Tutoring
Setting Better Standards:
PERFORMANCE VS. MASTERY GOALS by Brieanna Casey, Head Instructor The Tutoring Center — Bartonville
M
ost of us learn at an early age that if we simply complete the task set before us, it will appease the powers that be. And while it’s certainly easier and faster in the short-term, it teaches children the dangerous mindset of minimum effort.
What we need to better understand is the difference between performance and mastery goals. Performance goals are task-oriented. These are usually extrinsically motivated which emphasize getting the grades over understanding the content. Extrinsic motivation is factored by outside forces such as satisfying teachers or parents, and often results in stressful learning environments.
The fact is, most things worth achieving in life come as a result of setting mastery goals. Mastery goals are those we approach with an eye toward the future, and which prompt us to learn fundamental concepts or skills. These goals are sometimes more abstract e.g. becoming a better writer. Mastery goals are driven by means of intrinsic motivation—those we accomplish for ourselves, such as personal enrichment
or empowerment. Because mastery goals rely on students’ own desires, they become more independent and self-sufficient. Eventually they will feel empowered to make decisions about their own learning.
And isn’t that what education is all about— teaching students to teach themselves? By putting the power in our students’ hands, they’re going to be more driven to succeed because they want to—not because they have to—which prepares them for college and the adult world when they’ll no longer have a teacher, parent or employer willing to offer incentives just for doing what is already expected of them. Perhaps the most significant lesson that mastery goals give students is to disassociate academic failure with personal failure. It implies that their value is contingent upon a measure of knowledge as judged by others. Thus, we should be teaching students that it doesn’t affect their value as a person, and that the ability and willingness to succeed rests solely within their purview. By modeling these behaviors and beliefs, we can show children purpose and how to value and enjoy education. We can empower them to treasure their triumphs, and to withstand and overcome obstacles and failures in school, at work, at home and in life.
Follow our blogs online at Bartonvilletx. tutoringcenter.com/blog to access the links, and feel free to join in on the discussion on Facebook! 22 | ARGYLE LIVING | MARCH 2016