A specific line from Chapter 3: “Students feel respected and are likely to feel motivated when you ask for their opinion and there is tangible evidence that their opinion influences what happens in the classroom.”
This really hit home because it reminded me how powerful it can be when students feel like their voice matters especially in a subject like math, where many students already feel disconnected or unsure of themselves. In our Math 7 classroom, it’s easy to fall into the routine of lectures, worksheets, and tests. But when I slow down and take the time to ask students how they feel about what we're doing what’s working for them, what isn’t it changes the dynamic. They’re more likely to engage when they feel heard. Even small things like letting them vote on whether we review with a game, partner work, or a practice sheet can make a difference. It doesn’t mean giving up control, but it means creating a space where students feel included in how the class runs.
This quote reminds me that motivation isn’t just about making math fun it’s also about building respect. When students see that their thoughts actually shape part of the classroom experience, they take more ownership, and they’re more willing to invest effort. I’ve seen students who normally stay quiet become more active once they know their input is taken seriously.
It’s something I want to keep doing more of finding simple ways to involve them in decisions and show them their opinions matter.
This really hit home because it reminded me how powerful it can be when students feel like their voice matters especially in a subject like math, where many students already feel disconnected or unsure of themselves. In our Math 7 classroom, it’s easy to fall into the routine of lectures, worksheets, and tests. But when I slow down and take the time to ask students how they feel about what we're doing what’s working for them, what isn’t it changes the dynamic. They’re more likely to engage when they feel heard. Even small things like letting them vote on whether we review with a game, partner work, or a practice sheet can make a difference. It doesn’t mean giving up control, but it means creating a space where students feel included in how the class runs.
This quote reminds me that motivation isn’t just about making math fun it’s also about building respect. When students see that their thoughts actually shape part of the classroom experience, they take more ownership, and they’re more willing to invest effort. I’ve seen students who normally stay quiet become more active once they know their input is taken seriously.
It’s something I want to keep doing more of finding simple ways to involve them in decisions and show them their opinions matter.