LUCK

LocusExternal
StabilityUnstable
ControllabilityUncontrollable
Unlucky to ArriveBy being completely out of the teacher’s control, luck is the least helpful attribution mindset. If a student attributes any of his or her success to luck, the teacher is stuck in an unfortunate solution. If the student does well on the test, and attributes it to luck, she will come to the conclusion that no amount of effort will affect the outcome, it is merely chance. If the student does poorly, they will consider the test inferior, wasting the student’s time, and destroying any hope for motivation and love for learning in that student. This develops from the unintentional nudges or way teachers or parents can speak to a student, perhaps saying, "Oh well, better luck next time" or "Maybe this subject isn't your best." Statements like these can be very damaging, in spite of the fact that they are meant to be helpful.

The Luck of the Calvin
external image calvin-loopholes.jpg
Calvin here seizes the luck of the loophole, extorting his own answer, while accepting that he did not know the answer, and has no intention of learning the information at all. If Calvin were to get this right, he will chalk it up to luck. If Calvin gets this wrong (which he will), he will just consider it unlucky that Mrs. Wormwood did not accept the answer. Mrs. Wormwood Is responsible for this behavior, as it directly leads to apathy and frustration by Calvin. The solution is long and tedious, by sitting down with Calvin and figuring out what he attributes his learning to, and correcting it to focus Calvin on effort, and other internal, controllable areas
Turning Luck AroundOne of the best ways to dissuade a student’s thought process from jumping to luck is to clearly explain where and how the points on a test were won and lost. If the student sees they did not do well on the test because they did not provide enough evidence in the essay, or wrote the wrong fill in the blank answer, they are less likely to jump to the luck solution. This also puts the burden on the teacher to conceive and grade tests in a clear and fair manner that allows for this in depth metatest knowledge.

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