Thanks to all who contributed ideas for this hit. I know they'll help me,
and hope they'll help others as well!
Here are the ideas as given to me by those who responded:
Besides having homemade food and sodas, I try to vary the work - shelving
one
day, making signs, running errands, searching for websites, updating my web
page.
----------------------------------------------------------------------------
--------------------------------
tough one. some things I have tried:
accountability - have them choose the area they will shelve, give them
ownership of the section with a sign, check it frequently. Although this
keeps them going in the beginning, getting a grade for "wheel" is the best
motivator. Also, shelving with them (just for a few minutes to get them
started) helps.
Keep a running list of extra jobs that are fun to do after the drudgery.
ie - powerpoint stacks, digital pics, tracing posters on opaque, etc.
Ask for input on making the experience better for them - mine said they
would like 15 min. of free time on Fridays - I would provide a snack like
popcorn, cookies.
Thank them often - remind them of the difference they are making and help
them realize what they are buying into by supporting info literacy.
Nothing, I repeat nothing, will motivate an 8th grader during the last month
of middle school and I'm sure it's the same for seniors....
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I have 4th and 5th grade helpers in our library. I motivate them by
letting them check out one more book than their peers, I also hold
"staff meetings" about once every 2 weeks and we eat donuts and juice.
They are allowed to put their names on the shelves they watch over, they
get homemade cookies on holidays from me.
-----------------------------------------------------------------------
You mean besides Nag, Nag, Nag? ;-)
I have tried a weekly task list - weekly self-evaluations - occassional
conferences. It seems to depend on the student - what works for some,
doesn't work with others. :-(
I screen pretty heavily - they know "how I am" about work and being focused
and I stress that in the interview, but it still sometimes turns out to be a
hassle.
-----------------------------------------------------------------------
Well, there's your problem -- get it to be an elective credit. My TA's
(some bettterr than others, granted) all received a letter grade and credit.
They are also indoctronated from day one that this is a business, the skills
they learn will give them a step up on other kids when it comes to getting a
job, I write recommendations for the deserving ones that can speak directly
to their work skills (I cannot walk into a Office Depot, Blockbuster Video,
Starbucks, etc... in the neighborhood these days without a "Hi Mrs. G" from
a former student. They learn receptionist skills as well.
Earlier this year I knew I would have to be out for a full week because of
foot surgery and they were told that, since they knew more about OUR library
than the substitute, that I was counting on them to take care of the day to
day stuff because that's how a team works! I was gratiified to learn when I
came back that the sub wwould come back for me anytime because my TA's were
so professional and wonderful to work with.
-----------------------------------------------------------------------
My aides are given an elective credit. I contacted the director of the
county library and asked for a job description used for library clerks.
That became the duties and skills for my student aides. In the course
catalog and class disclosure statement and every meeting I have with
parents, I stress that I am teaching them a skill that could be transfered
over to a an entry level job at a public or academic library. Some pride
themselves on being one of the few aides in the school that is actually
doing "real work" and not just sitting around. I also praise their work
ethic and skills to every administrator and teacher that I can (especially
if I know they can "overhear" our private conversation). But I also have to
admit that I don't get as many aides as the other teachers. Post any hits
you get.
-----------------------------------------------------------------------
Deb: Is there any way to have them feel that the period they are covering
is theirs, in other words, do they have any say in what they are to do in
the library during their shift? Or are they simply directed to do tasks
each time they come in? Perhaps including them in some decision making would
help motivate them. Ask them what they would like to accomplish while they
are working there. Or, if you need certain things done, give them a choice.
I think empowering them will help. After all they are not paid, or
recieving credit for the time and energy spent. If they can feel that they
are making a real contribution to the library via their own ideas then you
will create motivation.
-----------------------------------------------------------------------
No wonder you can't motivate your assistants if they don't get credit.
They're virtually volunteers. I think that's the crux of your problem. Do
office assistants and teacher's assistants get credit? My assistants work
for a grade, so there's rarely a problem with motivation. If there is, they
simply get a low grade.
I'll post additional hits if I get more posts.
Debra W. Waugh
Library Media Specialist/Technology Facilitator
Graham High School
Bluefield, Virginia
debwaugh@ntelos.net
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