her teachers. During class time, Shaw often seems distracted and uninvolved regardless of the lesson. She takes frequent trips to the bathroom and uses excuses like, "I couldn't do my homework last night because I lost my planner", or "I wasn't here when you went over that". I would consider Shaw to be in the "failure avoidance pattern" because of her need to protect her self-image through lack of academic effort.
Madeline- Madeline is a 9 year old girl. Madeline has moved around a great deal over the last 9 years due to her parents need for employment. When Madeline came to our classroom, her mother and father both worked long hours at a factory. After school, Madeline is left to the care of her 12 year old sister to tend to her homework. During the first month in my classroom, I noticed Madeline would spend time daydreaming, doodling, and playing with things in her desk. She would avoid eye contact with me while teaching, frequently make visits to the restroom, avoid asking for help when needed and pouted when I tried to help her. When I sat her down to discuss this behavior with her, she told me "I have an IEP so my parents don't care as long as I try." That opened up a whole conversation about the word "try", which I had the parents come in for.
Casey- Casey is a 9 year old boy that is Gifted and Talented. When I first met Casey, I noticed he was extremely quiet and uncomfortable speaking up in class. Casey and I worked on that for the first half of the school year and he started to make growth. Then right after the holiday break, I noticed a change in Casey. The quality of his work was poor, he was not engaged in class lessons, and seemed a bit defiant and negative towards learning. When I sat him down to discuss this behavior, he said to me in a very monotone voice, "I guess I could try harder." In my gut, I knew something was wrong and I wanted to make sure I addressed it appropriately. The next step was to sit down with his parents for a conference to explain to them what I was seeing at school. Sure enough, my gut was right, mom and dad were having problems at home and were getting a divorce. Dad said Casey was spending a lot of time on computers and that was the only interest to him lately. That pattern continued in the classroom. If the lesson I was doing didn't involve something technology focused, then Casey found it boring. I would consider Casey to be in the "bright but bored pattern", as well as having feelings of lack of self-worth due to his parents separating.
Today, I leave you with the question, how do you as a teacher or parent, assist these children to achieve. What strategies have you used? Were you one of these kids? If so, what did a teacher do to assist you? Do you still have tend to have that attribution?
Until next post, HAPPY THINKING!
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