Are You Challenging Your Students Too Much? How to Support (Not Thwart) Their Need for Competence

Too much challenge in a task? Cue sighs of frustration, blank stares, and that sinking feeling when your students just aren't getting it. We've all been there. 

As educators, we strive to create environments where students feel confident, motivated, and eager to learn. Yet, finding the right balance when it comes to challenging our students can feel like a daunting task (I know it does for me!).

Too little challenge is likely to spark boredom, while too much challenge can cause frustration and disengagement. 

If your experiences are anything like mine, when the ripple effect of ‘boredom’ or ‘frustration’ moves across the classroom as a result of tasks being too easy or too difficult - cue: challenging behaviours, and the need to pour some serious energy into behaviour management. In fact, research has shown that…

“Classrooms where students are provided with optimally challenging tasks see a 30% reduction in disruptive behaviors compared to classrooms where tasks are either too easy or too difficult.*”

So it’s not just me! And it’s not just you! Phew.

Teacher Professional Development to enhance engagement?

You’re in the right place!

Learn more about how we can support you to embed core psychological needs in your practice and school culture here.

While we’re not alone in this, it begs the question - what is the answer? And why is ‘optimal challenge’ so important?

It turns out that experiences of optimal challenge are intrinsically connected to students’ engagement and motivation in our learning spaces.*

If you’re anything like me, one of your first thoughts is “great, more differentiation is required”.  And yes, differentiation is supportive for creating optimal challenge.
But, differentiation is just a piece of the equation… 

As teachers, our style and approach is one of the single greatest determinants of our students’ engagement and motivation.*

So this means, our style and approach as educators can be either the greatest supporting factor or greatest thwarting factor students may face. (Yes, I’ve had some very challenging reflections on my practice through learning about this topic). So, what is the answer? How do we find that perfect balance, and what are the accidental ways we may have been thwarting our students’ need for competence…

Here are the ‘ins’ and ‘outs’ of hitting that optimal challenge sweet spot, with practical, tried-and-tested strategies to ensure you're nurturing competence (thanks to Self-Determination Theory*).

Competence ‘Ins’

• Provide Specific Feedback
  It turns out that one element of specific feedback is more beneficial to student growth than three vague statements. Specific feedback supports our students to understand exactly where they can improve, and highlight how they can make that improvement.

• Celebrate Improvement or Effort
  Acknowledging and celebrating student improvement and effort is a catalyst for students to continue growing. This strategy highlights the journey of learning rather than focusing on the completion or final outcome achieved. This inherently encourages students with a focus on improvement and growth, not just final grades.

• Fair Use of Praise
  Giving praise fairly and consistently fosters a positive learning environment where students are willing to take risks (and delve into something new). This creates learning spaces where optimal challenge is supported through helping students feel equally valued.

• Display Hope, Courage, and Optimism
  As an educator, modelling positive attitudes and behaviours inspire students to persevere and succeed. Your enthusiasm and belief in their abilities is incredibly motivating. 

  I would love to acknowledge that this one can be challenging sometimes in a profession that ‘stretches’ us, even at the best of times. However, it is valuable beyond words. This ‘in’ is not about displaying toxic positivity - yes we have challenges and go on our own learning journeys - it is more about the underlying attitude we display to our students. Do they feel like we believe in them?

• Clear Modelling
  Of course, this is teaching 101 - but leaving it here as a beautiful reminder that clarity is queen in teaching and learning. Through clear modelling and examples we can break down abstract  concepts into more concrete and achievable tasks - enter optimal challenge.

• Transparent Expectations (and sticking to them)
  When students understand what is expected of them, and when, they know what success looks like in our space and in their learning. Transparent and clear expectations reduce anxiety and help students focus on their goals. 

Competence ‘Outs’

Based on the research of Ryan and Deci in Self-Determination Theory* here are the ‘outs’ that hinder student competence, leading to disengagement from learning and a reduced willingness to challenge self.

Go kindly on yourself here friends…

• Publicly presenting critical feedback
  Students are less willing to give things a go if they fear ‘getting it wrong’ in front of their peers.

• Criticising a fixed quality

  Being mindful of what sits within student capacity…

• Criticising losing via peer comparison
  “What happened here? Normally you keep up with Sally.”

• Chaotic or absent teaching
  We’ve all had these days…

• Praise winning via peer comparison

  “Great work - you’ve never beat Selwood at maths before.

Ok so… have we all done these things at one time or another? Yes.
Is the most important thing to bring awareness to these things, and reduce them in the future? YES.

The facts are that providing students with opportunities to optimally challenge themselves is essential to learning and growth, and acknowledging the role we play as educators in building environments that encourage optimal challenge is incredibly powerful (and also, at times, daunting!).

Let’s continue embedding competence ‘ins’ in our practice, and become increasingly aware of when we slip into competence ‘outs’ - and we’ll be inherently nurturing optimal challenge in our learning spaces. 

Remember - you’re doing an incredible job and challenging our students to grow is part of teaching. You’ve got this!

Sources:
Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (1991). "Motivation and education: The self-determination perspective." Educational Psychologist, 26(3-4), 325-346.
Reeve, J., & Jang, H. (2006). "What teachers say and do to support students’ autonomy during a learning activity." Journal of Educational Psychology, 98(1), 209-218.