After months of friendly nagging, my wife convinced me to go to the gym. As a runner, I don't enjoy the typical gym environment, but she had fallen in love with high-intensity group workouts, where participants try to stay within a certain heart rate range, and she urged me to give it a try.
Initially, the instructors most likely saw me as I see some of my students: as an unmotivated participant. But as my first week went on, that shifted: I felt engaged, empowered, and supported by my instructors and the class environment.
I never would have imagined that the gym would give me the best teaching model I've seen in a long time. Instead, I came away with five methods for quality instruction that I've implemented in my own classroom.
1. Give Students Academic Choice.
All students want a say in what and how they learn. At the gym, although we rotated through treadmills, row machines, and weight exercises, we could do an alternative exercise as an accommodation.
As Paula Denton writes in Learning Through Academic Choice (2005), choice "supports children's intrinsic motivation to learn" through autonomy and "draws on different strengths, abilities, and interests." Students with choices are empowered to pursue their own goals. After I offered students a choice of reading assignments, completion went from 65 to 95 percent.
2. Foster a Growth Mindset.
At the beginning of my gym course, the instructor stressed one point: "If you don't get to your goal today, don't worry. You can try again next time." That small comment put me at ease and reminded me that someone believed I could, in time, accomplish my personal fitness goals. Consider how powerful it would be if every teacher, every day, reminded students that although learning might be challenging, support and time are on their side.
3. Find a Balance Between Pacing and Momentum.
During workouts, we received an overview of the exercises and frequent pacing reminders to ensure we were never guessing what was next or when. Similarly, an effective lesson for students includes seamless transitions with clear outlines of what's next. It is the teacher's job to cue students. In the classroom, you might put a visual timer on the board or give oral reminders as time counts down.
4. Provide Ongoing, Data-Driven Feedback.
At the gym, instructors measured performance throughout a workout with heart monitoring data. Too often, teachers wait until students have handed in their work to give feedback. Small-group instruction can allow for timely reflection and quick assessment of progress. When planning work stations, always include a station with the teacher that allows students to assess where they are in their learning. This takes time, patience, and practice at all levels.
5. Don't Underestimate Visuals for Learning.
During and after gym workouts, students had access to visual data displays of how we performed, with individual goals for speed and incline tailored to our level. Based on the instructor's directives, we changed our pace, pushing ourselves to sprint within our level.
Teachers can similarly provide students with checklists and criteria for success tailored to their skill levels. For example, when I have students compare how print texts and artwork express a common theme, I include clear checklists and assessment criteria. These might be steps for completing the task, a "criteria for success" rubric with students' goals, or an editing skills checklist students can use to evaluate their work and that of their peers'.
Along with proving that my wife was right all along, my time at the gym reminded me of the importance of effective instruction. It begins with a positive classroom environment and continues with well-structured time, support for all learners, and data-driven instruction. With these goals in mind, even the most challenging lesson can engage your students and give them the ability to go the distance.
