Caring Strategies

Caring is one of the five broad groups of strategies in the MUSICModel of Motivation.

Overview

“Students are generally more motivated and engaged in classes and school when they feel cared for and connected to others in the learning environment. Some researchers have distinguished between academic caring (the professor cares that students learn the content and meet the course objectives) and personal caring (the professor cares about students’ well-being). As one student noted, “If we don’t seem motivated it might be because you don’t seem to care how we actually feel” (Matos, 2017). Because these two types of caring are often highly correlated (Jones & Skaggs, 2016; Jones & Wilkins, 2013), it’s likely that strategies to foster one of these types of caring will also foster the other type of caring.” (Jones, 2018, p. 167)

“A main idea for promoting caring in courses is that professors should show students they care about their learning. Another big idea is that students should feel welcomed and comfortable participating in the class and interacting with other students. Certainly, however, there are times when students should feel uncomfortable because their abilities and beliefs are being challenged (because this might lead them to reconsider or change their beliefs). Although professors often have little control over who is enrolled in their course, they have a lot of control over establishing the class culture and climate through the use of effective rules, procedures, and communications. Establishing an appropriate class culture and climate can provide the emotional support that students need to succeed in the class. And when students care about each other, students may draw motivation from each other when their own motivation is lower, as explained by this undergraduate student: “I don’t put too much effort into this course, however I don’t underestimate it either. It is an elective for me but I will not let group mates down because I am not motivated.” In other words, this student is motivated because he cares for the other students in his group and doesn’t want to let them down.” (Jones, 2018, p. 168-169)

Questions for Teacher Reflection

Teachers should consider the following questions as they consider which caring strategies to implement (Jones, 2009, p. 279-280):

— Do students believe that the instructor cares about whether they achieve the course objectives?

— Do students believe that the instructor cares about their well-being?

Strategies

Caring strategies can be divided into the five sub-categories shown in this figure and explained below.

Examples

The bulleted examples provided below are just examples, there are many other ways to help students feel cared for and connected to others in the learning environment. It’s up to the teachers to decide which strategies are most appropriate for their classes. These examples are quoted directly from Jones (2018, p. 170 to 191).

Be Approachable and Relatable

Be approachable and relatable to students.

Do the obvious things to show that you’re approachable (e.g., say hello to students, smile and make eye contact, engage in “small talk,” learn students’ names).
Hold office hours at a variety of times and locations.
Be friendly, but don’t try to be friends with students.
Respond to students’ inquiries promptly.
Require students to provide a one-paragraph description about themselves.
Use personal anecdotes when appropriate.
Show students that you are similar to them in some ways.
Teach students how to interact with professors.
Don’t try to appear “smart.”

Respect Students

Ensure that students feel respected by you and the other students, both online and face-to-face.

Develop the ground rules for student-to-student and student-to-professor interactions during a class.
Allow students to give you feedback about your instruction and instructional materials.
Incorporate activities that help students get to know one another.
Recognize and respect the fact that students have lives outside of your class.

Care About Achievement

Show students that you care about whether or not they achieve the course objectives.

Tell students that you care about their learning.
Address students’ concerns during class, as they arise.
Assess students’ perceptions about the course and adjust the course as needed to address concerns that affect their learning.
Schedule a meeting with every student in your class.
Designate times to meet with groups of students to discuss course content.
Use peer mentors to provide academic and social support.
Focus on making a difference and sharing ideas.
If you teach students who are in their first year of college, explain to them the differences between high school and college.

Accommodate Students

Consider accommodating students when they experience extraordinary events, such as an illness or a death in the family.

Keep the focus on learning when making decisions about students turning in assignments late.
Have an attendance policy that helps you and doesn’t create unnecessary work for you.

Help Students Fit In

Help students to fit into the culture of the class, major, college, or university.

Connect your course content to content in other areas and disciplines.
Show students the variety of roles and career opportunities related to the content and discipline.
Allow students to share their knowledge with others in a way that builds the community in the class.
Provide assignments that allow you to get to know your students on a more personal level.
Provide students with plausible explanations of social situations that may be threatening or detrimental to their perceptions of belonging.

Motivation Theories

Caring strategies are based on many different theories, including (but not limited to) the theories listed here:

Caring Theories (Johnson, Johnson, & Anderson, 1983; Noddings, 1984, 1992; Wentzel, 1999)
Need to belong (Baumeister & Leary, 1995)
Belonging (Goodenow, 1993)
Need for relatedness (Deci & Ryan, 1985, 2000)
Attachment Theories (Ainsworth, 1979; Bowlby, 1969)
Mattering (Rosenberg & McCullough, 1981)