Perceived Value in the Classroom

Why is it that some activities have the rapt attention of your students but as soon as you switch to something else, you've lost them?

Why is it that your monologue on SOHCAHTOA doesn't seem to be as interesting to your students as the latest search results on Google Images or the social life of the person sitting next to them?

Why do teachers text/email/talk during professional development sessions?

It's a matter of perceived value and interest. We pay attention to that which is unique, outstanding, bizarre, different, valuable, and/or useful. We ignore that which is too far removed from its direct application in our lives.

So, re-read the previous questions but this time, take out the negative prejudice you held and ask if what (or how) you're operating could be adjusted to change the perceived value of your content. What if the Industrial Revolution were seen through the eyes of a 12-year-old employee? When something becomes real, its perceived value just increased. When your colleagues around you are bored in their next professional development meeting, ask yourself what could be done to increase the perceived value of what you're learning.

Why else should we gather into the same room for an extended period of time? Do we have anything better to do? Or is our time together the most important thing in the world at that moment? What is our perception of that time together?

Truth isn't nearly as important as the perception of what is true.

--Greg Garner